The Human Thumbprint of An
Ecosystem
Scott
Wright
Roxboro
Road Middle School
Introduction:
Under heavy rain periods
excessive rain water runs-off of nearby streets and parking lots and into
Onondaga Lake. This leads to
environmental imbalances in Onondaga Lake that have a negative effect on all
living organisms. Raw sewage runs into the lake when heavy rains overextend the
sewage treatment plant. This
high level of pollution has led to a contaminated fish population that is
unhealthy for eating. Because of human waste being released into the lake it
has had to be closed for swimming access. This problem has affected 4
generations of people in the Syracuse area.
Task:
In
your “pod” groups of three you will first,
innovate, create, or revise a method or step that Roxboro Road Middle School
could implement, after using the final approval worksheet,
to reduce the amount of rain water that might add to the problem of rain
run-off. Some methods might include: rain barrels, rain gutters with collection
ponds, crushed stone around paved areas, etc. Finally, you and your “pod” members will prepare a public service announcement (PSA) in the form of a video presentation.
Write a script using the “Did You Know” worksheet format and select the
Habits of Mind visuals (posters, charts) for the announcement.
Process:
Complete the PPA worksheet with your “pod” groups of three using the six-step Public Policy worksheet by using the recommended websites
to determine, describe, and evaluate
the steps Onondaga County and NYS government
have decided upon to use for the lake clean-up.
2. GATHER EVIDENCE OF
THE PROBLEM
4. EVALUATE THE
EXISTING PUBLIC POLICY
5. DEVELOP PUBLIC
POLICY SOLUTIONS
Then, you
will innovate and create a step that Roxboro Road Middle
School could implement to reduce the amount of rain water that might add to the
problem of rain run-off. Next,
submit your method/design for approval. Finally,
once the solution is decided upon prepare
a public service announcement in the form of a video presentation to
represent three points of view in relation to this environmental problem. These
points of view include: a fish species, the environmental scientist, and an 11
year-old person interested in using the lake for recreation, fishing and
swimming. Write a script using the “Did You Know” format
and select the Habits of Mind visuals (posters, charts) for the announcement. Your
PSA should include the following information:
·
A definition of the problem, excessive rain water
leading to lake pollution
·
Possible causes of excess rain water flowing into
the lake and the sewage treatment plant.
·
Common pollutants that contaminate the fish
population.
·
Possible solutions that students at Roxboro Road
Middle School can use to reduce the amount of rain water that flows from the
school grounds into the water system.
·
A description of your created
rain water solution that you will create for the school.
Record your video with a Flip video camera. Your
PSA should be approximately three minutes long. All three “pod” partners should
speak from their specific
role during the announcement that will air during the school announcements.
Consider the needs of the audience by making it interesting, informative and
entertaining!
Resources:
q Sample Public announcement video from PS8 in Brooklyn see attached video to link
q Effects of pollution on fish
q Onondaga Nation our Native culture’s ideas
Evaluation and Assessment:
Task One: Rain Water Run –off Device/Method
`Qualities for a Successful Rain Water
Method/Device
q Creates, Innovates and Designs
a method or device that is feasible
q Creates, Innovates and Designs
a method or device that is effective
q Takes Responsible Risks in selecting the
method/device
q Persists by sticking with the
problem and the creation of the policy to solve the problem
q Thinks Flexibly to adapt the
method/device to the school
q Works Interdependently with the pod group to
share responsibilities exchange ideas respectfully
Point
Possibilities:
___ 4 Point – Thorough (100-90%) ___ 3 Point – Mostly (90-80%)
___
2 Point - Sometimes (80-70%) ___
1 Point – Partial (60-50%)
___
0 = Incomplete or Incorrect (50% & below)
Task Two: Public
Service Announcement Rubric
|
4 – Outstanding |
3 – Successful |
2 - Progressing |
1 – Difficulty |
|
|
Appeal &
Engagement |
The
Public Service announcement is interesting and engaging with a sense of style
and voice. |
The
Public Service announcement is somewhat interesting and engaging with a sense
of style and voice. |
The
Public Service announcement is partially interesting and engaging with a
sense of style and voice. |
The
Public Service announcement is void of interest and engagement with no sense of style and
voice. |
|
Accuracy |
All facts
in the Public Service announcement are complete and accurate. |
The facts
in the Public Service announcement are mostly complete and accurate. |
The facts
in the Public Service announcement are partially complete and
accurate. |
The facts
in the Public Service announcement are incomplete and inaccurate. |
|
Organization
|
Each
section in the Public Service announcement has a clear beginning, middle, and
end. It uses the “Did You Know” format thoroughly. |
Almost
all sections of the Public Service announcement have a clear beginning,
middle and end. It uses
the “Did You Know” format effectively. |
Most
sections of the Public Service announcement have a clear beginning, middle
and end. It uses
the “Did You Know” format partially. |
Less than
half of the sections of the Public Service announcement have a clear
beginning, middle and end. It uses
the “Did You Know” format minimally. |
|
Word
Choice/Art Choice |
The
announcement has engaging words, images, phrases. |
The
announcement has at times engaging words, images, phrases. |
The
announcement has minimally engaging words, images, phrases. |
The
announcement has basic words, images, phrases. |
Conclusion
& Common Core Learning Standards:
By
designing and creating a rain water run-off device/method students will help
support a local ecosystem while at the same time contribute to the RRMS school
community “Service Learning” focus. Creating a commercial/news report all RRMS students
will become aware of the problem of water run-off causing imbalances to the
ecosystem of Onondaga Lake. They will learn how to be aware of water usage,
sensitive to water waste and knowledgeable of how architectural designs can
cause a negative imprint on nearby. By showing their commercials and news
reports on our Morning Announcements we will be sharing their knowledge with
our entire building.
Common Core State Standards
RI.5.1. Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
RI.5.3.
Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based
on specific information in the text.
RI.5.6
Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability
to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.9
Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably
5W.2.a. Introduce a
topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
5W.2.d.
Use precise language and domain-specific vocabulary to inform about or explain
the topic.
5W.2.e.
Provide a concluding statement or section related to the information or
explanation presented.
5W.7.
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
5SL.4. Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at an understandable pace.
5SL.5.
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or
themes.
5RST.6.1.
Cite specific textual evidence to support analysis of science and technical
texts.
5RST.6.7
Integrate quantitative or technical information expressed in words in a text
with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
5WHST.6.2.a.
Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to achieving purpose;
include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
5WHST.6.2.b.
Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
5WHST.6.6.
Use technology, including the Internet, to produce and publish writing and present
the relationships between information and ideas clearly and efficiently.