Bring Back the Bay
Melaney Sánchez
Global Learning Plan: November 2020
Mount Harmony Elementary Library Classes, Calvert County, Maryland
Fourth Grade and Fifth Grade
(Nine classes, each class meets four days in a row once a month.)
Educating for Global Competency Domains
Vision:
The vision of the globalized lesson plan is to collaborate with the Chesapeake Bay Foundation and the Chesapeake Bay Trust to focus on two SDG’s.
#6: Clean Water and Sanitation (secondary)
#14: Life Below Water (primary)
Calvert County is a peninsula that is surrounded by the Chesapeake Bay. The Chesapeake Bay is the largest estuary in the United States and supports our area through tourism, crabbing, oystering, and fishing. The health of the bay is a great concern and the CBF rates it each year using the Chesapeake Clean Water Blueprint. SDG #14 (Life Below Water) will be partnered with SDG #6 (Clean Water and Sanitation) because the use and treatment of water directly impact the health of the bay.
Guiding Question/Learning Essential Question (LEQ):
How can we bring back the Chesapeake Bay?
Standards:
Next Generation Science Standards as retrieved from https://mdk12.msde.maryland.gov/
Life Science or LS2: Ecosystems: Interactions, Energy, and Dynamics, explores organisms’ interactions with each other and their physical environment. This includes how organisms obtain resources, how they change their environment, how changing environmental factors affect organisms and ecosystems, how social interactions and group behavior play out within and between species, and how these factors all combine to determine ecosystem functioning.
American Association of School Librarian Standards
ALA student competencies align beautifully with the four domains of Global Competency. The ALA student competencies are Inquire, Include, Collaborate, Curate, Explore, and Engage. The Domains that align with the competencies are Think, Create, Share, and Grow.
Global Competency Domains will be the theme for each component or sequence of lessons.
Component #1: Investigate the World - Identify an issue, generate questions
Students will use books, databases, and videos to understand that our global community exists and includes each individual.
Students will generate questions for further study that will guide instruction.
Globalization Lessons:
Lesson #1:
Learning Essential Question: How did Jane Goodall make a difference? How can I make a difference?
Learning Essential Question: How do you impact One Well?
Learning Essential Question: Does freshwater matter?
Learning Essential Question:
What are the Sustainable Development Goals and why are they important?
This is based on information provided in the World’s Largest Lesson, https://worldslargestlesson.globalgoals.org/wp-content/uploads/2020/08/1.-Introducing-the-global-goals-online.pdf
Students will read about and research other communities who struggle with water pollution and make connections between communities.
Lesson #1: Nearpod Social Studies Lesson: Transform Our World, Clean Water for All
Lesson #2:Learning Essential Question:
How does our water supply impact the amount of water you use?
Project Wet: Water Education Today https://www.projectwet.org/outofthisworld
Water Use Challenge https://online-training.projectwet.org/waterusechallenge/
Model: Estimate Daily Water Use, Washing Hands, Brushing Teeth, Doing Laundry, Showering, Flushing Toilet, Washing Dishes
Click on each category to read averages, then enter a number.
Next Page: Did you know that an astronaut uses less than 1 gallon of water per day?
Next Page: Water Use of an Astronaut
Model this page and watch a portion of the video on brushing teeth- wow!
Next Page: Explain and estimate how to lower water use. (Note water saving tips at bottom of the page.)
Next Page: Estimates for daily water use and gallons saved. Be sure to click on number of gallons saved.
Last Page: “Thank you for taking the out of this world water use challenge.”
Lesson #4: Learning Essential Question: How does clean water and sanitation impact our daily life?
Component #3: Communicate Ideas- listen to and communicate with diverse people using technology and media
A. Students will Skype with classrooms in other areas where water is a concern and brainstorm possible solutions for each community.
B. Smith Island, Maryland
C. American Collegiate Institute/ Özel İzmir Amerikan Koleji in Turkey
Lesson #1 & Lesson #2: Learning Essential Question: What do you know about Smith Island and life on the Chesapeake Bay?
(This will take 2 days with our current 30-minute class periods.)
B. Ask Mr. Treft, my principal, to share his experiences via video
(He has a home on the island.)
C. Discuss: How has life changed over time?
D. Make a list of questions for the children who attend school on the island.
Mapping the Chesapeake Bay
https://www.nationalgeographic.org/activity/mapping-chesapeake-bay-past-present/print/
Lesson #3: Learning Essential Question: How do people impact the health of the Chesapeake Bay?
Lesson #4: Learning Essential Question: How do Oysters Impact the Chesapeake Bay?
Read How the Oysters Saved the Bay by Jeff Dombek
and
Read Olly the Oyster Cleans the Bay by Elaine Ann Allen
Compare and record information from each text.
(Coordinate with classroom teachers and the current science unit on oysters.)
Component #4: Take Action- identify and create action to improve conditions
Students will come up with a plan to improve the health of the Chesapeake Bay and will inform the world of their findings and their actions.
Formative Assessment will monitor for understanding, application, and mastery as students learn about Sustainable Development Goals 14: Life Below Water and 6 Clean Water and Sanitation utilizing the resources compiled above. This will include reflective exit slips throughout the unit.
Summative Assessment- Students will complete a checklist to determine mastery of key concepts based on the standards and the final project they create. Students will participate in creating the rubric.
Final Project(s) with Authentic Audience Ideas: TBD
Possible Ideas/ Action Items to Promote:
Reusable grocery bags
Books:
Focus on Water:
Technology Opportunities/Online Presence for students:
Contacts, Organizations, and Gatekeepers
Kirsten Jackson, Environmental Literacy Specialist
Maryland State Department of Education
Phone: 410-767-0323
Email: [email protected]
Chesapeake Bay Foundation:
Claire Cambardella [email protected]
Chesapeake Bay Foundation Mission Statement from their website, www.cbf.org:
Serving as a watchdog, we fight for effective, science-based solutions to the pollution degrading the Chesapeake Bay and its rivers and streams. Our motto, "Save the Bay," is a regional rallying cry for pollution reduction throughout the Chesapeake's six-state, 64,000-square-mile watershed, which is home to more than 18 million people and 3,000 species of plants and animals.
Calvert County Chespax Outdoor Education Program:
Tom Harten [email protected]
Chespax Description from the Calvert County Board of Education:
CHESPAX is the environmental education program for the Calvert County Public School System. It is a unique program in which the Board of Education staff works closely with local, state, and regional partner agencies to provide hands-on environmental education experience.
Grade 4, Changing Landscapes Unit: How waves, wind, water, and ice change the earth’s surface and impact the Chesapeake Bay.
Chesapeake Bay Trust
Emily Stransky, Program Officer
410-974-2941 x116
[email protected]
Melaney Sánchez
Global Learning Plan: November 2020
Mount Harmony Elementary Library Classes, Calvert County, Maryland
Fourth Grade and Fifth Grade
(Nine classes, each class meets four days in a row once a month.)
Educating for Global Competency Domains
- Investigate the World - Identify an issue, generate questions
- Recognize Perspectives- of self, others, and will recognize how resources impact the quality of life
- Communicate Ideas- listen to and communicate with diverse people using technology and media
- Take Action- identify and create action to improve conditions
Vision:
The vision of the globalized lesson plan is to collaborate with the Chesapeake Bay Foundation and the Chesapeake Bay Trust to focus on two SDG’s.
#6: Clean Water and Sanitation (secondary)
#14: Life Below Water (primary)
Calvert County is a peninsula that is surrounded by the Chesapeake Bay. The Chesapeake Bay is the largest estuary in the United States and supports our area through tourism, crabbing, oystering, and fishing. The health of the bay is a great concern and the CBF rates it each year using the Chesapeake Clean Water Blueprint. SDG #14 (Life Below Water) will be partnered with SDG #6 (Clean Water and Sanitation) because the use and treatment of water directly impact the health of the bay.
Guiding Question/Learning Essential Question (LEQ):
How can we bring back the Chesapeake Bay?
Standards:
Next Generation Science Standards as retrieved from https://mdk12.msde.maryland.gov/
Life Science or LS2: Ecosystems: Interactions, Energy, and Dynamics, explores organisms’ interactions with each other and their physical environment. This includes how organisms obtain resources, how they change their environment, how changing environmental factors affect organisms and ecosystems, how social interactions and group behavior play out within and between species, and how these factors all combine to determine ecosystem functioning.
American Association of School Librarian Standards
ALA student competencies align beautifully with the four domains of Global Competency. The ALA student competencies are Inquire, Include, Collaborate, Curate, Explore, and Engage. The Domains that align with the competencies are Think, Create, Share, and Grow.
Global Competency Domains will be the theme for each component or sequence of lessons.
Component #1: Investigate the World - Identify an issue, generate questions
Students will use books, databases, and videos to understand that our global community exists and includes each individual.
Students will generate questions for further study that will guide instruction.
Globalization Lessons:
Lesson #1:
Learning Essential Question: How did Jane Goodall make a difference? How can I make a difference?
- Prereading survey in Forms- True or False, Chimpanzees
- Read and discuss Me…Jane, by Patrick McDonnell
- Watch Jane Goodall’s story to find out the answers to the survey: https://janegoodall.org/our-story/
- Discuss, what is something you can do to make a difference?
- Debrief/Reflect/Record goals
Learning Essential Question: How do you impact One Well?
- Watch the introductory video for One Well on Citizen Kid: http://www.citizenkidcentral.com/videos.html
- Students complete a True and False prereading quiz in Teams Forms using the following statements taken from page 17 of the book: (All are true.)
- It takes 49 gallons of water to produce one glass of milk.
- About 38, 800 gallons of water was needed to make your family’s car.
- One flush of the toilet uses about 3 ½ gallons of water.
- It takes 1,375 gallons of water to make one fast food lunch that includes a burger, fries, and a soda.
- Almost one billion people around the world depend on fish as their primary source of protein.
- Read and discuss the following sections of the book, One Well p. 4-5, Watery Habitats p. 14-15 (make a strong connection to the Chesapeake Bay) People at the Well p. 16-17, (debrief True and False answers) Access to the Well p. 20-21, Becoming Well Aware p. 28-29
- Tell students that we are going to continue to work on Sustainable Development Goals #6 Clean Water and Sanitation and #14 Life Below Water. Explain, “However, we need to come up with an action plan for SDG Goal #6 and I want to know what ideas you have for ways we can personally make a difference.” Have students complete an exit slip using Teams Forms to share at least one or two ideas. (Be prepared to debrief the results in the next class.)
Learning Essential Question: Does freshwater matter?
- Discuss: What happens to people when there is less fresh water?
- Watch: Water: a daily chore for two sisters in South Sudan | UNICEF https://youtu.be/Y5P5h9TBwTQ
- Read and discuss Nya’s Long Walk, A Step at a Time by Linda Sue Park
- Discuss: Do we need to conserve water in Calvert County? Why or why not? Are there places in the United States where there is not enough fresh water? Let’s find out…
- Watch Water Fight!: Crash Course Kids #36.1 https://youtu.be/4b2kdcEuWr4
- Debrief/Reflect
Learning Essential Question:
What are the Sustainable Development Goals and why are they important?
This is based on information provided in the World’s Largest Lesson, https://worldslargestlesson.globalgoals.org/wp-content/uploads/2020/08/1.-Introducing-the-global-goals-online.pdf
- Use the chat feature in Teams and ask students to respond, “What are the biggest problems faced by people in our community?” (Record answers in a Word document for future reference.)
- Watch short video to introduce all 17 goals https://worldslargestlesson.globalgoals.org/wp-content/uploads/2020/08/1.-Introducing-the-global-goals-online.pdf
- Share this link of the Global Goals Grid in comic form, give a brief overview of each goal, check for understanding. https://worldslargestlesson.globalgoals.org/wp-content/uploads/2020/08/Club-17-SDG-Poster-1-ENG-POST.pdf
- Ask students to match the SDG’s to the problems they listed. (Record answers)
- Watch World’s Largest Lesson - Emma Watson Introduction | Global Goals
- Use Forms to have each student respond:
- What are the global goals trying to achieve? Why are they important?
- Which one is most interesting to you?
- Which goal would match something we could work on in Calvert County?
Students will read about and research other communities who struggle with water pollution and make connections between communities.
Lesson #1: Nearpod Social Studies Lesson: Transform Our World, Clean Water for All
Lesson #2:Learning Essential Question:
How does our water supply impact the amount of water you use?
Project Wet: Water Education Today https://www.projectwet.org/outofthisworld
Water Use Challenge https://online-training.projectwet.org/waterusechallenge/
- Revisit the SDG’s and tell students that we will be focusing upon SDG #6 Clean Water and Sanitation, which will lead us to SDG #14 Life Below Water https://worldslargestlesson.globalgoals.org/wp-content/uploads/2020/08/Club-17-SDG-Poster-1-ENG-POST.pdf
- Students will view the Brainpop video: “Water Supply” to introduce and review the importance of water. https://www.brainpop.com/science/earthsystem/watersupply/
- Water Use Challenge- Open the link and walk the class through the activities as noted below. Tell students that we will not complete all of the activities because they will be completing this individually.
Model: Estimate Daily Water Use, Washing Hands, Brushing Teeth, Doing Laundry, Showering, Flushing Toilet, Washing Dishes
Click on each category to read averages, then enter a number.
Next Page: Did you know that an astronaut uses less than 1 gallon of water per day?
Next Page: Water Use of an Astronaut
Model this page and watch a portion of the video on brushing teeth- wow!
Next Page: Explain and estimate how to lower water use. (Note water saving tips at bottom of the page.)
Next Page: Estimates for daily water use and gallons saved. Be sure to click on number of gallons saved.
Last Page: “Thank you for taking the out of this world water use challenge.”
- Provide the link in the chat and in the Library Schoology folder so students can complete the challenge individually.
- Have students complete a Form or Exit Slip and report:
- Number of gallons personally saved.
- One fact they learned.
- Answer the question, “What is the value of water and our water supply? Why should people conserve water?”
- Be sure to revisit the results in the following class after all student have completed the challenge.
- Debrief and celebrate the results and key student findings.
- Be prepared to share specific results with the class based on the Exit Slip.
Lesson #4: Learning Essential Question: How does clean water and sanitation impact our daily life?
- Watch & discuss Blazer Fresh, The Water Cycle: https://app.gonoodle.com/activities/water-cycle
- Read All the Water in the World by Lyon & Tillotson
- Watch The Story of Bottled Water and ask students to respond to the video in the chat using questions as they watch. https://www.youtube.com/watch?v=Se12y9hSOM0&feature=youtu.be
- Use Teams Forms to have students respond to the following questions:
- What did you learn about disposable water bottles?
- What did you learn about the water in disposable water bottles?
- Do you recycle plastic bottles? Why or why not?
- Name one thing you can immediately do to have a positive impact on our earth based on what you have learned.
- Model the use of the website using the choice “We all use water.” Note how to mute the music and navigate through the options.
- Students will use this interactive website The Role of Water in our Lives to choose one of the following topics to explore: Discover Our Ocean, Investigate Fresh Water, Explore Watersheds, Use Water Wisely
Component #3: Communicate Ideas- listen to and communicate with diverse people using technology and media
A. Students will Skype with classrooms in other areas where water is a concern and brainstorm possible solutions for each community.
B. Smith Island, Maryland
C. American Collegiate Institute/ Özel İzmir Amerikan Koleji in Turkey
Lesson #1 & Lesson #2: Learning Essential Question: What do you know about Smith Island and life on the Chesapeake Bay?
(This will take 2 days with our current 30-minute class periods.)
- Read Waterman’s Child by Barbara Mitchell, a biography about growing up on Smith Island
B. Ask Mr. Treft, my principal, to share his experiences via video
(He has a home on the island.)
C. Discuss: How has life changed over time?
D. Make a list of questions for the children who attend school on the island.
- (Plan a Skype session with school children and residents. Ask Mr. Treft to help coordinate. Perhaps eventually plan a trip to the island so students can experience the culture and dialect.)
Mapping the Chesapeake Bay
https://www.nationalgeographic.org/activity/mapping-chesapeake-bay-past-present/print/
Lesson #3: Learning Essential Question: How do people impact the health of the Chesapeake Bay?
- Read Sam, The Tale of a Chesapeake Bay Rockfish by Kristina Henry
https://www.cbf.org/about-the-bay/more-than-just-the-bay/chesapeake-wildlife/rockfish/
- How long does it take trash to break down in the Chesapeake Bay?
- Marine Debris in the Chesapeake Bay Watershed:
Lesson #4: Learning Essential Question: How do Oysters Impact the Chesapeake Bay?
Read How the Oysters Saved the Bay by Jeff Dombek
and
Read Olly the Oyster Cleans the Bay by Elaine Ann Allen
Compare and record information from each text.
(Coordinate with classroom teachers and the current science unit on oysters.)
Component #4: Take Action- identify and create action to improve conditions
Students will come up with a plan to improve the health of the Chesapeake Bay and will inform the world of their findings and their actions.
- Review the Chesapeake Bay Watershed Agreement- Is it working?
- Investigate the Meaningful Watershed Educational Experiences as students decide on possible projects:
- How is my waterway? (Student exploration & research) https://mywaterway.epa.gov/
Formative Assessment will monitor for understanding, application, and mastery as students learn about Sustainable Development Goals 14: Life Below Water and 6 Clean Water and Sanitation utilizing the resources compiled above. This will include reflective exit slips throughout the unit.
Summative Assessment- Students will complete a checklist to determine mastery of key concepts based on the standards and the final project they create. Students will participate in creating the rubric.
Final Project(s) with Authentic Audience Ideas: TBD
Possible Ideas/ Action Items to Promote:
- How can our community impact the use of single-use plastics?
Reusable grocery bags
- Application for Chesapeake Bay Trust Environmental Education Mini Grants
- Partner with Trash Free Maryland to extend water clean up beyond Baltimore, request to collaborate with their team on best practices
- Additional options: Chespax Blog, Flipgrid Presentations, Letters to the Editor of the local newspaper or other publications, Newscast on Mustang News Network, Beach Clean Up with a Program for attendees, Skype with students in an international location, Skype with a Scientist to compare findings
Books:
Focus on Water:
- Nya’s Long Walk, Park
- One Well The Story of Water on Earth, Verde
- Over and Under the Pond, Messner
- The Water Princess, Verde
- We are Water Protectors, Lindstrom
- All the Water in the World, Lyon & Tillotson
- Why Water’s Worth It, Harrison
- 10 Things You Can Do to Save Water, Mason
- Water is Water, Paul
- Plasticus Maritmus, An Invasive Species, Pêgo
- The Brilliant Deep, Rebuilding the World’s Coral Reefs, Forsythe
- Manfish, A Story of Jacques Cousteau, Berne
- Shark Lady, The True Story of How Eugenie Clark Became the Ocean’s Most Fearless Scientist, Keating
- Did Your Can of Soda Kill a Whale? Baby Professor
- Sea Bear, Moore
- Follow the Moon Home, A Tale of One Idea, Twenty Kids, and a Hundred Sea Turtles, Cousteau & Hopkinson
- Seahorses, Keats-Curtis (Note: There are seahorses in the Chesapeake Bay.)
- Chesapeake Bay Walk, Bell
- Same, The Tale of a Chesapeake Bay Rockfish, Henry
- How the Oysters Saved the Bay, Dombek
- Where Do Rivers Go, Momma? Weyerhaeuser
- On the Way to the Beach, Cole
- Olly the Oyster Cleans the Bay, Allen
- Turtles in the Sandbox, Keats-Curtis
- Saving Squeak: The Otter Tale, Keats-Curtis
- Chesapeake 1,2,3, Cummings
- Chesapeake Rainbow, Cummings
- Sam, The Tale of a Chesapeake Bay Rockfish, Henry
- Giant Shark Megalodon, Prehistoric Super Predator, Arnold
- If America Were a Village, A Book About the People of the United States, Smith
- Me…Jane, McDonnell (www.rootsandshoots.org provides helpful tips for taking action. Goodall’s example of a 10-week campaign has four steps: Engage, Community Mapping, Take Action, Celebrate)
- Whoever You Are, Fox
- Maybe Something Beautiful, How Art Transformed a Neighborhood, Campoy
- A Love Letter to Our Planet, Thank You, Earth, Sayre
- Pebble Go/PebbleGo Next: https://www.pebblego.com/login/?sqs=cf536aa37a556339283ebd455a62e826b66fd6340520343ac7af30788e6aa47c
- World Wildlife Foundation: https://www.worldwildlife.org/
- Cousteau Kids: https://www.cousteau.org/kids/
- Brittanica School, username calvertcty, password access: https://school.eb.com/levels/elementary
- Scholastic Trueflix Ecosystems: Climate Change, Oceans, Wetlands https://sdm-tfx.digital.scholastic.com/cb/node-33057?authCtx=U.600060591
- Plasticoceans.org
- Brainpop: Plastic, Water, Water Pollution, Water Supply, Recycling, Climate Change
- Crash Course Kids via YouTube: Water, Water Everywhere, The Basics of Freshwater, H2O-No! Freshwater Problems, The Great Aqua Adventure, Water Fight, Water Fix
- Calvert County Recycling Guide: https://www.calvertcountymd.gov/DocumentCenter/View/21833/RecylingBrochure19_WEB?bidId=
- How’s My Waterway? https://mywaterway.epa.gov/
- Global Water Supply Elementary Curriculum: http://static.water.org/docs/curriculums/WaterOrg%20ElemCurricFULL.pdf
- The Role of Water in Our Lives (*Interactive) https://www.discoverwater.org/
- Water Use It Wisely: https://wateruseitwisely.com/kids/
- Global Goals Comics: https://www.yumpu.com/xx/document/read/55730350/1-page-goals-comics-full-set-pdf
- SDG’s Comics Poster, single page: https://worldslargestlesson.globalgoals.org/wp-content/uploads/2020/08/Club-17-SDG-Poster-1-ENG-POST.pdf
- World’s Largest Lesson Intro: https://worldslargestlesson.globalgoals.org/wp-content/uploads/2020/08/1.-Introducing-the-global-goals-online.pdf
- Chesapeake Bay Program Students Outcome Management Strategies: https://www.chesapeakebay.net/documents/22069/2018-2019_students_management_strategy.pdf
- Chesapeake Bay Trust, Pollution and Water Quality Go Hand-In-Hand: https://cbtrust.org/pollution-prevention-and-water-quality-go-hand-in-hand/
- Chesapeake Bay Trust: https://cbtrust.org/
- Chesapeake Bay Foundation: https://www.cbf.org/
- National Geographic Estuary Images (to compare to the Chesapeake Bay) https://www.nationalgeographic.org/encyclopedia/estuary/#:~:text=Largest%20Estuary%20in%20the%20World&text=Lawrence%20River%2C%20which%20connects%20the,kilometers%20(744%20miles)%20long.
- Maryland Association for Environmental and Outdoor Education: https://maeoe.org/resource-library/clean-water-project-resources
- Act Now: https://www.un.org/en/actnow/
- Connect4Climate.org, 200 Ways to Save Water: https://www.connect4climate.org/infographics/200-ways-save-water
- Nearpod: Sustainable Development Goals, Life Below Water, UN Global Clean Water and Sanitation Video, Clean Water for All: www.nearpod.com
- Mystery Doug: What is at the bottom of the ocean? https://mysteryscience.com/mini-lessons/ocean-bottom?loc=mini-lesson-button#slide-id-10169
- Ted Talk: Campaign to Ban Plastic Bags in Bali, Melati & Isabel Wijsen https://www.ted.com/talks/melati_and_isabel_wijsen_our_campaign_to_ban_plastic_bags_in_bali?language=en
- The Story of Bottled Water https://youtu.be/Se12y9hSOM0
- What Really Happens When You Throw Plastic Away- Emma Bryce https://youtu.be/_6xlNyWPpB8
- No Thanks, Plastic Hero Film, Life Below Water video clip: https://globalgoals.cdn.prismic.io/globalgoals%2F5ce5de73-3aa7-4798-8f25-a39f3f14f71c_plastic+hero+film+-+no+thanks+.mp4
- Introducing Global Goals Part 1 featuring Malala: https://worldslargestlesson.globalgoals.org/resource/malala-introducing-the-the-worlds-largest-lesson/
- GoNoodle Blazer Fresh, Think Like a Scientist: https://app.gonoodle.com/activities/think-like-a-scientist?sp=search&sn=search&st=video%20versions&sid=457
- GoNoodle Blazer Fresh, The Water Cycle https://family.gonoodle.com/activities/water-cycle?utm_content=teacher&utm_medium=2055342&utm_campaign=share_link&utm_term=water-cycle&utm_source=clipboard
- Skypeascientist.comZion National Park Ranger Program https://www.nps.gov/zion/learn/education/distance-learning.htm Carving the Canyon (4th-6th grade) Tuesdays and Thursdays at 10:00 MT
- Heather Caveney, Librarian for American Collegiate Institute/ Özel İzmir Amerikan Koleji in Turkey
- School children on Smith Island, an isolated fishing, crabbing and oystering community who live off of the Chesapeake Bay
Technology Opportunities/Online Presence for students:
- Chespax Blog
- Flipgrid
- Mentimeter or Teams Chat- for initial brainstorming
- Forms in Teams
Contacts, Organizations, and Gatekeepers
Kirsten Jackson, Environmental Literacy Specialist
Maryland State Department of Education
Phone: 410-767-0323
Email: [email protected]
Chesapeake Bay Foundation:
Claire Cambardella [email protected]
Chesapeake Bay Foundation Mission Statement from their website, www.cbf.org:
Serving as a watchdog, we fight for effective, science-based solutions to the pollution degrading the Chesapeake Bay and its rivers and streams. Our motto, "Save the Bay," is a regional rallying cry for pollution reduction throughout the Chesapeake's six-state, 64,000-square-mile watershed, which is home to more than 18 million people and 3,000 species of plants and animals.
Calvert County Chespax Outdoor Education Program:
Tom Harten [email protected]
Chespax Description from the Calvert County Board of Education:
CHESPAX is the environmental education program for the Calvert County Public School System. It is a unique program in which the Board of Education staff works closely with local, state, and regional partner agencies to provide hands-on environmental education experience.
Grade 4, Changing Landscapes Unit: How waves, wind, water, and ice change the earth’s surface and impact the Chesapeake Bay.
Chesapeake Bay Trust
Emily Stransky, Program Officer
410-974-2941 x116
[email protected]