Recreation OBJECTIVES Learning Objectives Students will be able

 Recreation OBJECTIVES Learning Objectives Students will be able to identify the aspects of the Milwaukee River that make it desirable for recreational activities. Students will be able to analyze the negative and positive effects of recreational activities on Milwaukee’s waterways. Wisconsin State Standards Social Studies, Standard A: Geography Performance Standards ­ Grade 8 A.8.8 Describe and analyze the ways in which people in different regions of the world interact with their physical environments through vocational and recreational activities Science Application, Performance Standards ­ Grade 8 G.8.5 Investigate* a specific local problem to which there has been a scientific or technological solution, including proposals for alternative courses of action, the choices that were made, reasons for the choices, any new problems created, and subsequent community satisfaction Science, Standard C: Science Inquiry Performance Standards ­ Grade 8 C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and other adults BACKGROUND AND VOCABULARY Background Information The Milwaukee River was a popular site for recreational activities. The Milwaukee River is warmer than Lake Michigan, which was a draw for recreational activities. Prior Knowledge Students should have an understanding of the concept of ​
cause and effect​
. Vocabulary Recreation: ​
noun 1. Refreshment by means of some pastime, agreeable exercise, or the like. 2. A pastime, diversion, exercise, or other resource affording relaxation and enjoyment. Dam: noun A barrier to obstruct the flow of water, especially one of earth, masonry, etc., built across a stream or river. Launch​
to put (a boat or ship) on the water Excursion​
a short trip especially for pleasure PREPARATION Materials Part 1: Paper or poster board, colored pencils/markers Part 2: ​
T­Chart Part 3: ​
Cause and Effect Worksheet Cause Cards Resources Pictures of Recreation on the Milwaukee River Images and timeline of recreation on the river Article about pollution and the health of the river DIRECTIONS AND ACTIVITIES Activities: Students should watch the Milwaukee: Built on Water documentary starting at chapter 11 Lincoln Memorial Drive about recreation on the river Part 1: Students will work in teams to create an advertisement for a recreational activity located on the Milwaukee River. Students should think about what activities would draw people to their location. Students should present their advertisement to the class and highlight the main features of their attraction. Students should mention specific location details, description of the recreational activity, and reasons why people should visit that attraction. Student groups should present their advertisements to the entire class. Part 2: In the same groups, students will work to fill in a ​
T­Chart ​
about the positive impacts and negative impacts that their recreational activity would have on the environment. Once the groups have finished, each group will share their findings and as a whole will decide the overall impact of their recreational activities. How would the long term health of the river be impacted by these activities. Create a class chart listing the potential impacts of the recreational use of the river. Part 3: Show students pictures of the river when recreational activities thrived. Show students a picture of the river today. Notice the differences between the two pictures. Compare and contrast the two pictures. Then, students will break into groups and use the ​
Cause and Effect​
worksheet to help understand the impact that various environmental factors have on recreation on the river. Use the ​
Cause Cards​
when filling in the worksheet. Informal Assessment Were students able to list both negative impacts and positive impacts of recreational use of the Milwaukee River? Were students able to state the causes and effects of recreational use of waterways. Were students able to clearly verbalize statements during oral presentations? Were students able to work cooperatively during group work?