Fox River Map Project

Ellis Middle School

 

 

 

http://postcards.daisyfield.com/lores/ILElginFoxRiverTwilightc1908.jpg

 

 

Project Plan

 

 

Learner Outcomes:

Students will be able to:

·        use GPS technology to gather data and create scaled GIS maps using GPS data

·        carry out stream monitoring tests and accurately collect and analyze original data

·        develop a reasonable correlation between land uses and water quality and create a proposal for an intervention to influence local resource management decisions of the Fox River Watershed.

 

 

Illinois Learning Standards Addressed:

Science – 11A3a, 11A3c, 11A3d, 11A3e, 11A3f, 11A3g, 11B, 13B3e, 13B3f

Math – 7A3a, 7A3b, 7B3, 7C3a, 10A3a, 10A3c, 10B3

Social Studies – 17A3a, 17A3b, 17B3b, 17C3a

Reading – 1C3d

English – 3B3c, 5A, 5C

 

 

Authentic Task:

Time in September will be spent creating a learning opportunity and awareness about watersheds and how students are directly linked to the Fox River Watershed.  This awareness will lead to an appreciation and allow students to become caretakers of their local watershed.

 

In October, students will use data to identify specific threats to local water quality, by gathering stream water quality data and GPS data.  Students will then develop maps that illustrate land use and water quality throughout the Fox River Watershed.  They will analyze the data on their maps and develop a reasonable correlation between land use and water quality, and submit appropriate recommendations for action.  These recommendations will be made to various local agencies at a student-led conference

 

 

Hook:

A local state representative will visit the students and discuss how funding has been cut on studies related to preserving the Fox River.  He will invite the students to participate in a study run by school students and present their findings at a conference with local agencies.  Gary Swick, the teacher behind this study, will also give a short presentation really encouraging students to participate and giving them some idea of the exciting things they will get to do during this study.

 

 

Student-Directed Learning:

·        Students will select their own small groups for this study

·        Groups will select one water quality test to perform and analyze

·        Groups will select GPS sites to gather data

·        Student groups will decide what data to compile on the final maps

·        Students will decide how to present their data correlations

·        Students can join a committee held after school that will attend and present their interventions the local conference

 

 

Best Use of Technology:

·        Students will use technology to communicate with students from Dundee Crown High School to forward and share data that students collected

·        Technology will also be used to communicate with various sites along the river to share data and experiences

·        GPS technology will be lent to students to gather data

·        Students will access the compiled data and maps from online agencies

·        Students making presentations at the conference will create multimedia presentations as part of their correlation report

 

 

Assessment:

·        Students will be assessed through continuous teacher observation during work, collaboration and jigsaw times. 

·        Students will collect water quality data on biological monitoring data sheets and will be assessed for accuracy and completeness before being forwarded to other agencies (these data forms are attained from Friends of the Fox River website)

·        Students will create watershed maps that include water quality data and GPS data

·        Students will create a public awareness campaign incorporating their data, correlations the see between land use and water quality, and recommend a course of action to take