SAVE THE BAY

1. SAVE THE BAY A 4th Grade Brain Targeted Teaching Unit Created by Amanda Beyea, Kathleen Bittinger, Karen Hennessy, Sonya Kim, Kara Senich, and Val Wise

2. HIT IT!

3. SAVE THE BAY Brain Target 1: Setting the Emotional Climate for Learning Creating the Climate for Learning • Designate a section of the room for students to post questions about the topic. • Discuss how to have debates and discussions. • Provide extra materials for students to continue their learning. • Arrange desks in a u-shape to encourage discussion.

4. SAVE THE BAY Brain Target 1: Setting the Emotional Climate for Learning Create the Setting of the Bay: Show pictures of the bay Have the students feel sand, shells, etc. Put on an ocean sounds cd.

5. SAVE THE BAY Brain Target 2: Creating the Physical Learning Environment The environment is a powerful ally and can become the third teacher: • satisfying the brains need for novelty, interest and beauty • Interest influnces learning in all academic areas (Resnick, Bill, Lesgold & Leer, 1991; Renninger & Wozniak, 1985) • providing a sense of order • Orderly environments are associated with better functioning and less organized environments are linked to negative outcomes (Wachs, 2000). • Studies examining crowding demonstrate a negative impact on learning (Wachs, et. al., 1981; Evans, Lepore, Shejwal , Palsane, 1998) • Facilitating a sense of community • Young children especially feel more relaxed in “homelike environments” (Greenman,2006). • Provide a framework for learning new schema

6. SAVE THE BAY Brain Target 2: Creating the Physical Learning Environment Physical Environment Activities • The students participate in recreating a “bayscape” in the classroom. This area expands as the students learn new information and complete projects. • Animals can help to contribute to the classroom climate. The class will raise oysters and bay grasses to release back into the bay. • The sounds of birds of the bay used as a signal to gather the students for community meeting each morning • Writing samples are carefully matted by the students featuring a bayscape. • Many areas in the classroom where students can touch and manipulate materials related to the bay (shells, sand, feathers, grasses, water, etc.) • The classroom is arranged to provide space for movement and flow. • The children participate in keeping the classroom orderly and in rotating the displays. • The environment also includes the outdoors: field trips and out door explorations will be incorporated.

7. SAVE THE BAY Brain Target 2: Creating the Physical Learning Environment

8. SAVE THE BAY Brain Target 3: Designing the Learning Experience Learning Goal: Students will demonstrate an understanding of the Chesapeake Bay ecosystem and threats to its well-being. • Activities: • Students will review the concept map. As the students brainstorm ideas, their responses will be added to the map. • Students will complete a KWL chart, indicating what they already know about the animals and plants of the Chesapeake Bay and what they anticipate learning during the unit.

9. From the Classroom to the Field..experiential learning • Habitat: • “Fish out of Water” role play activity • Animals/Plants: • Beneficial Interactions: Tableau work Water: Handel’s “Water Music” Activity Energy: Thermostat Movement Exercise Interconnectivity:Machine Movement Exercise Animals: Chesapeake Bay Animal Debate/Trial Food Chain/Web: Digital Media Presentation Photosynthesis: Light Box Art Activity Materials: Bay Portrait/ Conserve Art Materials ECOLOGY SAVE THE BAY FLOW OF MATTER & ENERGY CONSERVATION

10. Prior KnowledgeKWL Chart

11. SAVE THE BAY Brain Target 4: Teaching for Mastery CONSERVATION • ENERGY • Thermostat Movement Exercise: Conservation of energy within body • MATERIALS • Chesapeake Bay Portrait: Conservation of Art Supplies • ANIMALS • First Person Play: Chesapeake Bay Animal Debate/Trial; how do we decide what animals to protect?

12. SAVE THE BAY Brain Target 4: Teaching for Mastery FlOW OF MATTER & ENERGY • INTERCONNECTIVITY • Machine Movement Exercise: Interaction between animals; survival = dependency • FOOD CHAIN/WEB • Digital Media Presentation: Food Chain of Chesapeake Bay; Predator/Prey Game • PHOTOSYNTHESIS • Light Box Art Project: Light Sensitive Paper, Scented Oils, and Paint representing parts of photosynthesis

13. SAVE THE BAY Brain Target 4: Teaching for Mastery ECOLOGY • ANIMALS/PLANTS • Beneficial Interactions: tableaus emphasizing connections between animals/plants • WATER • Handel’s Water Music Suite: identifying the significance of water for many people • HABITAT • “Fish out of Water” role play: recognizing beneficial/harmful changes as well as competition in an animals habitat

14. SAVE THE BAY Brain Target 5: Teaching for Extension and Application of Knowledge • Neural Connectivity in Real Life Problem Solving • • Associative Learning Outside of the Classroom • and Outside of the Student Role • 1 .The Clinicians: 4th Grade Class • 2 .The Patient: The Chesapeake Bay Clinical Model: Assess Plan Implement Evaluate

15. SAVE THE BAY Brain Target 5: Teaching for Extension and Application of Knowledge Assessment of the Chesapeake Bay on a Field Trip 1 .Observation and recording of the habitat and environment using journal writing, journal drawings, taking pictures 2 .Create questionnaires to use for informational interviews – local fisherman, local industry owners, maritime museum experts 3 .Water quality testing Action Plan 1 .Divide class into groups and analyze info from assessment 2 .Each group comes up with an action plan to make an improvement and presents to class - i.e. recycle campaign, fundraiser for money to buy and grow bay grass, letters to Congress, bay awareness day 3. Establish a budget 4. Class votes on one plan

16. SAVE THE BAY Brain Target 5: Teaching for Extension and Application of Knowledge Implementation of Action Plan 1 .Class as a whole designs the steps that will be needed for the plan and a timeline for completion. 2 .Class divided into groups – each group is delegated a role in the action plan 3 .Each group elects a project manager that is responsible for that’s group plan following the timeline. 4 .Plan implemented Evaluation 1 .Group evaluation as well as project as a whole 2 .How was the implementation received? 3 .Are there measurable outcomes 4 .Recommendations for changes

18. SAVE THE BAY Brain Target 6: Evaluating Learning • Have students self-evaluate by continuously updating KWL chart • Check bayscape for validity • Use checklist to evaluate expository writing • Use rubric to evaluate oral argument • Provide on-going self-reflection through experiential learning journal • Have students share journal entries with team members • Use rubric to evaluate action plan project

19. SAVE THE BAY 1 2 3 Content The argument is developing. It lacks a strong research-based support in its defense. The argument is partially clear. More supporting details could make this a stronger argument. The argument is very compelling and cohesive. Extensive research and knowledge is evident in the large amount of supporting Presentation The presenter states his case in a weak manner. Verbal and non-verbal means of communication are not both utilized. The presenter states his case somewhat clearly. Verbal and non-verbal means of communication are not always used appropriately. The presenter articulates his position clearly. Both verbal and non-verbal means are employed to communicate the message. Brain Target 6: Evaluating Learning • Oral Argument Rubric