2012-13 1st Semester Curriculum Outlines

7th Grade

8th GRADE Science, First Semester 2012 Watershed Ecosystem Analysis

Guiding Questions 1. What does high quality field science look like? How

do you do high quality science? 2. How do you measure the health of a stream and

what does a healthy stream look like? 3. What is the significance of salmon and trout in the

Upper Deschutes Watershed? 4. What has been the effect of the Bridge Creek fire on

the Tumalo Creek Watershed? Why do we care? 5. How do humans affect watersheds? What is our role

in maintaining healthy streams and watersheds? Summary of Expedition This Fall and Winter, 8th graders will conduct an analysis of the health of our study site on Tumalo Creek. REALMS students have been monitoring riparian vegetation and water quality within the Tumalo Creek Restoration project since 2005. This fall students will collect and analyze data, interpret and communicate their results, and create formal scientific write-ups of their independent projects. Our studies will require students to gain a solid understanding of fish ecology, water quality parameters, and ecological functioning of riparian and river systems. Their science project will dovetail with the project they are completing in technology and art – information will be presented in their blog and featured as they produce mini-videos. In addition to learning and doing the science necessary for this project, students will gain skills in presentation of information – they will write up their results, post their project on the StreamWebs web page, and present at the 5th annual “Students Speak” watershed summit in the spring. Throughout the Tumalo Creek project, students are interacting with professionals and being scientists themselves; they are collecting and analyzing data that is used by the USFS and the Upper Deschutes Watershed Council, and they are developing a sense of service and an understanding of the importance and challenges that come with field science and with being stewards of public resources.

Oregon State Science Standards-learning activities, assessments

• Evaluate the impact of human activities on environmental quality and the sustainability of Earth systems. Describe how environmental factors influence resource management(study site analysis, watershed management analysis)

• Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources (Salmonid life cycle and requirements, stream feature analysis, riparian veg. monitoring)

• Analyze the relationships between biotic and abiotic factors in ecosystems (water quality testing, riparian vegetation monitoring)

• Science Skill Standards – Scientific Inquiry (design and conduct

investigations; collect and analyze data; communicate results) and Engineering Design (define problem; design, test and propose solutions; collect relevant data and communicate results)

Reading Comprehension Strategies Writing Traits Determining Importance Ideas and Content

Word Choice

Main Learning Targets 1. I can conduct high quality

science investigations 2. I can evaluate the health of a

section of stream and the surrounding riparian zone.

3. I can explain the significance of salmon and trout in the Pacific Northwest and in the Upper Deschutes Watershed (UDW).

4. I can explain how the Bridge Creek fire affected and continues to affect Tumalo Valley and Tumalo Creek.

5. I can be a steward and develop a relationship with Tumalo Creek

Anchor Text & Resources David James Duncan readings John McPhee – “Conversations with

the Archdruid” Barbra Kingsolver “Small Wonder” Kolleen Yake -Upper Deschutes

Watershed Assessment and The Place We Cross

Textbook – “Earth’s Waters” Past REALMS student writing and

projects

8th Grade Humanities, 1st Semester 2012 The Poetry Journey (1st quarter)

Guiding Questions What is poetry? Why is it important to express myself using different modes of writing? How does where I come from affect who I am today? How do literary devices enhance my writing?

Texts and Resources Assorted poetry collections including, but not limited to, the works of

• Elizabeth Bishop • Theodore Roethke • Billy Collins • Dylan Thomas • George Ella Lyon

Farenheit 451 by Ray Bradbury

Summary of Expedition This fall the 8th graders will immerse themselves in the world of poetry. We will begin our journey by distinguishing the difference between poetry and prose and defining various literary devices. Students will begin their own writing by text tapping a poem entitled “Where I’m From” by George Ella Lyon. Students will revise and edit their version of this poem multiple times, both with peer and teacher feedback. Students will publish this poem by creating a video in IMovie. Students will read and analyze a variety of poetry as they prepare to write their own poems based on their Tumalo fieldwork. Students will craft three different types of poems, from a simple concrete poem to a complex villanelle or sestina. Students will have the opportunity to submit their revised poems to the Oregon magazine, Honoring Our Rivers. They will also practice reading their poetry to other classes at REALMS and may have a public reading option.

Oregon State Standards -Identify significant literary devices, such as simile, metaphor, personification, symbolism, dialect, and irony, which define a writer's style, and use those elements to analyze and evaluate the work. -Evaluate how well literary elements contribute to the overall effectiveness of a selection. -Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. -Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions. -Use descriptive language that clarifies and enhances ideas by establishing tone and mood through figurative language, sensory images, and comparisons.

Learning Targets -I can distinguish the difference between poetry and prose. -I can write a detailed and personal poem in the style of “Where I’m From” including repetition of “I am from”, 6 personal, specific categories & a balance between vague and specific. -I can compose, revise, and edit three different types of poetry, based on my experiences during Tumalo fieldwork. -I can identify literary devices in various poems and prose. Writing Traits Voice Word Choice

8th Grade Humanities, 1st Semester 2012 Walking A Mile, A Civil War Exploration (2nd quarter)

Guiding Questions What was life like for soldiers during the Civil War? Who were the important “players” of the Civil War? How did they affect the outcome of the war? How do primary source documents affect our understanding of history?

Texts and Resources The Killer Angels by Michael Shaara Narrative of the life of Frederick Douglass (a section) Lincoln’s Gettysburg Address The Emancipation Proclamation Letters from soldiers of the Civil War Ken Burn’s The Civil War

Summary of Expedition This fall/winter 8th graders will begin an in depth study of the Civil War in Humanities. They will instigate the study by experiencing a gallery collection of photographs, political cartoons, important quotations, and music of the time period. Students will achieve an understanding of the war through the eyes of the soldiers. They will read a piece of historical fiction, The Killer Angels, and several primary source documents including soldier letters, the Gettysburg Address, and The Emancipation Proclamation. Students will also create a Civil War persona and write letters to a partner in class, containing both factual and fictional information. Students will continue this lens through their own research of an important figure of the Civil War. They will research and write a speech detailing their figure’s importance to the war. This speech will be published in a live Wax Museum, where students become their subjects for an audience.

Oregon State Standards - Make connections to text, within text, and among texts across the subject areas. - Understand and draw upon a variety of comprehension strategies as needed--re- reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. - Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents. - Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of characters in a work of fiction. - U.S. History: Understand and interpret events, issues, and developments within and across eras of history. - Infer unstated reasons for actions based on evidence in the text.

Learning Targets -I can explain the main causes of the Civil War. -I can create a Civil War persona and write my own letters to a partner including factual information and dramatic appeal. -I can compose a detailed speech as my assigned Civil War character, including my importance to the war and its outcome. -I can present my speech to a live audience, staying in character the whole time. -I can compare and contrast different primary source documents to establish points of view of each side. Reading Strategies: Determining Importance and Inference

Tumalo Creek: Connection, Reflection, and Action - 8th Grade Art/Tech 2012 A Social Scientist’s View

Guiding Questions (Blue = Social Science, Math & Science; Green = Soc Sci & Science)

• What does high quality Social Science look like? (WHAT)

• How do relationships between people and place affect your sense of place? (WHAT?)

• How does the interconnectedness between human (economic, societal, historical and political) issues and place affect our watersheds? How does it affect our communities? (WHAT?)

• Why are healthy streams and watersheds important? Why do you care? (SO WHAT?)

• What is our role in maintaining healthy streams and watersheds? What can we do to help? (NOW WHAT?)

Anchor Text & Resources The Man who Planted Trees David James Duncan readings The High Desert Journal Healthy Waters (Magazine) A Mosaic of Tumalo Creek Seeing Through the Blindfold Reaching Home Collection of Nature Poetry Local periodicals City of Bend & TID Reports

Fieldwork/Experts REALMS Tumalo Creek Study Site – Exploration, Observation, Reflection, and Identification

City of Bend Intake – Patrick Griffiths shares the history, science, and politics

Shevlin Park – Irrigation District, recreation and conservation

Deschutes River comparison -

In-Class visits by & connections with various experts USFS, ODF, BPRD, TID, UDWC, City of Bend, BLSD

Authentic Audience Tumalo Blog – Oregon students connected through the UDWC

Watershed Summit – Central Oregon elementary to high school students who are WS experts

PSA – Present PSA’s for a variety of audiences = BPRD, BLSD, Citizens (students, families, small businesses)

Honoring our Rivers – students and schools around the state

Expedition Summary In collaboration with Science, Art, Tech & Math, students will immerse themselves in the study and stewardship of Tumalo Creek. Grounded in the ideals of Place-Based Education, students will develop an understanding of issues surrounding our watersheds; build a relationship with the creek; and take action on their knowledge to create change. They will share with the public through a variety of products and their continued service to the site.

Principles of Successful Place-Based Education (from - http://www.promiseofplace.org) • Learning takes place on-site and in the local community and environment. • Learning focuses on local themes, systems, and content. • Learning is personally relevant to the learner. • Learning experiences contribute to the community’s vitality and environmental quality and support the

community’s role in fostering global environmental quality. • Learning is supported by strong and varied partnerships with local organizations, businesses, & government. • Learning is interdisciplinary. • Learning experiences are tailored to the local audience. • Learning is grounded in and supports the development of a love for one’s place. • Local learning serves as the foundation for understanding and participating in regional & global issues. • Place-based education programs are integral to achieving other institutional goals.

In-depth Investigation: “Me and my Watershed”

Summary Through exploration activities, observations, study of local watershed issues, restoration service work, reflective writing, and visual art, students will build a relationship with Tumalo Creek that inspires life long stewardship. These experiences are stepping-stones for immersing in the writing modes of reflection, persuasion, and poetry, and in drawing and watercolor processes. Many pieces will appear in a variety of products including our Tumalo Blog, Honoring Our Rivers (periodical), personal posters, and inspire content for our final synthesis products.

Learning Experiences: Creating Sensory Imagery Sacred Cartography – a look into how places we’ve been shape who we are, and how we affect these places Exposure and Focus – How do photography concepts teach about writing &art? How to be an Explorer of the World Poetry Exploration-transitioning from our writing in the field to different forms of poetry in the classroom. Biweekly Experiences in the Field

Learning Targets • I recognize the interconnectedness of people and place.

o I recognize how a place affects who I am. o I recognize how I affect a place.

• I can study the river in the context of human interaction. o I can make detailed observations & replicate these with different mediums

(art, writing, mapping, measuring . . .) o I can vividly describe my surroundings in a way that will create sensory imagery for the

reader. o I can vividly describe how people and place are interconnected OR I can compare and

contrast the characteristics of places with explicit detail.

Main concepts • Environmental Literacy • Human Geography • Citizen responsibility • Limited Resources

Literacy • Reflective Writing • Persuasive Writing • Poetry • Writing Traits:

o Voice o Word Choice o Organization

• Reading Strategies: o Creating Sensory

Imagery, o Making Connections

Art

• Pencil Shading techniques • Watercolor Techniques • Composition –

Photography concepts

Tech • Blog creation & design • Typing & MS Word • Video & photography • Pages • Scanning & image work

Products Tumalo Blog – A weekly synthesis of our experiences, learning, thoughts, and data collection at Tumalo Creek. The purpose is to convey our experiences, share the stability and health of the creek through our monitoring processes, and communicate the richness of having a relationship with a natural place. Audience – Oregon students connected through the UDWC. Tumalo Posters – An individual piece that shares a personal connection to Tumalo Creek through integrating reflection, art, and poetry. Audience – REALMS families, Watershed Summit (Central Oregon elementary to high school students who are WS experts), art display at local business. Honoring Our Rivers – All students will submit a polished reflection, poem or drawing to this Oregon Student Anthology celebrating our watersheds. Selected pieces will be published.

In-depth Investigation: “Healthy Streams need Healthy Water

Summary Led by our guiding question: Why are healthy streams and watersheds important? We will explore: what makes a healthy stream; why it matters; why Tumalo Creek is important locally to the watershed; why water is taken out; who are the users; what are the big users doing to keep our streams and watersheds healthy; and what can WE do to help. We will visit multiple sites, learn the history and issues from experts in the community, and document and discuss our findings. Ultimately we will take what we learn and apply it into action by creating PSAs directed to a variety of audiences to inspire doable actions for change.

Learning Experiences: Drinking Water Upgrade City Water Regulations Shevlin Park and TID Survey of Constituents Drake Park and the Deschutes REALMS Study Site Watershed Health Activity

Products Tumalo Blog – A weekly synthesis of our experiences, learning, thoughts, and data collection at Tumalo Creek. The purpose is to convey our experiences, share the stability and health of the creek through our monitoring processes, and communicate the richness of having a relationship with a natural place. Public Service Announcement – 4 - 8 short multimedia public service announcements that focus on what different constituent groups can do to maintain our healthy watersheds. Audiences may include: organizations such as BPRD & the BLSD; small businesses; elementary students; high school students; family households;

Learning Targets • I understand the significant parts of a watershed ecosystem and

the roles these play in the health of the watershed.

• I understand why watersheds are important to my community.

• I can implement high quality Social Science. This means: I can observe, question, synthesize and document.

The interplay between cultural modifications and the river The needs & wants of the different players over time The results caused by their actions

• I recognize how human issues and interests have impact on a watershed

• I can identify roles that I can have in the health of the watershed

• I can transfer my understanding into action.

Main concepts • Economic Tradeoffs • Historical Skills

o Cause and effect o Diverse perspectives o Relationships among

events & issues • Local History

Literacy • Reading Strategies

o Synthesizing o Questioning o Determining

Importance • Writing Traits:

o Ideas and Content o Organization o Voice

Art • Photography & Video

Techniques • Composition

Tech • Video editing • Photo editing • iMovie • Blog use • Audio – garage band