Summary and Resources
 
 
 

Classroom use of the Lesson Plans and the Project Action Guide should involve process as both a means and an end. The hope is that through following the Process Model, students will gain valuable knowledge about the Chesapeake Bay watershed and its importance to them and to their community. It is also hoped that students will learn the basic principles and techniques of the process of scientific inquiry and will begin to apply these principles elsewhere at school, at home, and in the community.

Resources

“Assessment and Evaluation.” MiddleWeb.
<http://www.middleweb.com/ContntAssess.html>.

Johnson, D.W., and R.T. Johnson. Cooperative Learning Center, University of Minnesota. <http://www.co-operation.org>.

Johnson, D.W., R.T. Johnson, and E.J. Holubec. Cooperation in the Classroom. 6th ed. Edina: Interaction, 1993.

Sunal, D.W., and C.S. Sunal. Science in the Elementary and Middle School. Upper Saddle River: Prentice-Hall, 2003. ISBN 0130283428.

Wiggins, G.P. “The Case for Authentic Assessment.” ERIC Digest # ED328611. U.S. Dept. of Education.
<http://www.ed.gov/databases/ERIC_Digests/
ed328611.html>.

Wiggins, G.P., and J. McTighe. Understanding by Design. Alexandria: Association for Supervision and Curriculum Development, 1998. ISBN 0871203138.

Next Section: About the Watershed—An Instructional Framework