Profile Sheet
PBL Lesson Plan for Diverse Learners
Teacher: Mrs. Whitmore
Title: Georgia Drought Effects Water Supply in Florida Rivers
Primary Subject Area: Science
Outside Subject Area: Language Arts
Class and Level: General Science
Grade Level: 7th grade
Description of Student Roles and Problem Situation:
Students are asked to choose from three different situations. Become a beekeeper in
Wewahitchka, Florida and decide what will happen and the appropriate plan to take if the water
flow on the Apalachicola river ceases to increase within three months, before the white tupelo
plants are scheduled to bloom, become a resident at Lake Lanier in Georgia and decide what
should happen to increase the water in the lake to benefit your community before August 1st and
the heat of the summer, or choose to be a key employee of the Army Corp of Engineers and
decide whether you should slow or increase the flow of water, or another plan of action to benefit
both Georgia and Florida residents within three months.
Adaptations for Student from Non-Western culture:
I will include resources from the student’s culture, and inform the other students of the
differences in culture prior to the PBL . As a teacher, I will research the different values and
align instructional techniques and classroom activities with these value systems. I will try to
blend my instruction such that all students will understand the instructions completely.
Adaptations for ESOL Student:
I will include resources in student’s first language and allow native language dictionaries. Allow
students to present in first language. If this occurs, the presentation will be interpreted for the
other students so that everyone will be able to understand the concept of what is occurring and
the solutions they have come up with.
Title, Learner Characteristics, and Sunshine State Standards
Learning Outcomes, Student Role & Problem Situation, Meet the Problem Method
PBL Lesson Plan for Diverse Learners
Teacher: Mrs. Whitmore
Title: Georgia Drought Effects Water Supply in Florida Rivers
Primary Subject Area: Science
Outside Subject Area: Language Arts
Class and Level: General Science
Grade Level: 7th grade
Primary Sunshine State Standards:
SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference
materials to support scientific understanding, plan and carry out scientific investigation of
various types, such as systematic observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics, analyze information, make
predictions, and defend conclusions.
LO#1: After reading the Meet the Problem documents and the chapter on Human impact
on the Environment, students will accurately create column notes with three columns, the
first column will be labeled with ‘Main Topics of Impact’, the second column will be
labeled ‘What you Learned’ and the third column will be labeled ‘Thoughts and
Opinions.’ (Synthesis) Once students have created column notes individually, they will
break into groups of 3-4 and make three accurate predictions on what will occur if the
water flow is slowed for communities south of the drought with two supporting details for
each prediction.(Evaluation)
SC.7.E..6.6: Identify the impact that humans have had on Earth, such as deforestation,
urbanization, desertification, erosion, air and water quality, changing the flow of water.
LO#2: After reading the assigned chapter on human impact on the environment along
with the articles attached to the assignment, students will accurately create a Know/Need
to Know Chart questioning ‘What occurs to communities downstream if the flow of
important waterways are diminished?’ with at least eight items for each category.
(Synthesis)
SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species
to adapt within a changing environment may contribute to the extinction of that species.
LO#3: After reading the Meet the Problem documents, students will form groups of 3-4
and accurately create three hypotheses about what may occur to the species stated in the
articles if the water flow of the river were to be slowed with two supporting details for
each hypothesis. (Synthesis)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.7.6.2.1: Select a topic, develop a prioritized search plan, and apply evaluative criteria (e.g.,
relevance, objectivity, scope of content in print and online sources) to select appropriate
resources for research
LO#4: After reading the assigned chapter and Meet the Problem documents, students will
analyze the information in order to form an accurate plan of action, with a prioritized list
of at least three main topics they think will be important to research in order to
completely understand what may or may not occur based on the proposed plan of slowing
flow of the river to the communities downstream. (Analysis)
LA.7.4.2.3: Write specialized informational/expository essays (e.g., process, description,
explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting
details, an organizational structure particular to its type, and introductory, body, and concluding
paragraphs
LO#5: After reading the assigned chapter, the Meet the Problem documents, and
finishing the assignments for this project, students will create a thesis statement which
accurately states what they think will occur if water is slowed to communities
downstream. Students are asked to include one each: economical, environmental, and
industrial reasons to support their thesis. (Synthesis)
Description of Student Roles and Problem Situation:
Students are asked to choose from three different situations. Become a beekeeper in
Wewahitchka, Florida and decide what will happen and the appropriate plan to take if the water
flow on the Apalachicola river ceases to increase within three months, before the white tupelo
plants are scheduled to bloom, become a resident at Lake Lanier in Georgia and decide what
should happen to increase the water in the lake to benefit your community before August 1st and
the heat of the summer, or choose to be a key employee of the Army Corp of Engineers and
decide whether you should slow or increase the flow of water, or another plan of action to benefit
both Georgia and Florida residents within three months.
Meet the Problem Documents:
A bad case of dry hives
Florida bees dodge killer, not drought.
Published Tuesday, May 22, 2007
WEWAHITCHKA, Fla. (AP) - Busy humming broken by a hard tapping fills the clearing. Bees
at work, and Ben Lanier loosening their honeycombs from weathered boxes.
He harvests this tupelo honey only once a year, just after the white tupelo gum trees blossom in
the swamps along the Apalachicola River.
Some of the box lids Lanier pries open are still black from the carbolic acid his grandfather
poured on them to repel the bees while he worked decades ago. Lanier sprays the same lids with
smoke or an almond concoction called "bee goo," according to the handwriting on the bottle.
Still, the bees hover around the boxes stacked on a trailer hitched to his pickup truck. A sure sign
of drought, Lanier says. If the river was high, if there was nectar flowing anywhere else, the bees
would not mind so much him stealing their honey.
Half his honey crop might not turn up this year, but at least his bees have not vanished like they
have elsewhere around the country.
The bees in this Florida Panhandle community have so far escaped a mysterious killer that has
wiped out a quarter of the nation’s bee colonies.
Beekeepers in 27 states have reported in the past few months that their bees have suddenly
vanished. Scientists have dubbed it colony collapse disorder, though they have not been able to
determine what’s causing it.
A study released earlier this month pointed to some kind of disease or parasite, but Roy Lee
Carter, Gulf County’s agriculture agent, speculates pesticides might be to blame.
Gulf County has few fields where crops are grown and sprayed with pesticides, so bees here
might be somewhat protected, Carter said.
Tupelo honey is the pride of this one-stoplight town. When Van Morrison sang about a girl "as
sweet as tupelo honey, just like honey from the bee," this is why: True tupelo honey from these
parts is poured into bottles unheated, unprocessed, virtually unchanged from the hive.
Made famous by the 1997 film "Ulee’s Gold" and celebrated at the annual Tupelo Honey
Festival in Wewahitchka, tupelo honey sweetens the state economy by about $2.4 million a year.
Northwest Florida, along the Chipola and Apalachicola rivers, is the only place where the honey
is produced commercially.
Wooden signs at either end of the main street through "Wewa" direct drivers to Gulf County’s
major beekeepers. The road cuts across the Dead Lakes, the spectral stumps of choked-off
cypress trees dotting the watery landscape between the riverbanks and the Gulf of Mexico. Most
reservoirs in the region could also be called dead, with little or no rain and too shallow to head
off the brush fires scorching neighboring counties. What water is left mixes with bitterness over
the water demands of development as far north as Atlanta.
"Atlanta’s holding all the water," Lanier’s wife, Glynnis, says from behind the black netting
covering her face and neck.
"It’s not all Atlanta’s fault," says Lanier, his face shrouded but his hands bare. "It’s just dry
weather. The whole world is burning up."
Whatever the reason, the water’s not there, and the white tupelo bloomed late with little nectar.
By the time the round flower clusters dried out five days later, beekeepers were expecting just
half a crop.
Don Smiley expects only half the 5,500 gallons of tupelo honey his 600 colonies of bees made
for Smiley Apiaries last year - a loss he estimates at $200,000.
"It could have been better if we’d had some water," Smiley says.
(CBS) Across North Georgia, thousands of people are digging private wells, nervous that their
regular water's about to run dry.
“The phone is just ringing off the hook,” said Bob Askew, the owner of a well-drilling company.
“It’s like working at a telethon or something.”
Lake Lanier is the region's main source for drinking water. And it's being drained into crisis,
CBS News correspondent Mark Strassmann reports.
“And here, these are tree stumps,” said Val Perry, a resident.
Perry is furious. The lake is so low that entire islands have surfaced.
“And you can see these guys are done,” Perry said while boating on the now-shallow lake. “Ooh,
see, we just hit something.”
Lake Lanier is down 10 feet just this summer. And among five million Georgians, panic is rising.
Without rain, the lake's drinkable water could hit bottom by year's end.
Many of the boats and boaters left weeks ago. The shallow water is why. At the nearly dry spot
Strassmann reported from on the lake, he should have been floating in 14 feet of water.
And the level is still dropping another foot every week.
Control of Lake Lanier is now a power struggle.
Georgia's suing the U.S. Army Corps of Engineers, which manages the lake, and drains up to
three billion gallons more every day.
Most of it flows south into Alabama and Florida, feeding people, utility plants, even two
varieties of mussels protected under the Endangered Species Act.
“We are trying to balance that so that we meet the needs up and down the river,” said Col. Ben
Butler of the U.S. Army Corps of Engineers.
Georgians like Val Perry accuse the Corps of mismanagement, saying it is “irresponsible,
arrogant.”
Georgia Gov. Sonny Purdue agrees.
“It is nonsensical,” he said.
Georgia's suit demands the Corps stop sending so much water out-of-state.
“The public doesn’t understand that. And it gives the public little confidence in the ability of the
federal government to manage our affairs,” Purdue said.
As the lake drains, the crisis deepens.
Rain's in this week's forecast. But this region really needs a downpour for days.
© MMVII, CBS Interactive, Inc. All Rights Reserved.
GEORGIA'S WATER CRISIS: Florida to fight drought strategy
Feds' plan to limit flow from Lanier toward Apalachicola Bay called devastating to ecology.
By Stacy Shelton
The Atlanta Journal-Constitution
Published on: 05/01/08
Florida told the federal government Wednesday that it strongly opposes a proposal to store more
water in Georgia while limiting flows into Apalachicola Bay, saying to do so would harm oysters
and federally protected sturgeon and mussels.
In a letter, Florida Department of Environmental Protection Secretary Michael Sole said there is
no legitimate or legal reason to keep more water in Lake Lanier, metro Atlanta's main source of
drinking water. The lake is more than half-full, "and therefore there is no threat to municipal and
industrial demands," he wrote.
Sole was responding to the U.S. Army Corps of Engineers' proposed operations plan, released in
March, for five federal dams on the Chattahoochee River. Under the plan, which could take
effect June 1, more water would be kept in Lanier and the other reservoirs in Georgia during
severe droughts, while the minimum flow of water into Florida's Apalachicola River would be
reduced.
Sole said the effect would be to "starve the Apalachicola River and Bay of freshwater flows
needed to keep the ecosystems, species and economy alive."
The area produces about 90 percent of Florida's oysters.
Sole sent the letter to the corps and the U.S. Fish and Wildlife Service, which is reviewing the
corps' proposal to determine the impact on federally listed species including the Gulf sturgeon
fish and three freshwater mussel species.
Georgia officials are still reviewing the plan, though they have called it a step in the right
direction to protect the state's water supplies during droughts.
In the meantime, Georgia has asked the corps to continue a six-week operation to limit water
released from Lanier through May. Environmentalists and downstream communities oppose the
request, saying it threatens the health of the Chattahoochee. The river processes treated waste
water in addition to providing the region's drinking water.
Georgia, Alabama and Florida have fought over water rights to the Apalachicola-ChattahoocheeFlint River Basin since 1990. Georgia and Alabama are also fighting over the Alabama-CoosaTallapoosa River Basin, which includes Lake Allatoona, another source of metro Atlanta's
drinking water.
The tristate water war reignited when the drought began in 2006. Last year, with metro Atlanta's
water supplies threatened, Georgia officials blamed the corps for dropping Lanier to an all-time
low in order to maintain minimum downstream flows into Florida.
In November, the corps started reducing the flows into Florida and held more water in Georgia
reservoirs.
Problem Statement, Know/ Need to Know, Possible Resources
Problem Statement
How can we, as Beekeepers in Wewahitchka, Florida, influence the Army Corp of Engineers to
increase water flow through the Apalachicola River Basin in such a way that:
"Before the bloom of the white tupelo, which is in three months
"The environment is benefitted not harmed
"With consideration of communities near and around Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $2,000
How can we, as residents of and around Lake Lanier, Georgia, influence the Army Corp of
Engineers to decrease the outflow of water from Lake Lanier to ensure water supply during
droughts that may occur in such a way that:
"A solution is sought in 3 months
"The environment is benefitted not harmed
"With consideration of communities south and downstream from Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $5,000
How can we as essential employees at the Army Corp of Engineers decide whether we should
increase or decrease outflow of water from Lake Lanier to the lower Apalachicola River Basin in
such a way that:
"A solution is sought in 3 months
"The environment and threatened species are benefitted not harmed
"With consideration of communities around Lake Lanier and Lower River Basins
"The public is properly educated
"Within a reasonable budget for this company of $10,000
Know
1. Beekeepers harvest tupelo honey once a year after tupelo gum trees bloom
2. Tupelo gum trees grow in the swamps surrounding the Apalachicola River
3. Tupelo honey brings in 2.4 million dollar revenue each year
4. Tupelo honey is only harvested on the Apalachicola and Chatahoochee Rivers in Northwest
Florida
5. Tupelo gum trees bloom late and for a short time when there is little water
6. Lake Lanier supplies water to Apalachicola and Chipola Rivers
7. Army Corp of Engineers manages the water in Lake Lanier
8. Two species of threatened mussels and sturgeon live within the outflow of these river basins.
9. 90% of states oysters live in the outflow of these waters
Need to Know
1. Can tupelo gum trees grow in other areas?
2. How long does the Army Corp of Engineers reduce the flow to the rivers in a drought?
3. What other environmental factors effect the blooming tupelo?
4. If residents of Lake Lanier have little water, what other options do they have other than Lake
Lanier to obtain drinking water?
5. Is it possible to make reservoirs in other places closer to the river basins that are effected in
case of drought?
6. What is the value of the mussels, sturgeon, and oysters in regards to the environment?
7. How many people are effected by the drought and low water of Lake Lanier?
8. How many people are effected by the drought in the river basins?
9. Why is tupelo honey so important?
10. Other than drinking water, what is in Lake Lanier that may be of value?
Probably Resources
Internet
1. Tupelo Beekeepers Association. http://www.tupelohoney.org/. January 24, 2004.
2. Florida Department of Environmental Protection. Apalachicola, Chatahoochee, Flint River
Basins. http://www.dep.state.fl.us/mainpage/acf/letters.htm. May 9, 2008.
3. Lake Lanier Association. Lake Lanier Water Quantity.
http://www.lakelanier.org/is_qn_lake_lanier_water_quantity.php. 2008.
4. Description of Threatened or Endangered Species Whose Range Occurs Within the Project
Areas. http://bcs.dep.state.fl.us/envprmt/multiple/pending/0129424_ACF_Navigation/001DF/Application/Item%2030/02%20%20ITEM%2030%20-%20THREATENEDENDANGERED%20SPECIES%20OCCURRENCE.pdf
Videos
5. Ulee’s Gold. 1997 written and directed by Victory Nunez.6. Instrumental Insemination of
Honeybee Queens by Susan Cobeys
Printed Material
7. As Good As It Gets. Wewa beekeepers tout Tupelo Honey. Panama City News Herald. 5-172008.
8. The History of Lake Sydney Lanier. The Early History and Construction of Buford Dam.
David Coughlin.
Capstone Performance
Teacher: Mrs. Whitmore
Title: Georgia Drought Effects Water Supply in Florida Rivers
Primary Subject Area: Science
Outside Subject Area: Language Arts
Class and Level: General Science
Grade Level: 7th grade
Primary Sunshine State Standards:
SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference
materials to support scientific understanding, plan and carry out scientific investigation of
various types, such as systematic observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics, analyze information, make
predictions, and defend conclusions.
LO#1: After reading the Meet the Problem documents and the chapter on Human impact
on the Environment, students will accurately create column notes with three columns, the
first column will be labeled with ‘Main Topics of Impact’, the second column will be
labeled ‘What you Learned’ and the third column will be labeled ‘Thoughts and
Opinions.’ (Synthesis) Once students have created column notes individually, they will
break into groups of 3-4 and make three accurate predictions on what will occur if the
water flow is slowed for communities south of the drought with two supporting details for
each prediction.(Evaluation)
SC.7.E..6.6: Identify the impact that humans have had on Earth, such as deforestation,
urbanization, desertification, erosion, air and water quality, changing the flow of water.
LO#2: After reading the assigned chapter on human impact on the environment along
with the articles attached to the assignment, students will accurately create a Know/Need
to Know Chart questioning ‘What occurs to communities downstream if the flow of
important waterways are diminished?’ with at least eight items for each category.
(Synthesis)
SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species
to adapt within a changing environment may contribute to the extinction of that species.
LO#3: After reading the Meet the Problem documents, students will form groups of 3-4
and accurately create three hypotheses about what may occur to the species stated in the
articles if the water flow of the river were to be slowed with two supporting details for
each hypothesis. (Synthesis)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.7.6.2.1: Select a topic, develop a prioritized search plan, and apply evaluative criteria (e.g.,
relevance, objectivity, scope of content in print and online sources) to select appropriate
resources for research
LO#4: After reading the assigned chapter and Meet the Problem documents, students will
analyze the information in order to form an accurate plan of action, with a prioritized list
of at least three main topics they think will be important to research in order to
completely understand what may or may not occur based on the proposed plan of slowing
flow of the river to the communities downstream. (Analysis)
LA.7.4.2.3: Write specialized informational/expository essays (e.g., process, description,
explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting
details, an organizational structure particular to its type, and introductory, body, and concluding
paragraphs
LO#5: After reading the assigned chapter, the Meet the Problem documents, and
finishing the assignments for this project, students will create a thesis statement which
accurately states what they think will occur if water is slowed to communities
downstream. Students are asked to include one each: economical, environmental, and
industrial reasons to support their thesis. (Synthesis)
Description of Student Roles and Problem Situation:
Students are asked to choose from three different situations. Become a beekeeper in
Wewahitchka, Florida and decide what will happen and the appropriate plan to take if the water
flow on the Apalachicola river ceases to increase within three months, before the white tupelo
plants are scheduled to bloom, become a resident at Lake Lanier in Georgia and decide what
should happen to increase the water in the lake to benefit your community before August 1st and
the heat of the summer, or choose to be a key employee of the Army Corp of Engineers and
decide whether you should slow or increase the flow of water, or another plan of action to benefit
both Georgia and Florida residents within three months.
Problem Statement
How can we, as Beekeepers in Wewahitchka, Florida, influence the Army Corp of Engineers to
increase water flow through the Apalachicola River Basin in such a way that:
"Before the bloom of the white tupelo, which is in three months
"The environment is benefitted not harmed
"With consideration of communities near and around Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $2,000
How can we, as residents of and around Lake Lanier, Georgia, influence the Army Corp of
Engineers to decrease the outflow of water from Lake Lanier to ensure water supply during
droughts that may occur in such a way that:
"A solution is sought in 3 months
"The environment is benefitted not harmed
"With consideration of communities south and downstream from Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $5,000
How can we as essential employees at the Army Corp of Engineers decide whether we should
increase or decrease outflow of water from Lake Lanier to the lower Apalachicola River Basin in
such a way that:
"A solution is sought in 3 months
"The environment and threatened species are benefitted not harmed
"With consideration of communities around Lake Lanier and Lower River Basins
"The public is properly educated
"Within a reasonable budget for this company of $10,000
Capstone Performance and Description
Students are asked to write a letter to the appropriate board:
Students that have chosen to be a Beekeeper of Wewahitchka, Fl will write a complete
essay to the Head of the Army Corp of Engineers Apalachicola River Basin Department, while
writing this essay, students are asked to abide by the above given problems, stating four
justifications in choosing the solution they did. The solutions should include an economical,
environmental, industrial and one personal justification for supporting their given solution.
Along with their given solution, students should give two alternative solutions and relate them to
why the Army Corp of Engineers should ultimately choose their solution.
Students that have chosen to be residents of Lake Lanier will write a complete essay to
the Head of the Army Corp of Engineers Lake Lanier Reservoir Department, while writing this
essay, students are asked to abide by the above given problems, stating four justifications in
choosing the solution they did. The solutions should include an economical, environmental,
industrial and one personal justification for supporting their given solution. Along with their
given solution, students should give two alternative solutions and relate them to why the Army
Corp of Engineers should ultimately choose their solution.
Students that have chosen to be and employee of the Department in the Army Corp of
Engineers, that is responsible for increasing or decreasing outflow from Lake Lanier, will write a
complete essay to the Head of your department stating your own solution to the above stated
problem. In the solution to this problem, students are asked to abide by the above given
problems, stating four justifications in choosing the solution they did. The solutions should
include an economical, environmental, industrial and one personal justification for supporting
their given solution. Along with their given solution, students should give two alternative
solutions and relate them to why the Army Corp of Engineers should ultimately choose their
solution.
Once students have written their own essays, they will present their solution to their class
as a group. Students will have one week to prepare for their presentation, with two class periods
strictly dedicated to group work and organization of the presentation. The presentations will be
the following week and consist of two class periods. Each presentation will consist of at least 10
minutes but no more than 15 minutes. The class will stand in as:
The students which have chosen to be beekeepers and Lake Lanier residents will be
presenting their solution and focusing on the Army Corp of Engineers at the Monthly meeting
which is open to all public, these are held at regional Army Corp of Engineer offices.
Students representing the Army Corp of Engineers will be speaking at the same meeting
though they will be focusing their stated solutions to the public.
The room will be situated like a board meeting. Five students will be selected to sit at the
front of the classroom facing the class, these are the essential employees at the Army Corp of
Engineers. A podium will be placed just to the right of the essential five for students to assume
their role and present their presentation. The class will represent the public and will remain in
rows. The board will address the meeting, agenda, date and time. Students presenting are asked
to dress as they would if they were truly presenting this at a real meeting.
Student Evaluation
Students will be given one week to prepare for the meeting they will be attending. In this
time they will have classroom time to meet with their groups, sharing their own personal essays
they have written in order to present to the class their proposed solutions.
Rubrics will be handed out prior to all evaluations, one for the essay and one for the
presentation.
Rubric for Assessing the Capstone Performance
Teacher: Mrs. Whitmore
Title: Georgia Drought Effects Water Supply in Florida Rivers
Primary Subject Area: Science
Outside Subject Area: Language Arts
Class and Level: General Science
Grade Level: 7th grade
Primary Sunshine State Standards:
SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference
materials to support scientific understanding, plan and carry out scientific investigation of
various types, such as systematic observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics, analyze information, make
predictions, and defend conclusions.
LO#1: After reading the Meet the Problem documents and the chapter on Human impact
on the Environment, students will accurately create column notes with three columns, the
first column will be labeled with ‘Main Topics of Impact’, the second column will be
labeled ‘What you Learned’ and the third column will be labeled ‘Thoughts and
Opinions.’ (Synthesis) Once students have created column notes individually, they will
break into groups of 3-4 and make three accurate predictions on what will occur if the
water flow is slowed for communities south of the drought with two supporting details for
each prediction.(Evaluation)
SC.7.E..6.6: Identify the impact that humans have had on Earth, such as deforestation,
urbanization, desertification, erosion, air and water quality, changing the flow of water.
LO#2: After reading the assigned chapter on human impact on the environment along
with the articles attached to the assignment, students will accurately create a Know/Need
to Know Chart questioning ‘What occurs to communities downstream if the flow of
important waterways are diminished?’ with at least eight items for each category.
(Synthesis)
SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species
to adapt within a changing environment may contribute to the extinction of that species.
LO#3: After reading the Meet the Problem documents, students will form groups of 3-4
and accurately create three hypotheses about what may occur to the species stated in the
articles if the water flow of the river were to be slowed with two supporting details for
each hypothesis. (Synthesis)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.7.6.2.1: Select a topic, develop a prioritized search plan, and apply evaluative criteria (e.g.,
relevance, objectivity, scope of content in print and online sources) to select appropriate
resources for research
LO#4: After reading the assigned chapter and Meet the Problem documents, students will
analyze the information in order to form an accurate plan of action, with a prioritized list
of at least three main topics they think will be important to research in order to
completely understand what may or may not occur based on the proposed plan of slowing
flow of the river to the communities downstream. (Analysis)
LA.7.4.2.3: Write specialized informational/expository essays (e.g., process, description,
explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting
details, an organizational structure particular to its type, and introductory, body, and concluding
paragraphs
LO#5: After reading the assigned chapter, the Meet the Problem documents, and
finishing the assignments for this project, students will create a thesis statement which
accurately states what they think will occur if water is slowed to communities
downstream. Students are asked to include one each: economical, environmental, and
industrial reasons to support their thesis. (Synthesis)
Description of Student Roles and Problem Situation:
Students are asked to choose from three different situations. Become a beekeeper in
Wewahitchka, Florida and decide what will happen and the appropriate plan to take if the water
flow on the Apalachicola river ceases to increase within three months, before the white tupelo
plants are scheduled to bloom, become a resident at Lake Lanier in Georgia and decide what
should happen to increase the water in the lake to benefit your community before August 1st and
the heat of the summer, or choose to be a key employee of the Army Corp of Engineers and
decide whether you should slow or increase the flow of water, or another plan of action to benefit
both Georgia and Florida residents within three months.
Problem Statement
How can we, as Beekeepers in Wewahitchka, Florida, influence the Army Corp of Engineers to
increase water flow through the Apalachicola River Basin in such a way that:
"Before the bloom of the white tupelo, which is in three months
"The environment is benefitted not harmed
"With consideration of communities near and around Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $2,000
How can we, as residents of and around Lake Lanier, Georgia, influence the Army Corp of
Engineers to decrease the outflow of water from Lake Lanier to ensure water supply during
droughts that may occur in such a way that:
"A solution is sought in 3 months
"The environment is benefitted not harmed
"With consideration of communities south and downstream from Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $5,000
How can we as essential employees at the Army Corp of Engineers decide whether we should
increase or decrease outflow of water from Lake Lanier to the lower Apalachicola River Basin in
such a way that:
"A solution is sought in 3 months
"The environment and threatened species are benefitted not harmed
"With consideration of communities around Lake Lanier and Lower River Basins
"The public is properly educated
"Within a reasonable budget for this company of $10,000
Capstone Performance and Description
Students are asked to write a letter to the appropriate board:
Students that have chosen to be a Beekeeper of Wewahitchka, Fl will write a complete
essay to the Head of the Army Corp of Engineers Apalachicola River Basin Department, while
writing this essay, students are asked to abide by the above given problems, stating four
justifications in choosing the solution they did. The solutions should include an economical,
environmental, industrial and one personal justification for supporting their given solution.
Along with their given solution, students should give two alternative solutions and relate them to
why the Army Corp of Engineers should ultimately choose their solution.
Students that have chosen to be residents of Lake Lanier will write a complete essay to
the Head of the Army Corp of Engineers Lake Lanier Reservoir Department, while writing this
essay, students are asked to abide by the above given problems, stating four justifications in
choosing the solution they did. The solutions should include an economical, environmental,
industrial and one personal justification for supporting their given solution. Along with their
given solution, students should give two alternative solutions and relate them to why the Army
Corp of Engineers should ultimately choose their solution.
Students that have chosen to be and employee of the Department in the Army Corp of
Engineers, that is responsible for increasing or decreasing outflow from Lake Lanier, will write a
complete essay to the Head of your department stating your own solution to the above stated
problem. In the solution to this problem, students are asked to abide by the above given
problems, stating four justifications in choosing the solution they did. The solutions should
include an economical, environmental, industrial and one personal justification for supporting
their given solution. Along with their given solution, students should give two alternative
solutions and relate them to why the Army Corp of Engineers should ultimately choose their
solution.
Once students have written their own essays, they will present their solution to their class
as a group. Students will have one week to prepare for their presentation, with two class periods
strictly dedicated to group work and organization of the presentation. The presentations will be
the following week and consist of two class periods. Each presentation will consist of at least 10
minutes but no more than 15 minutes. The class will stand in as:
The students which have chosen to be beekeepers and Lake Lanier residents will be
presenting their solution and focusing on the Army Corp of Engineers at the Monthly meeting
which is open to all public, these are held at regional Army Corp of Engineer offices.
Students representing the Army Corp of Engineers will be speaking at the same meeting
though they will be focusing their stated solutions to the public.
The room will be situated like a board meeting. Five students will be selected to sit at the
front of the classroom facing the class, these are the essential employees at the Army Corp of
Engineers. A podium will be placed just to the right of the essential five for students to assume
their role and present their presentation. The class will represent the public and will remain in
rows. The board will address the meeting, agenda, date and time. Students presenting are asked
to dress as they would if they were truly presenting this at a real meeting.
Student Evaluation
Students will be given one week to prepare for the meeting they will be attending. In this
time they will have classroom time to meet with their groups, sharing their own personal essays
they have written in order to present to the class their proposed solutions.
Rubrics will be handed out prior to all evaluations, one for the essay and one for the
presentation.
Rubric
Criteria
Thesis
Content and
Appearance
Timeliness
Superior
Adequate
Unacceptable
15 points
10 points
4 points
Presentation contains
four reasons to support
thesis statement. The
thesis statement is one
in which the group has
decided to present.
One statement per
group. The reasons to
support the thesis
should include: One
Economical, one
environmental and one
industrial.
Thesis statement is
stated, though there
are only three clear
reasons are given as to
why the group has
chosen this thesis.
The thesis statement is
stated, though there
are only two or less
reasons as to why the
group chose this thesis.
15 points
10 points
4 points
Students have given all
solutions to the
problems given. A total
of five problems to the
solution have been
addressed. *Students
are dressed
appropriately and use
appropriate props.
Students touch on the
solutions to the
problem, but do not
address all five and/or
are not dressed
appropriately or using
appropriate props.
5 points
3 points
Students complete the
presentation in at least
10 minutes, but no
more than 15 minutes.
Students have divided
the presentation
Students use less than
10 minutes or more
than 15 minutes, but
still divided the
presentation equally
between students.
Students do not
mention the solutions
based on the problems
given and/or students
are not dressed
appropriately or using
appropriate props.
0 points
Students do not use
the appropriate time
span of 10-15 minutes
and do not divide their
time equally between
group members.
equally between
students. Each student
should use 3-4
minutes.
Student
Questions
.
10 points
5 points
After the presentation,
each student will be
asked a question about
their specific part in the
presentation. These
questions are
answered using
knowledge based on
the research they have
completed.
Student answers the
question, but does not
use any supporting
detail from the research
they have completed.
0 points
Student does not
answer the question.
Scoring Guide
41-45 A
36-40 B
32-35 C
27-31 D
0-26 F
*Students will be given an additional handout outlining appropriate dress for the assignment,
along with the appropriate props that are in addition to their oral presentation. Given the
handout, digression of the teacher will be used when assessing these criterion.
Two Alternative Solutions and “Best” Solution Analysis
Teacher: Mrs. Whitmore
Title: Georgia Drought Effects Water Supply in Florida Rivers
Primary Subject Area: Science
Outside Subject Area: Language Arts
Class and Level: General Science
Grade Level: 7th grade
Primary Sunshine State Standards:
SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference
materials to support scientific understanding, plan and carry out scientific investigation of
various types, such as systematic observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics, analyze information, make
predictions, and defend conclusions.
LO#1: After reading the Meet the Problem documents and the chapter on Human impact
on the Environment, students will accurately create column notes with three columns, the
first column will be labeled with ‘Main Topics of Impact’, the second column will be
labeled ‘What you Learned’ and the third column will be labeled ‘Thoughts and
Opinions.’ (Synthesis) Once students have created column notes individually, they will
break into groups of 3-4 and make three accurate predictions on what will occur if the
water flow is slowed for communities south of the drought with two supporting details for
each prediction.(Evaluation)
SC.7.E..6.6: Identify the impact that humans have had on Earth, such as deforestation,
urbanization, desertification, erosion, air and water quality, changing the flow of water.
LO#2: After reading the assigned chapter on human impact on the environment along
with the articles attached to the assignment, students will accurately create a Know/Need
to Know Chart questioning ‘What occurs to communities downstream if the flow of
important waterways are diminished?’ with at least eight items for each category.
(Synthesis)
SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species
to adapt within a changing environment may contribute to the extinction of that species.
LO#3: After reading the Meet the Problem documents, students will form groups of 3-4
and accurately create three hypotheses about what may occur to the species stated in the
articles if the water flow of the river were to be slowed with two supporting details for
each hypothesis. (Synthesis)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.7.6.2.1: Select a topic, develop a prioritized search plan, and apply evaluative criteria (e.g.,
relevance, objectivity, scope of content in print and online sources) to select appropriate
resources for research
LO#4: After reading the assigned chapter and Meet the Problem documents, students will
analyze the information in order to form an accurate plan of action, with a prioritized list
of at least three main topics they think will be important to research in order to
completely understand what may or may not occur based on the proposed plan of slowing
flow of the river to the communities downstream. (Analysis)
LA.7.4.2.3: Write specialized informational/expository essays (e.g., process, description,
explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting
details, an organizational structure particular to its type, and introductory, body, and concluding
paragraphs
LO#5: After reading the assigned chapter, the Meet the Problem documents, and
finishing the assignments for this project, students will create a thesis statement which
accurately states what they think will occur if water is slowed to communities
downstream. Students are asked to include one each: economical, environmental, and
industrial reasons to support their thesis. (Synthesis)
Description of Student Roles and Problem Situation:
Students are asked to choose from three different situations. Become a beekeeper in
Wewahitchka, Florida and decide what will happen and the appropriate plan to take if the water
flow on the Apalachicola river ceases to increase within three months, before the white tupelo
plants are scheduled to bloom, become a resident at Lake Lanier in Georgia and decide what
should happen to increase the water in the lake to benefit your community before August 1st and
the heat of the summer, or choose to be a key employee of the Army Corp of Engineers and
decide whether you should slow or increase the flow of water, or another plan of action to benefit
both Georgia and Florida residents within three months.
Problem Statement
How can we, as Beekeepers in Wewahitchka, Florida, influence the Army Corp of Engineers to
increase water flow through the Apalachicola River Basin in such a way that:
"Before the bloom of the white tupelo, which is in three months
"The environment is benefitted not harmed
"With consideration of communities near and around Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $2,000
How can we, as residents of and around Lake Lanier, Georgia, influence the Army Corp of
Engineers to decrease the outflow of water from Lake Lanier to ensure water supply during
droughts that may occur in such a way that:
"A solution is sought in 3 months
"The environment is benefitted not harmed
"With consideration of communities south and downstream from Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $5,000
How can we as essential employees at the Army Corp of Engineers decide whether we should
increase or decrease outflow of water from Lake Lanier to the lower Apalachicola River Basin in
such a way that:
"A solution is sought in 3 months
"The environment and threatened species are benefitted not harmed
"With consideration of communities around Lake Lanier and Lower River Basins
"The public is properly educated
"Within a reasonable budget for this company of $10,000
Capstone Performance and Description
Students are asked to write a letter to the appropriate board:
Students that have chosen to be a Beekeeper of Wewahitchka, Fl will write a complete
essay to the Head of the Army Corp of Engineers Apalachicola River Basin Department, while
writing this essay, students are asked to abide by the above given problems, stating four
justifications in choosing the solution they did. The solutions should include an economical,
environmental, industrial and one personal justification for supporting their given solution.
Along with their given solution, students should give two alternative solutions and relate them to
why the Army Corp of Engineers should ultimately choose their solution.
Students that have chosen to be residents of Lake Lanier will write a complete essay to
the Head of the Army Corp of Engineers Lake Lanier Reservoir Department, while writing this
essay, students are asked to abide by the above given problems, stating four justifications in
choosing the solution they did. The solutions should include an economical, environmental,
industrial and one personal justification for supporting their given solution. Along with their
given solution, students should give two alternative solutions and relate them to why the Army
Corp of Engineers should ultimately choose their solution.
Students that have chosen to be and employee of the Department in the Army Corp of
Engineers, that is responsible for increasing or decreasing outflow from Lake Lanier, will write a
complete essay to the Head of your department stating your own solution to the above stated
problem. In the solution to this problem, students are asked to abide by the above given
problems, stating four justifications in choosing the solution they did. The solutions should
include an economical, environmental, industrial and one personal justification for supporting
their given solution. Along with their given solution, students should give two alternative
solutions and relate them to why the Army Corp of Engineers should ultimately choose their
solution.
Once students have written their own essays, they will present their solution to their class
as a group. Students will have one week to prepare for their presentation, with two class periods
strictly dedicated to group work and organization of the presentation. The presentations will be
the following week and consist of two class periods. Each presentation will consist of at least 10
minutes but no more than 15 minutes. The class will stand in as:
The students which have chosen to be beekeepers and Lake Lanier residents will be
presenting their solution and focusing on the Army Corp of Engineers at the Monthly meeting
which is open to all public, these are held at regional Army Corp of Engineer offices.
Students representing the Army Corp of Engineers will be speaking at the same meeting
though they will be focusing their stated solutions to the public.
The room will be situated like a board meeting. Five students will be selected to sit at the
front of the classroom facing the class, these are the essential employees at the Army Corp of
Engineers. A podium will be placed just to the right of the essential five for students to assume
their role and present their presentation. The class will represent the public and will remain in
rows. The board will address the meeting, agenda, date and time. Students presenting are asked
to dress as they would if they were truly presenting this at a real meeting.
Student Evaluation
Students will be given one week to prepare for the meeting they will be attending. In this
time they will have classroom time to meet with their groups, sharing their own personal essays
they have written in order to present to the class their proposed solutions.
Rubrics will be handed out prior to all evaluations, one for the essay and one for the
presentation.
The above is submitted by Candace Whitmore
6/6/08
Two Alternate Solutions
During times of drought in Lake Lanier, Georgia, water outflow should continue to the
Apalachicola River Basin. The continued outflow will benefit the species in and around the
Apalachicola Basin, along with essential plants needed for the production of Tupelo honey. With
the $2000 budget, residents of Lake Lanier will have brochures distributed to them concerning
the effects of holding water in the lake at times of drought. Extra money will be used to support
the Red Cross in the Lake Lanier area, in case there are critical shortages of water or special
needs in this time.
1.
2.
3.
4.
Pros
Endangered animals will not be sacrificed or suffer from lack of water
The White Tupelo will receive enough water during the critical times of blooming
Beekeepers and residents of the Apalachicola and other river basins will not lose plants needed
to maintain their community and livelihood
Beekeepers will make more money and produce more crops
Cons
age of water
and species within the lake
Lake Lanier area
s rather than the residents of Lake Lanier
During times of drought in Lake Lanier, Georgia, water outflow will be reduced in order to keep
a reasonable level of water within the lake and reservoirs. Even though the reduced outflow will
effect many people that reside in and around the Apalachicola and surrounding river basins, the
reduced outflow will benefit the species in and around Lake Lanier and keep residents within the
city of Lake Lanier in full use of water. With the $5000 budget, residents of Lake Lanier will
make a public announcement to be broadcast on local Television. With any extra money, Red
cross will be supported in the Apalachicola and other river basins in times of need, since
beekeepers on the Apalachicola basin may have smaller crops due to smaller blooms of the white
tupelo. The economic outcome for these beekeepers will be effected, but residents of the Lake
feel that if the water isn’t slowed, they will feel the impact of the drought more severely.
1.
2.
3.
4.
Pros
Residents of Lake Lanier will not have to reduce water use in times of drought
Species in and around Lake Lanier will not be sacrificed
Residents in and around Lake Lanier will be able to continue to enjoy the lake (boating, tubing,
skiing)
Water cost will not raise due to the drought
Cons
s from the lack of water
Gulf will suffer/ die
4. Residents south of Lake Lanier will find themselves in reduced water usage
Rationale
During times of drought in and around Lake Lanier, Georgia, keeping the flow of water to the
southern river basins would benefit the most people. Not only would the beekeepers along the
rivers benefit, by having white tupelo that bloom, but the species that are endangered will also
benefit. The residents of Lake Lanier may have times of low water, and times of reduced water
usage, but this would occur if there were no system in place to slow the flow of water. The
natural and most environmentally friendly solution is to allow water to flow freely. If the water
was reduced to the lower river basin, every community that lives near or around the river would
be effected. The reduction of water in Lake Lanier is not permanent and only effects the
residents in a very short, specific time. Residents of the river basin have agreed to support the
red cross and any severe needs caused by the drought in Lake Lanier. There are many places and
cities that experience droughts, and each year deal with the consequences of living in an area that
experiences these environmental processes. I think it is only right to allow nature to take it’s
own course, supporting those that are effected by the consequences, but not inhibiting everyone
from what is rightfully theirs.
Debriefing Plan and Coaching Questions
Teacher: Mrs. Whitmore
Title: Georgia Drought Effects Water Supply in Florida Rivers
Primary Subject Area: Science
Outside Subject Area: Language Arts
Class and Level: General Science
Grade Level: 7th grade
Primary Sunshine State Standards:
SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference
materials to support scientific understanding, plan and carry out scientific investigation of
various types, such as systematic observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics, analyze information, make
predictions, and defend conclusions.
LO#1: After reading the Meet the Problem documents and the chapter on Human impact
on the Environment, students will accurately create column notes with three columns, the
first column will be labeled with ‘Main Topics of Impact’, the second column will be
labeled ‘What you Learned’ and the third column will be labeled ‘Thoughts and
Opinions.’ (Synthesis) Once students have created column notes individually, they will
break into groups of 3-4 and make three accurate predictions on what will occur if the
water flow is slowed for communities south of the drought with two supporting details for
each prediction.(Evaluation)
SC.7.E..6.6: Identify the impact that humans have had on Earth, such as deforestation,
urbanization, desertification, erosion, air and water quality, changing the flow of water.
LO#2: After reading the assigned chapter on human impact on the environment along
with the articles attached to the assignment, students will accurately create a Know/Need
to Know Chart questioning ‘What occurs to communities downstream if the flow of
important waterways are diminished?’ with at least eight items for each category.
(Synthesis)
SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species
to adapt within a changing environment may contribute to the extinction of that species.
LO#3: After reading the Meet the Problem documents, students will form groups of 3-4
and accurately create three hypotheses about what may occur to the species stated in the
articles if the water flow of the river were to be slowed with two supporting details for
each hypothesis. (Synthesis)
Outside Subject Area Sunshine State Standards from Language Arts:
LA.7.6.2.1: Select a topic, develop a prioritized search plan, and apply evaluative criteria (e.g.,
relevance, objectivity, scope of content in print and online sources) to select appropriate
resources for research
LO#4: After reading the assigned chapter and Meet the Problem documents, students will
analyze the information in order to form an accurate plan of action, with a prioritized list
of at least three main topics they think will be important to research in order to
completely understand what may or may not occur based on the proposed plan of slowing
flow of the river to the communities downstream. (Analysis)
LA.7.4.2.3: Write specialized informational/expository essays (e.g., process, description,
explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting
details, an organizational structure particular to its type, and introductory, body, and concluding
paragraphs
LO#5: After reading the assigned chapter, the Meet the Problem documents, and
finishing the assignments for this project, students will create a thesis statement which
accurately states what they think will occur if water is slowed to communities
downstream. Students are asked to include one each: economical, environmental, and
industrial reasons to support their thesis. (Synthesis)
Description of Student Roles and Problem Situation:
Students are asked to choose from three different situations. Become a beekeeper in
Wewahitchka, Florida and decide what will happen and the appropriate plan to take if the water
flow on the Apalachicola river ceases to increase within three months, before the white tupelo
plants are scheduled to bloom, become a resident at Lake Lanier in Georgia and decide what
should happen to increase the water in the lake to benefit your community before August 1st and
the heat of the summer, or choose to be a key employee of the Army Corp of Engineers and
decide whether you should slow or increase the flow of water, or another plan of action to benefit
both Georgia and Florida residents within three months.
Problem Statement
How can we, as Beekeepers in Wewahitchka, Florida, influence the Army Corp of Engineers to
increase water flow through the Apalachicola River Basin in such a way that:
"Before the bloom of the white tupelo, which is in three months
"The environment is benefitted not harmed
"With consideration of communities near and around Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $2,000
How can we, as residents of and around Lake Lanier, Georgia, influence the Army Corp of
Engineers to decrease the outflow of water from Lake Lanier to ensure water supply during
droughts that may occur in such a way that:
"A solution is sought in 3 months
"The environment is benefitted not harmed
"With consideration of communities south and downstream from Lake Lanier
"The public is properly educated
"Within a reasonable budget for this community of $5,000
How can we as essential employees at the Army Corp of Engineers decide whether we should
increase or decrease outflow of water from Lake Lanier to the lower Apalachicola River Basin in
such a way that:
"A solution is sought in 3 months
"The environment and threatened species are benefitted not harmed
"With consideration of communities around Lake Lanier and Lower River Basins
"The public is properly educated
"Within a reasonable budget for this company of $10,000
Capstone Performance and Description
Students are asked to write a letter to the appropriate board:
Students that have chosen to be a Beekeeper of Wewahitchka, Fl will write a complete
essay to the Head of the Army Corp of Engineers Apalachicola River Basin Department, while
writing this essay, students are asked to abide by the above given problems, stating four
justifications in choosing the solution they did. The solutions should include an economical,
environmental, industrial and one personal justification for supporting their given solution.
Along with their given solution, students should give two alternative solutions and relate them to
why the Army Corp of Engineers should ultimately choose their solution.
Students that have chosen to be residents of Lake Lanier will write a complete essay to
the Head of the Army Corp of Engineers Lake Lanier Reservoir Department, while writing this
essay, students are asked to abide by the above given problems, stating four justifications in
choosing the solution they did. The solutions should include an economical, environmental,
industrial and one personal justification for supporting their given solution. Along with their
given solution, students should give two alternative solutions and relate them to why the Army
Corp of Engineers should ultimately choose their solution.
Students that have chosen to be and employee of the Department in the Army Corp of
Engineers, that is responsible for increasing or decreasing outflow from Lake Lanier, will write a
complete essay to the Head of your department stating your own solution to the above stated
problem. In the solution to this problem, students are asked to abide by the above given
problems, stating four justifications in choosing the solution they did. The solutions should
include an economical, environmental, industrial and one personal justification for supporting
their given solution. Along with their given solution, students should give two alternative
solutions and relate them to why the Army Corp of Engineers should ultimately choose their
solution.
Once students have written their own essays, they will present their solution to their class
as a group. Students will have one week to prepare for their presentation, with two class periods
strictly dedicated to group work and organization of the presentation. The presentations will be
the following week and consist of two class periods. Each presentation will consist of at least 10
minutes but no more than 15 minutes. The class will stand in as:
The students which have chosen to be beekeepers and Lake Lanier residents will be
presenting their solution and focusing on the Army Corp of Engineers at the Monthly meeting
which is open to all public, these are held at regional Army Corp of Engineer offices.
Students representing the Army Corp of Engineers will be speaking at the same meeting
though they will be focusing their stated solutions to the public.
The room will be situated like a board meeting. Five students will be selected to sit at the
front of the classroom facing the class, these are the essential employees at the Army Corp of
Engineers. A podium will be placed just to the right of the essential five for students to assume
their role and present their presentation. The class will represent the public and will remain in
rows. The board will address the meeting, agenda, date and time. Students presenting are asked
to dress as they would if they were truly presenting this at a real meeting.
Student Evaluation
Students will be given one week to prepare for the meeting they will be attending. In this
time they will have classroom time to meet with their groups, sharing their own personal essays
they have written in order to present to the class their proposed solutions.
Rubrics will be handed out prior to all evaluations, one for the essay and one for the
presentation.
The above is submitted by Candace Whitmore
6/6/08
Two Alternate Solutions
During times of drought in Lake Lanier, Georgia, water outflow should continue to the
Apalachicola River Basin. The continued outflow will benefit the species in and around the
Apalachicola Basin, along with essential plants needed for the production of Tupelo honey. With
the $2000 budget, residents of Lake Lanier will have brochures distributed to them concerning
the effects of holding water in the lake at times of drought. Extra money will be used to support
the Red Cross in the Lake Lanier area, in case there are critical shortages of water or special
needs in this time.
1.
2.
3.
4.
Pros
Endangered animals will not be sacrificed or suffer from lack of water
The White Tupelo will receive enough water during the critical times of blooming
Beekeepers and residents of the Apalachicola and other river basins will not lose plants needed
to maintain their community and livelihood
Beekeepers will make more money and produce more crops
Cons
age of water
and species within the lake
Lake Lanier area
s rather than the residents of Lake Lanier
During times of drought in Lake Lanier, Georgia, water outflow will be reduced in order to keep
a reasonable level of water within the lake and reservoirs. The reduced outflow will benefit the
species in and around Lake Lanier and keep residents within the city of Lake Lanier in full use of
water. With the $5000 budget, residents of Lake Lanier will make a public announcement to be
broadcast on local Television. With any extra money, Red cross will be supported in the
Apalachicola and other river basins in times of need.
1.
2.
3.
4.
Pros
Residents of Lake Lanier will not have to reduce water use in times of drought
Species in and around Lake Lanier will not be sacrificed
Residents in and around Lake Lanier will be able to continue to enjoy the lake (boating, tubing,
skiing)
Water cost will not raise due to the drought
Cons
s from the lack of water
Gulf will suffer/ die
4. Residents south of Lake Lanier will find themselves in reduced water usage
Rationale
During times of drought in and around Lake Lanier, Georgia, keeping the flow of water to the
southern river basins would benefit the most people. Not only would the beekeepers along the
rivers benefit, by having white tupelo that bloom, but the species that are endangered will also
benefit. The residents of Lake Lanier may have times of low water, and times of reduced water
usage, but this would occur if there were no system in place to slow the flow of water. The
natural and most environmentally friendly solution is to allow water to flow freely. If the water
was reduced to the lower river basin, every community that lives near or around the river would
be effected. The reduction of water in Lake Lanier is not permanent and only effects the
residents in a very short, specific time. Residents of the river basin have agreed to support the
red cross and any severe needs caused by the drought in Lake Lanier. There are many places and
cities that experience droughts, and each year deal with the consequences of living in an area that
experiences these environmental processes. I think it is only right to allow nature to take it’s
own course, supporting those that are effected by the consequences, but not inhibiting everyone
form what is rightfully theirs.
Debriefing and Coaching Questions
Review of Student Generated Solutions
Students are presenting their presentation to the class (at the board meeting). The council
members, members of the Army Corp of Engineers, Residents of Lake Lanier and Apalachicola
River Basin (class) will sit and listen to each group present their solutions to the problem
statement. Students will be given a chart to fill in for each group, asking for the answers to the
four specific criterion in each problem.
Rating of Solutions
As each group presents their solutions, the class is asked to fill in the pros and cons of the
solution. These pros and cons will help students in the question/answer portion of each
presentation. After the students are finished with their presentation, the pros and cons that the
students have formed on the solution are placed at the front on the board, by a chosen scribe.
The pros and cons are then given priority, based on majority vote, as to which is most important.
The most important pro and most important con is then saved, placed on a poster size paper.
Each group will be required to do this and after everyone has presented their solutions, the
students will be able to see which solution has the best pro and worst con.
One Best Solution
The class will vote until one “Best Solution” is met with a majority vote. The students should
base their vote on the pros and cons and criterion each solution has given.
Coaching by the Teacher
The teacher will act as one of the council, asking questions when appropriate, rhetorical
questions to the class, and engage student activity to enhance cognitive thinking. The teacher
will make sure students are basing their decisions on facts given by the groups, not by peer
influences.
Coaching Questions
Meet the Problem
C By reading this problem what can you infer?
M What kind of resources will you need to find a solution to the problem? Why?
E What do you already know about the problem? What do you need to know?
When students are in groups, the teacher will rotate around, asking these questions to stimulate
group work and initiate cognitive thinking.
Know/Need to Know
C Why is it important to know what you do?
M Can you back up your answers with facts?
E How do you know that? How certain are you?
These questions will be used by the teacher in front of the entire class as a whole. When the
Know/Need to Know pages are shared with the class, the teacher will respond to the answers,
asking students to back up their findings.
Problem Statement
C Did you consider all parties in your solution?
M What strategies will you use to solve the problem? What is your role?
E What is at stake in the problem? What will be effected?
These questions will be given to students in paper form with the instructions and rubric for the
problem statement and project.
Information Gathering and Sharing
C Did everyone in the group share and work equally?
M How will you verify your answer or solution?
E How will you decide to divide the work in your group?
These questions will be given as a handout with group assignments/ presentation rubric
Generating Solutions
C What are the pros and cons of your solution?
M How do you know your solution is the best?
E As a group did you all agree? If not, How did you decide on this answer?
These are asked after the group has shared their presentation with the class. Each student is
required to answer.