Teacher TipsStudents

SAVing the SAV

           

 Scenario

 Each year, fewer crabs and fish are pulled from the Chesapeake Bay.  If current trends continue, ten years from now you may not be able to eat crabs from the Chesapeake with your friends or fish from the Marlyn Avenue bridge. Your teacher has challenged you to:
  • investigate the causes of the decline
  • research the interdependence of organisms in the bay
  • and even had the nerve to tell you that you needed to create a year-long service learning program that would address the problem!

Essential Question:

How can human activity facilitate the growth of SAV in the Chesapeake Bay?

Task & Product

 

 From your previous research, you know that SAV serves as the nursery, the oxygen factory, an important food source, an absorption mechanism for excess nutrients that otherwise might lead to algae blooms, and a sedimentation and thus pollution trap.  Your assignment is to research the factors impeding the growth of SAV in the bay and decide not only which factor you have the greatest impact, but also which can be addressed by the service learning project you will design.  Your team will gather background information about the factors that impede the growth of SAV, and then you will:
  • Research the causes of the decline in SAV in the Chesapeake Bay; record your results on this organizer; decide which factor you believe most adversely affects SAV; and justify your decision in a persuasive paragraph.  (Day 1)
  • Scientists use data to predict future trends in the growth of SAV.  First, you will examine how scientists utilized data to predict SAV growth among low, medium and high salinity communities.  Then, you will collect data from Middle River for the past 20 years, as well as, current data to make an ecological forecast about the growth of SAV in Middle River. (Day 2)
    • Click here to read how scientists use data to make forecasts and then click on Figure 1 to see the 2005 forecast.
  • Research solutions and/or projects being utilized around the world to restore SAV.  Use this organizer to sort your findings.  Decide which solution/project seems most feasible for implementation in the Chesapeake Bay.  Explain your choice.  (Day 3)
  • Identify the components of an effective Service Learning Project by reviewing sample projects for Riparian Buffers; Grasses for Classes; and Education Outreach. Tentatively, choose an idea to develop into your Service Learning Project.  (Day 4)
  • Write the outline for your Service Learning Project.  Be sure to include:
    • Project Title
    • Site Definition
    • Funding Sources (if necessary)
    • Type of Project: Direct, Indirect, or Advocacy
    • Project Overview
      • Timeline for Project Implementation
      • Goals and Justification for Project
      • Materials Needed
      • Preparation
      • Action
      • Reflection
    • (Days 5 & 6)

After creating your Service Learning Project, you will present it to your peers, science teacher, and the Service Learning Coordinator for approval.  Be prepared to offer justifications for your project and to sway your audience to agree with the necessity for this project. (Day 7)

Assessments

 The following scoring tools will be used to assess both the process of gathering information and your finished product:

You will also be graded on your work in your group using this Group Work Scoring Tool.

Question

Essential Question:

How can human activity facilitate the growth of SAV in the Chesapeake Bay?

Subsidiary questions:

  • What living and nonliving factors affect the growth of SAV?
  • What human activities impede the growth of SAV?
  • What does data collected from the last fifty years reveal about SAV in the Chesapeake Bay?
  • If nothing changes, what do you predict will happen to SAV in 10 years?  20 years?
  • How could human activities facilitate the growth of SAV?
  • What are some successful projects/solutions being implemented throughout the world?
  • What are the components of an effective Service Learning Project?
  • How will your SAV Service Learning Project help restore SAV to the bay?
  • Why is it so important to restore SAV to all parts of the bay?

Gather and Sort

Use this comparison chart to compare the living and nonliving factors that impact the growth of SAV.

Use this note-taking organizer to evaluate effective service learning projects from around the world.

Use this checklist to help you stay organized as you create your meaningful Student Service Learning Project.

Gather information from a variety of sources.

Be sure to avoid plagiarism and keep track of your resources for a bibliography.  Need help documenting your resources?  Use the interactive tools at Noodle Tools Quick Cite.

Organize


 

 Analyze the notes from your research, the data you collected, your predictions, and your findings about successful solutions being implemented throughout the world to restore SAV.

Synthesize your findings by creating and presenting a Service Learning Project that will positively impact the growth of SAV in the Chesapeake.

The presentation must include:

  • Introduction
    • objective
    • goals
    • definition of problem
    • outline of project
  • Justification
    • why this is important
    • how this will help the SAV
    • data to support the need for this project

Remember to use the Student Service Learning Project Checklist to help you stay organized and submit your work on time.

Conclusion

 Reflection and/or Extension Activities:   
  • How can the actions of just one human being impact the interdependence of organisms within the bay?
  • Use your calculator and your math skills to solve the following problem:
    • Scientists estimate that .376 acres of SAV disappear due to living and nonliving factors each day.  How many acres of SAV will have disappeared by the end of the year?  In 2 years? In 5 years?  In 10 years?
Last update: June 2005

Created by Sharon Grimes and Laura Vandenberge

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