Friends of the Los Angeles River
Source to Sea Education Program
Topic: Human Impact on the LA River: Past, Present, and Future
Subject. Social Studies/Life Science
Lesson No.
1
Grade.
3
California Common Core State Standards Abbreviations
 CCSS: California Common Core Standards
 L: Language Standards
 RI: Reading Standards for Informational Text
 SL: Speaking and Listening Standards
 W: Writing Standards
CA STANDARD.
Common Core & NGSS TIES.
SS 3.1.2 Trace the ways in which
people have used the resources of
the local region and modified the
physical environment (e.g., a dam
constructed upstream changed a
river or coastline).
CC
RI.3.7. Use information gained from
illustrations…(e.g.,…photographs)…to demonstrate
understanding of the text (e.g., where, when, why,
and how key events occur)
Pre-Planning
Life Sci. 3d. Students know when
the environment changes, some
plants and animals survive and
reproduce; others die or move to new
locations.
VOCABULARY.
Biodiversity
Web of life
Tongva
Habitat
Native / non-native / invasive
System
Scientist: anthropologist, chemist,
biologist, archaeologist
. Please reference these throughout
the lesson. They will be used in the
next lessons.
SL.3.1. Engage effectively in a range of collaborative
discussions (…in groups…)…, building on others’
ideas and expressing their own clearly.
W.3.8. Recall information from experiences or gather
information from print…sources; take brief notes on
sources and sort evidence into provided categories.
NGSS
3-LS2-1: Cause and effect relationships are routinely
identified and used to explain change.
LS2.C: Habitat Dynamics, Functioning, and
Resilience
When the environment changes in ways that affect a
place’s
physical characteristics, temperature, or availability of
resources, some organisms survive and reproduce,
others move to new locations, yet others move into
the transformed environment, and some die.
(secondary to 3-LS4-4)
OBJECTIVE.
CONNECTION TO THE BIG IDEA/ RIVER.
Students can explain and illustrate
the interconnected relationship
between living organisms in the River
habitat.
We are all interconnected. A missing link in a system
has disastrous consequences. Humans have the
ability to change the present and future of their
environment.
What will your students be able to do?
ASSESSMENT.
How does the objective connect to the big idea?
(please share your assessment results & notes in FoLAR Feedback section)
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?


Pre-Planning


Compare results from formative and summative assessments at the end of lesson #3.
Assess if students meet the objective of the lesson through the exit slip/closing
questions.
Students will share answers with class, provides insight into student comprehension and
misconceptions in a check for understanding (CFU) by teacher during the lesson.
Teacher will provide feedback on success and areas of growth for FoLAR (see feedback
form).
KEY POINTS.
What three-five key points will you emphasize?




Biodiversity is affected by a change in the River web of life; this change can be attributed
to human impact (cause and effect relationships).
We live on the same land as the Tongva did, but have much less biodiversity due to
human impact.
Human impact has altered the environment and affected organisms’ ability to reproduce
and survive.
o More in L#2 Rover: Human impact affects biodiversity. Native species (like the
ones on the biodiversity cards) have been replaced by non-native and invasive
species that adapted to the changing environment.
Tongva thrived on the resources of the River and coexisted with the habitat.
o This will be a stark contrast to what we have done to the River in the last 200
years. The Rover focuses on the 1900s to present.
Pre-planning for Lesson








Projector for visual aids
Timer - recommended to keep activities moving!
Copies of L#1 worksheet/graphic organizer for class
Copies of formative assessment (2-sided)
Copies of exit slip (1 page)
Copies of Rover Behavior Expectations Contract and mini-quiz
Yarn/string for the Web of Life activity
Biodiversity cards with yarn/string (2 pages, double sided)
Photocopy a set of biodiversity cards*, so that the resource image is on the front, and its use is
on the back. Cut into squares as indicated, hole-punch, and string with yarn/string to allow students
to wear them around their neck. You may want to laminate the cards or print on card stock.
*Biodiversity cards may need to be repeated depending on class size. 20 cards per 2 pages.

!!Alert: This lesson uses 4 different papers!!
It will be helpful to give students instructions to put away papers while they are not in use.
Collect papers as soon as they are completed
o Formative assessment
o Graphic organizer (students can keep until end of lessons)
o Behavior contract
o Exit slip
Lesson #1 is a longer lesson as it includes an introduction to the program, a formative assessment,
and a Rover contract.
Please adapt pacing as needed. These activities can be split across class sessions.
Options and extensions have been included in the lesson. You may choose to cut other parts of the
lesson and substitute to suit your needs.
Please be sure that each step of the lesson cycle is fulfilled and the objective is met. Please let us know
that you have changed the lesson in the Teacher Feedback section. Thank you!
INTRODUCTION TO NEW MATERIAL. (_10_ min.)
MATERIALS.
Explain the background* of the Tongva’s life on the River while
displaying Visual Aid PDF #5-#6.
Projector
Vocabulary box on G.O.
Timer/watch
Visual Aid #5 and #6
*See the Content Background at the end of this lesson plan in
“Introduction to New Material”.
Go over vocabulary words with students (definitions are provided).
 Biodiversity
 Web of life
LESSON- CYCLE
Model using the vocabulary G.O. Explain to students that they will be
using these words when they learn about the River (Class-made
visual of G.O. #1: Post for reference).
Students TPS (Think Pair Share) with the student next to them and
answer (allow approx. 15 seconds) Visual Aid PDF #7:
What are 3 different things you use that come from plants or
animals?
Class-Made Visual
Aid/Artifact
Post vocabulary G.O. in the
classroom.
TPS: Give students a few
seconds to think, then turn to
a partner to discuss. This is a
fast paced activity and
should be timed.
Chemist
Ask two students to share with class.
OPENING (_10 _min.)
Display Visual Aid PDF #1- #4 and tell students that they will be
learning about the LA River; past, present, and future. Students will
explore the present state of the river on the River Rover and will be
visiting the LA River on a field trip.
Explain that students will answer some questions (Formative
Assessment) to show what they already know about the LA River
(students should be able to answer these questions at the end of
L#3). Students take the formative assessment individually.
----------
MATERIALS.
Projector
Visual Aid PDF #1 - #4
L#1 Graphic Organizer
(G.O.)/worksheet
Collect Formative assessment
as soon as it is completed.
Students do not need to take a
long time on it as it is measuring
prior knowledge.
Pass out L#1 Graphic Organizer/worksheet
Students read objective (on graphic organizer) as a class.
LESSON- CYCLE
Display Visual Aid PDF #5-#6 (keep this short, no more than 45s)
Students record observations of images and imagine what they might
see/hear if they were alive at that time, in Lesson #1 Graphic
Organizer
Students share their observations as scientists of the past of the LA
River.
Pose the following and ask for student response:
1. What do these pictures tell us about the people who lived
on the river thousands of years ago?
(RI.3.7)
2. Imagine the differences between what we can hear today
compared to what the Tongva might have heard then
Tongva lived on the SAME land that we do today. Many
Tongva lived in the area that is now downtown Los Angeles.
Try to lead students towards the idea of biodiversity: Tongva
lived in a habitat that was rich with different types of animals and
plants, water sources, landscapes. Human impact has affected
biodiversity today (they will see that on the Rover and see it
around them on a daily basis).
CHUMASH: See note in background reading in this packet on the
Chumash who settled on the River before the Tongva.
Anthropologist /
Archaeologist
GUIDED PRACTICE. (_10_ min.)
Web of Life – yarn activity
1. Have students sit/stand in a circle. Students have already
been introduced to the Tongva (“introduction to new
material”).
LESSON- CYCLE
Option: ask a few students to share a piece of information
they remember from the introduction.
MATERIALS.
L#1 Graphic Organizer
Ball of yarn/string
Hole-punched biodiversity cards
(resource cards may be
repeated to suit class size)
There are 2 options for
biodiversity cards. You can
select either.
2. Explain each student is going to represent a resource that
lived near the Los Angeles River.
Reference vocabulary visual
aid/artifact
3. Pass out one biodiversity card to each student. Have each
student introduce themselves by reading the front and back of
their cards.
For larger class size, smaller
groups make pace of activity
more efficient. Students can be
split into two groups or in any
way that is appropriate to class
needs.
4. Starting with your picture (example: sun), read your
description on the back of the card and holding the end of
your yarn, toss the ball to a resource you depend on or that
depends on you (could be anyone since all forms of life
depend on the sun).
5. Explain to students who catch the ball of yarn that they must
now toss the ball of yarn to a resource they need or needs
them. Have students give an explanation for their choices.
6. Continue until each student is holding a piece of yarn (one
person may get tossed to more than once if needed).
7. Point out that they have created a “web of life” that existed in
the Los Angeles River thousands of years ago. Elements they
represent are all connected to one another in terms of what
they needed to survive and what they provided for the survival
for others.
8. Reference the vocabulary word on the Class-made visual
aid/artifact of L#1 G.O. Ask students and solicit responses.
“What if we didn’t have one part of our web? Would we
all be affected?”
( SL.3.1)
(objective)
As a class, discuss:


What would happen if there were less water in the
River?
What would happen to the steelhead trout?
Extension: Ask students to
identify if they are one of the
following: producer,
consumer, or decomposer.

What is the effect on the Tongva?
o Students will be practicing cause and effect
on the Rover, L#2.
Option: To demonstrate what would happen if we lost
one part of the river environment, tug on the yarn. When
someone feels a tug then they should tug slightly, until
everyone is tugging. Stop the tugging and try another
member of the web, asking them to tug on their yarn.
Discuss how everyone is connected and affected by
each other.
INDEPENDENT PRACTICE. (_15_ min.)
shorter than usual
LESSON- CYCLE
Students draw and describe 3 connections from the web of life
activity with 2 partners. They can use their own resource in the G.O.
(W.3.8)
MATERIALS.
L#1 G.O.
2 partners with biodiversity
cards
CLOSING (_5_ min.)
MATERIALS.
Part I: Instruct students to take out the exit slip (on the back of the
formative assessment).
Rover Behavior Expectations
Contract & mini-quiz on the back
(photocopy 2-sided)
Students answer questions individually. Collect exit slip paper.
Part II: Go over the Rover Behavior Expectations Contract as a
class. Ask comprehension questions while going through the
contract. Students initial and sign, then take the mini-quiz.
Record percentage score of
exit slip on the Teacher
Feedback form.
LESSON- CYCLE
Go over answers as a class. Students rate their understanding of
behavior expectations.
Teacher stamps/marks students who have completed the quiz.
Note: All students must complete the contract and quiz- all students
are expected to visit the Rover.
If school does not have photo releases on file, please download the
form from the FoLAR website. Distribute to students.




Families may decline.
Please inform FoLAR which students are not to be
photographed.
Keep a list of students who turn in releases or decline.
The release also applies to the field trip.
HOMEWORK.
RESOURCES.
Teacher-made and dependent teacher objectives
“Living Things in Changing Environments” EEI Lesson
http://www.calrecycle.ca.gov/eei/UnitDocs/Grade03/33cd/33cdCore.pdf
Watershed Wonders – Friends of the Los Angeles River
“The Web of Life” http://urbanext.illinois.edu/habitats/teacherguide6.cfm
“Schoolyard Biodiversity Investigation Educator Guide” http://www.fishwildlife.org/files/ConEd-SchoolyardBiodiversity-Guide.pdf
“Habitats, Biomes, Forests, Habitats Simplified” http://www.planetpals.com/habitats.html
Teacher Feedback- Please return to FoLAR when program is completed.
Content Background
This information is intended to supplement your knowledge of the material in the lesson.
Please paraphrase the information and alter presentation to suit student needs.
Timeline of Native People on the River: Chumash and Tongva
For more history:



See “Watershed Wonders” PDF (starts on pg.5) on the Educator Resources page. It’s really interesting!
See excerpt from WS Wonders: Statistics and the Cultural History of the River.
On the Tongva, visit KCET Gabrieleno Tongva Mission Indians (audio): Chief Red Blood Anthony Morales
recounts the history of the Gabrieleno-Tongva Mission Indians.
Circa 38,000 BC Los Angeles has been pulling in visitors for tens of thousands of years, as a future fossil is trapped
inside what are now the historical La Brea Tar Pits.
Circa 8000 BC Chumash people settle the Los Angeles basin.
Circa 500 AD Tongva Indians settle in the Los Angeles basin. Some accounts say they displaced the Chumash. By the
16th century, the region’s main village will be called Yang-Na, near present-day Los Angeles City Hall.
1800s The Spanish and new settlers are diverting some of the water from the Los Angeles River.
1934 More floods came and devastated the foothill communities killing 40 people in the La Crescenta area and costing
$100 million in damages. 1935 Congress appropriates $19 million under the Emergency Relief Act for the construction of
storm drains and catch basins.
1936 The Flood Control Act of 1936 authorizes $70 million for improvements and changes the role of the U.S. Army Corps
of Engineers from providing emergency relief to supervising permanent future flood control plans for the Los Angeles, Rio
Hondo and San Gabriel Rivers.
1938 The most damaging flood in the history of Los Angeles struck in 1938 and caused $62 million in damages and 85
people died. Where channelization had been implemented, the engineers were able to see which of their control
measures worked and which measures did not. Areas of reinforced concrete had withstood the flood, and so, a plan to
increase the amount of channelization was proposed and approved.
“Introduction to New Material” section of lesson
(See above resources for more content)
Thousands of years ago, the Tongva (Gabrieleno) Indians built their villages throughout the Los Angeles basin. They built
their villages near the River because of the many resources the River had to offer. They were also aware of the frequent
natural flooding of the shallow Los Angeles River and built their villages in the adjacent hillsides. The River had a rich and
biologically diverse ecosystem that supported many daily needs such as drinking and bathing not only for the Tongva
peoples but it also supported a diversity of animals that depended on the water, fish, birds, and plants growing and living
by the River as well.
Many plants and trees that grew by the River providing shade for fish, aquatic insects, and places to nest for birds but
they also were used by the Tongva as food, medicine, tools, baskets and building materials. This biodiversity of plants,
insects, fish, and animals made the River an ideal place to hunt, fish, and gather food and supplies needed for daily life for
many life forms. The Tongva had respect for nature and the River and had a symbiotic relationship with their environment
in which nothing was wasted. They knew maintaining balance and biodiversity within the environment was needed to
survive because all the living things of the River were connected and dependent upon each other to survive, this is called
the web of life. The Tongva did not have supermarkets, hospitals, and stores like we have today. Instead, they relied on
and used a variety of the plants and animals that lived near the Los Angeles River.
Biodiversity
Why is biodiversity important?
Habitats that have a greater variety of different species of plants and animals have a greater biodiversity. These habitats
are also healthier and more stable.
How is it more stable?
One reason diverse communities have greater levels of health is that organisms of the same species tend to be more
spread out. This reduces the ability of a disease to spread throughout a habitat. Additionally, if a certain type of species of
tree or plant does become infected, the other species will remain and continue to provide the habitat components for the
organisms in that area.
The Web of Life
What is the web of life?
The idea of the web of life is shown by the interdependence within an ecosystem. Animals and plants depend on a
complex system of food for survival. In a typical prairie ecosystem, the web might work like this: The sun provides energy
for the grass; grasshoppers feed on the grass; birds and frogs eat the grasshoppers; snakes eat birds, frogs and mice;
owls and hawks will eat the birds as well as snakes, frogs and mice. When an animal dies, it is decomposed by worms,
fungi and bacteria action and nutrients are released to the soil during the decaying process for the grass to use again.
Connecting the many plants and animals with lines representing their functions and food chains within this web would
create a tangled maze. It is obvious that all forms of life in the ecosystem are dependent on all other living and non-living
things for food, nutrients and energy.
Habitats, Biomes, and Ecosystems Simplified
The Earth has many different environments, varying in temperature, moisture, light, and many other factors. Each of these
habitats has distinct life forms living in it, forming complex communities of interdependent organisms.
What is a biome?
Biomes are ecosystems where several habitats meet. They include the geography and climate conditions of communities
of plants, animals, and soil organisms.
The Earth itself is one big biome. Smaller biomes include: tundra, tropical rainforest…
What is an ecosystem?
Ecosystems vary in size and can be as small as a puddle as large as a forest. Any group of living and nonliving things
interacting with one another can be considered as an ecosystem. It's the way nature works together, for example, the
relationship between ants, anteater, soil, trees, forest and sun. Within each ecosystem, there are habitats.
What is a habitat?
The word "habitat" is Latin for "it inhabits". A habitat is a place where a
environment in which plants, animals, and organisms live.
species lives. It is the natural place or
Habitats are specific to a population. Each population has its own habitat. If the habitat changes and it no longer works for
the species, they adapt or move on. Many species can live in the same habitat, such as a pond.
Habitats include different biomes, forestations and ecosystems.
The forest ecosystem and its individual components and the environmental factors affecting the ecosystem.
Decomposers, Producers, Consumers
Web of Life
Teacher Feedback: Lessons #1-3
Please provide feedback on the effectiveness of the learning experiences.
Teacher Name ___________________________________ School __________________________
Grade _______Rover Visit Date _______




Let us know if you would like a Word version of this document.
You may also bullet point your feedback. No complete sentences required! 
Please include student work samples: Low/mid/high worksheets and assessments. We
only need a few samples- not all papers.
All photo releases and/or list showing Ss who declined and turned in releases.
Feedback and student work can be mailed or scanned/emailed to avanpelt@folar.org. We can
reimburse for postage if that is an issue.
Friends of the Los Angeles River
Attn. Ariel Van Pelt
570 W. Avenue 26 #250
Los Angeles, CA 90065
Lesson #1 – Past of the River (in-class) & Formative Assessment
1. After looking at the exit slip/closing questions, how well did students meet the objective? Please
provide data/examples.
2. What do you suggest changing in the Lesson #1? Did you skip or change any activities?
3. What was a success?
Exit slip percentage ______
Formative and Summative Assessments
Please review and keep the formative assessments. They will need to be compared to the
summative assessment taken at the end of Lesson #3.
We would like to look at the percent of students who are proficient in the formative vs. summative
assessment.
Teacher Feedback: Lessons #1-3
Percent of students proficient (>75%*) on the formative assessment: _______
*>75% is a suggested percentage for proficiency, please use what you consider proficient!
Lesson #2 Rover Experience- Present State of the River
1. After looking at the exit slip/closing questions, how well did students meet the objective? Please
provide data/examples.
2. What do you suggest changing in Lesson #2?
Lesson #3 Future of the River & Summative Assessment
1. What do you suggest changing in Lesson #3?
2. What have your students gained from this experience?
Percent of students proficient (>75%) on the summative assessment: _______
3. Do you have any other notes for us?
Thank you for participating in the Source to Sea Watershed Education Program!
Teacher Feedback: Field Trip
Please provide feedback on the effectiveness of the learning experiences.
Teacher Name ___________________________________ School __________________________
Grade _______ Field Trip Date _______
1. What do you suggest changing in the stations/lessons?
2. What was a success?
3. Do you have any feedback on the structure of the field trip?
4. Any other notes for us?
Thank you!
Name ______________________________ Date ____________ Teacher _______________________ G.3 Lesson #1
Human Impact on the LA River: Past, Present, and Future
TODAY…WE WILL ENTER THE PAST!
Objective: I can explain and illustrate the interconnected relationships between living things in the
River habitat.
SCIENTISTS MAKE OBSERVATIONS:
DESCRIBE WHAT YOU SEE AND HEAR!
Box 2. Imagine what you might hear
if you were alive at that time!
Box 1. Describe what you see in the
pictures of the River and the Tongva
people in the past.
Think about animals, sounds in nature like
water, wind, people…
I see…
I hear…
1. _________________________________
1. _________________________________
2. _________________________________
2. _________________________________
3. __________________________________
3. _________________________________
VOCABULARY
Vocabulary Word
Visual
Draw a picture to represent the word
biodiversity
Word Definition
Personal AssociationHow does it connect to my life?
The variety of plants and animals
in a habitat.
Vocabulary Word
Visual
Draw a picture to represent the word
web of life
Word Definition
Personal AssociationHow does it connect to my life?
All living things in a habitat depend
on each other to survive - for food
and other needs.
We are all
connected!
Sun
The sun gives all living
things energy to grow and
survive.
Answer this! What would happen if one part of the web were gone?
Name ______________________________ Date ____________ Teacher _______________________G.3 L.1 Exit Slip
Exit Slip
1. Why were plants and animals so important to the Tongva people?
(biodiversity)
a. Tongva used plants to make shelter.
b. Tongva hunted animals for food and used their fur for clothing.
c. Tongva used plants as medicine.
d. All of the above.
2. If all of the wild rabbits died or moved, what would happen to the River? (web of life)
a. Some animals would have to find other food.
b. Nothing would change around the River.
3. Do you think there is more or less biodiversity on the River today?
More
4. Which picture shows a habitat with biodiversity? Circle one picture.
A.
B.
Thank you! We are excited to see you on the River Rover!
Please return this paper to your teacher.
Less
Visual Aid PDF #1
THE LOS ANGELES RIVER: PAST, PRESENT, AND FUTURE
PAST
Visual Aid PDF #2
THE LOS ANGELES RIVER: PAST, PRESENT, AND FUTURE
PRESE
NT
Visual Aid PDF #3
THE LOS ANGELES RIVER: PAST, PRESENT, AND FUTURE
FUTU
RE
Photo USGS
Visual Aid PDF #4
THE LOS ANGELES RIVER: PAST, PRESENT, AND FUTURE
FUTU
RE
Cornfields opportunity site. © City of
Los Angeles. 2007 Los Angeles River
Revitalization Master Plan
Visual Aid PDF #5
MAKE OBSERVATIONS: DESCRIBE WHAT YOU SEE!
Visual Aid PDF #6
MAKE OBSERVATIONS: DESCRIBE WHAT YOU SEE!
Steelhead Trout
Visual Aid PDF #7
THINK, PAIR, SHARE (15 SECONDS!)
With a partner, discuss the following question:
What are 3 different things you use
that come from plants or animals?
Name ______________________________ Date ____________ Teacher ______________________G.3 L1.Formative
Formative Assessment
1. Biodiversity means there is a variety of plants and animals in the habitat.
a. True.
Teacher: Circle P if
proficient >75%
b. False.
2. Which picture shows biodiversity in a habitat?
Circle one picture.
3. Fish need plants for food and oxygen. What would happen if the plants died?
a. There would be more fish.
b. Fish would die.
c. Birds would have more food to eat.
d. The habitat would stay the same.
4. What did the Tongva do when they lived next to the River?
a. Planted non-native plants.
b. Took water from lakes in the mountains to survive.
c. Used it for food, water, and medicine.
d. Made houses that were destroyed in floods.
P
G.3 L1.Formative
5. What does the picture above show?
a. Web of life.
b. Pollution.
c. Endangered species.
d. All of the above.
6. How does arundo harm the River habitat?
a. It takes space away from native plants.
b. Animals who eat native plants move away.
c. It blocks sunlight for plants below it.
d. It is very hard to get rid of.
e. All of the above.
7. We built cities next to the Los Angeles River. What is the River like today?
a. It has less water.
b. We use the water for drinking and cooking.
c. It can move freely across Los Angeles.
d. It is a healthy habitat for plants and animals.
8. How can we make the River better?
a. Remove concrete.
b. Create parks next to the River.
c. Add plants to catch trash in the water.
d. All of the above.
9. What are 3 ways you can help save the Los Angeles River?
_________________
_________________
_________________
ROVER BEHAVIOR EXPECTATIONS CONTRACT
Instructions: Please read the River Rover behavior contract as a class and initial each guideline. Once
you feel confident that you know how to behave on the Rover - take the mini-quiz to test yourself.
I will…
____ I will think like a scientist.
o For example, how did the Tongva peacefully live next to the River?
o How do we treat the River today? How does it harm the River? (This is called higher
level or critical thinking.)
____ Leave backpacks, food, and drinks in the classroom. Water is okay.
____ Bring my worksheet, pen/pencil, and something to write on (a binder or notebook).
____ Respect the River Rover.
o Be gentle when touching plants, pieces of the Rover, and equipment.
Our Rover is fragile!
____ Respect the FoLAR staff, my teacher, and other adults, by listening for instructions and
changing my behavior when asked to.
____ Sign the Rover Behavior Expectations contract to show FoLAR that I understand how to
act on the Rover.
I understand how I should act when I am aboard the River Rover and will do my best to follow
the behavior guidelines. Please sign and date below.
_________________________
Student Name
___________
Date
_________________
Teacher Name
_________________________________
Student Signature
My teacher has checked that I have completed the mini-quiz and signed the Rover
Behavior Expectations Contract. _______________
ROVER BEHAVIOR EXPECTATIONS CONTRACT
Mini-quiz
1. When visiting the Rover, I will bring ____________ with me.
a. My pen or pencil
b. My worksheet
c. Something to write on, like a binder or notebook
d. All of the above
2. When visiting the Rover, I will
a. Talk with my friends about puppies and kittens
b. Use my critical thinking skills
c. Collect information for my worksheet and ask questions
d. Both b and c
3. Circle all the behaviors that we WANT to see on the Rover.
Touching plants gently
Driving the Rover (beep,beep!)
Respecting Rover equipment
Thinking about the future of the River
Bringing my backpack on the Rover
Working with my classmates
Listening to adults
GRADE YOUR CONTRACT!
How well do you understand how to act when you are on the Rover? CHOOSE ONE
 I’m still confused
 I understand most of the expectations
 I feel confident that I know how to act
 I know how to act and can help my classmates if they need help