1. Pollution is an issue that has far reaching consequences on the environment and the organisms, including humans, that depend on that environment. Jumpstart your thinking by considering: What is impacting the bay? How do the pollutants reach the bay? How do the pollutants impact you? 1111 2222 3333 6666 5555 4444 Next

2. 1111 2222 3333 6666 5555 4444 Here are some web based resources to enhance your knowledge about pollution and the importance of the Chesapeake Bay: www.airnow.gov

3. A. Select a topic from the Air & Water Pollution list Nutrient Sediment Chemical Substances Air B. Research the topic you selected using the Information Sources. C. Record your responses in the Air and Water Pollution Types chart Air and Water Pollution Types chart D. When you have completed the graphic organizer, choose a topic from the Land & People list that relates to your pollutant and research using the Information Sources : Population growth Development Impervious surfaces Storm water Land use Transportation E. Use a graphic organizer to record your findings.graphic organizer When recording the effect and solution consider the human and environmental factors. 1111 2222 3333 6666 5555 4444 Next Map courtesy of Chesapeake Bay FoundationChesapeake Bay Foundation

4. 1111 2222 3333 6666 5555 4444 Next How can you visually communicate the effect air and water pollution have on the land and it’s inhabitants? www.clipart.com You will create a visual presentation for your Assessment Activity.Assessment Activity

5. Additional resources to enhance your knowledge of pollution:  Login as a guest and explore BayvilleBayville  Stream Cleaner Activity Stream Cleaner Activity  Chesapeake Bay Puzzle Chesapeake Bay Puzzle  The Great Pacific Garbage Patch The Great Pacific Garbage Patch  Huge Atlantic Garbage Patch Huge Atlantic Garbage Patch 1111 2222 3333 6666 5555 4444 Next Extension Our Schoolyard Ecosystem Use a flip- cam in order to document instances of water/air pollution in your school habitat. Extension Our Schoolyard Ecosystem Use a flip- cam in order to document instances of water/air pollution in your school habitat.

6. BCPS Curriculum O-15 Using charts, photographs, and diagrams, the student will recognize and describe that environmental changes can have local, regional, and global consequences. KSI-A Identify and describe a local, regional, or global environmental issue. KSI-B Describe how natural processes change the environment. KSI-C Identify and describe how human activities produce changes in natural processes. KSI-D Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality. Maryland State Curriculum Maryland State Curriculum Standard 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21st Century Learner Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0 : Use a variety of technologies for learning and collaboration. Time Frame: Two forty-five minute class periods Differentiation: Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. Learning Styles: Field Dependent | Field Independent |Global Understanding | Analytical Understanding | Active | Reflective | Visual | Auditory | Tactile AVID Strategies: Inquiry Based Learning Graphic Organizers Costa’s questioning Gallery Walk for Assessment Notes to the teacher: Consult with your School Library Media Specialist to implement this Slam Dunk Lesson. Animot o requires an login to access. Consult your School Library Media Specialist for assistance. Students can turn in activities by saving Microsoft documents and copying it to a teacher or student drop folder. If a computer lab is not available, this lesson may be implemented in the classroom or library using an interactive whiteboard or printouts of the linked digital resources. Last update: July 2011 Created by Laura A. Vandenberge, updated by Melyssa Kenney BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.Melyssa Kenneyhttp://questioning.org/module2/quick.html 1111 2222 3333 6666 5555 4444