Water Pollution at Rockaway Beach

Class 3-315

Ms.Rodriguez

Introduction

Water pollution is a problem that affects our community and many others around the world. We can enjoy our beach all year, while many others wait until the summer months to visit. Sometimes locals and visitors to Rockaway Beach leave litter on our beaches that could then make its way into the ocean. Selvena N. Brooks-Powers, the councilwoman that represents Far Rockaway, wants your help to solve this problem.

Task

Module 4: Water Around the World

Performance Tasks

Water pollution is a problem that affects our community and many others around the world.

Task 1: You will create a public service announcement in the form of a google slide presentation informing visitors to Rockaway Beach about how water pollution affects living things around our world.

Task 2: You will also create a poster persuading visitors to take action against water pollution.

Process/

Resources

Student arrangement in completing the tasks will vary with each step. Tasks will begin as a whole class, then move into group work. As students begin to work on their presentations they will be placed into triads. Posters will be completed in triads.

Note Catcher

Step 1: Whole Class

Define the Problem: What is water pollution?

Visual- Rockaway Beach: Whole Class Discussion: What do you notice? What do you wonder?

Read pages 24-25 of “One Well: The Story of Water on Earth”.

View: What is Water Pollution for Kids (Stop at 4:25)

Note Taking: What is water pollution? Why is it a problem?

Complete: Frayer Model- Water Pollution

Step 2: Gather the Evidence: Groups/ Whole Class Share Out

With your group, you will read a portion of the text “Global Citizen: Mountain of Trash”. Be prepared to share the key ideas in your group's part of the text.

Jigsaw Protocol: Mountain of Trash Excerpt

Global Citizen: Mountain of Trash

Note Taking: How do we know a problem exists? What evidence do we have?

Step 3: Causes: Triads

What is causing the water pollution?

Partnerships: Read “Plastic Pollution”.

Partnerships: View: What is Water Pollution for Kids

Interactive Video

With your partner identify at least 3 causes of water pollution.

Record causes on note-catcher.

Step 4: Evaluate an Existing Policy: Triads

Rockaway Beach Rules

Trip to Boardwalk

What are some policies currently in place to prevent water pollution at our beach?

Step 5: Develop Solutions: Triads

Watch: Water Pollution for Kids: (from 4:23-7:20)

Watch: Oceana: Stop Plastic Pollution

Note-Taking:

What are three ways we can solve the water pollution problem?

Step 6: Select the Best Solution: Triads

Interactive Video

Evaluate your solutions with your partner. Which solution would be the most effective/ feasible?

Step 7: Using Google Slides- Whole Class

Google Slides for Kids

Students will work step by step along with video to become acquainted with Google Slides and create a Google Slideshow about themselves.

Step 8: Partnerships: PSA

PSA: Google Slides Success Criteria:

Best Examples of PSA’s

● Clearly and effectively present the problem.

● Introduce the problem and tell why it is a problem

● Causes to this problem

● Current policies in place

● Solutions to the Problem

● Use titles and graphics on each slide to help show the steps.

● Present the information using a strong, clear voice.

Review PSA success criteria

Students will use the notes they have collected during the webquest, to create their slides with a partner.

Step 9: Poster:

Protect Our Beaches Poster Project: Success Criteria

Strong Word Choice- Remember less is more. Try to get your message across in as few words as possible.

Strong Image- Create a visual that will have a strong impact on the viewer.

Persuasive: Provide a specific call to action and encourage beachgoers to take action.

Creativity/Neatness: Your poster should be creative and also appealing to whoever is viewing it.

Review Poster Success criteria

Sketch poster- self-check using success criteria

Final Poster

Evaluation

Making A Poster: Save Our Beach Poster__

CATEGORY	4	3	2	1
Labels / Strong Word Choice	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and have a strong impact on the viewer.	All graphics are related to the topic and most make it easier to understand.	All graphics relate to the topic.	Graphics do not relate to the topic.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Call to Action: Persuasiveness	Student identifies more than 1 reasonable, insightful possible solutions/strategies to encourage change.	Student identifies a reasonable, insightful possible solutions/strategies to encourage change.	Student attempts to identify a reasonable, insightful possible solutions/strategies to encourage change.	Students does not identify a solution/strategy to encourage change.

Public Service Announcement: Google Slides

CATEGORY	4	3	2	1
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Cooperation	Group delegates tasks and shares responsibility effectively all of the time.	Group delegates tasks and shares responsibility effectively most of the time.	Group delegates tasks and shares responsibility effectively some of the time.	Group often is not effective in delegating tasks and/or sharing responsibility.
Presentation	The content and ideas are presented in a unique and interesting way.	The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.

Conclusion

In this investigation you will learn that water pollution is a problem that affects our community and many others around the world. You will encourage others to take action in water pollution prevention through your PSA and posters. The councilwoman, Ms.Powers thanks you for your role in keeping our beaches clean.

Standards

RI.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.5

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.7

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.9

Compare and contrast the most important points and key details presented in two texts on the same topic.

W.3.6

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.3.7

Conduct short research projects that build knowledge about a topic.

W.3.8

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

SL.3.4

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

3-LS4-4.

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.