Watershed Heroes. Teacher Resources and Activities. Introduction

Transcription

1 Watershed Heroes Teacher Resources and Activities Introduction MadepossiblebythePricePhilanthropiesFoundation Watershedsaretheecosystemswherewelive,andthehabitats,wildlifeandwaterswithinthem.They areareasoflandthatwaterflowsacrossorthrough,andthatincludesourhomes,schools,and businesses.hereinsandiego,wehaveelevenwatershedsinthecountythatdraintowardthepacific Ocean.TheSanDiegoZoolieswithinthePuebloWatershed,thesmallestwatershedinSanDiegoCounty. Whileitisthesmallest,coveringjustover36,000acres,itisthemostdevelopedanddenselypopulated watershedinthesandiegobayarea,whichiswhyitissovitalforustokeepourwatershedcleanand healthy. TheWatershedHeroesProgramaimstoteachstudentshowtheycanbeheroesforwildlifeand watersheds,bothlocallyandglobally.thisprogramconsistsofanalljschoolassembly,4 th grade classroomvisit,and4 th gradefieldtriptothesandiegozoo.throughoutthisthreejpartprogram studentswill:discoverwhatawatershedisandhowtheirdailyactionsaffectthehealthofwatersheds,be encouragedtobecomestewardsoftheirlocalwatershed,andparticipateinexperientialactivitiesand inquiryjbasedlearningwhichchallengesthemtomakeobservationsanddiscoverhowsimpleactions havedramaticimpactsonwatersheds. ThiscurriculumisalignedtotheCommonCoreStateStandardsandtheNextGenerationScience Standards.Itisstructuredtosupportteachersintheclassroombefore,during,andaftertheircompletion ofthewatershedheroesprogram.itcanalsobeusedassupplementalcurriculumforthosenotinvolved intheprogram.thesematerialsalignwiththestandardsreferencedhere: Next Generation Science Standards for California Public Schools ThirdthroughFifthGradeBand DuetotheoverlapofDisciplinaryCoreIdeasandtheprogressionofsophisticationinstudentthinking,NGSSare listedforthethirdthroughfifthgradeband.) StudentsareexpectedtodemonstrategradeJappropriateproficiencyindevelopingandusingmodels, analyzingandinterpretingdata,constructingexplanationsanddesigningsolutions,andobtaining, evaluating,andcommunicatinginformation.activitiesinthewatershedheroescurriculumcorrelate withthefollowingperformanceexpectations: Constructanargumentwithevidencethatinaparticularhabitatsomeorganismscansurvivewell, somesurvivelesswell,andsomecannotsurviveatall.3jls4j3) Makeaclaimaboutthemeritofasolutiontoaproblemcausedwhentheenvironmentchanges andthetypesofplantsandanimalsthatlivetheremaychange.3jls4j4)

2 Useevidencetoconstructanexplanationforhowthevariationsincharacteristicsamong individualsofthesamespeciesmayprovideadvantagesinsurviving,findingmates,and reproducing.3jls4j2) Obtainandcombineinformationtodescribeclimatesindifferentregionsoftheworld.3JESS2J2) Obtainandcombineinformationtodescribethatenergyandfuelsarederivedfromnatural resourcesandthattheirusesaffecttheenvironment.4jess3j1) Constructanargumentthatplantsandanimalshaveinternalandexternalstructuresthatfunction tosupportsurvival,growth,behavior,andreproduction.4jls1j1) Developamodelusinganexampletodescribewaysthegeosphere,biosphere,hydrosphere, and/oratmosphereinteract.5jess2j1) Obtainandcombineinformationaboutwaysindividualcommunitiesusescienceideastoprotect theearth sresourcesandenvironment.5jess3j1) Defineasimpledesignproblemreflectinganeedorawantthatincludedspecifiedcriteriafor successandconstraintsonmaterials,time,orcost.3j5jets1j1) Common Core State Standards for California Public Schools FourthGrade Tobuildafoundationforcollegeandcareerreadiness,studentsmustreadwidelyanddeeplyfroma broadrangeofhighquality,increasinglychallengingliteraryandinformationaltexts.byreadingtexts anddoingresearchinhistory/socialstudies,science,andotherdisciplines,studentsbuildafoundationof knowledgeinthosefieldsthatwillalsogivethemthebackgroundtobebetterreadersinallcontent areas.activitiesinthewatershedheroescurriculumcorrelatewiththefollowingstandards: DeterminethemeaningofgeneralacademicanddomainJspecificwordsorphrasesinatext. RI.4.4) Interpretinformationpresentedvisually,orally,orquantitativelye.g.,incharts,graphs,diagrams, timelines,animations,orinteractiveelementsonwebpages)andexplainhowtheinformation contributestoanunderstandingofthetextinwhichitappears.ri.4.7) Integrateinformationfromtwotextsonthesametopicinordertowriteorspeakaboutthe subjectknowledgeably.ri.4.9) Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation. W.4.1) Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly. W.4.2) Withsomeguidanceandsupportfromadults,usetechnology,includingtheInternet,toproduce andpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficient commandofkeyboardingskillstotypeaminimumofonepageinasinglesitting.w.4.6) Conductshortresearchprojectsthatbuildknowledgethroughinvestigationofdifferentaspectsof atopic.w.4.7) Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigital sources;takenotes,paraphrase,andcategorizeinformation,andprovidealistofsources.w.4.8) Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch. W.4.9) EngageeffectivelyinarangeofcollaborativediscussionsoneJonJone,ingroups,andteacherJled) withdiversepartnersongrade&4&topics&and&texts,&buildingonothers ideasandexpressingtheir ownclearly.sl.4.1)

3 Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,using appropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakclearly atanunderstandablepace.sl.4.4) Addaudiorecordingsandvisualdisplaystopresentationswhenappropriatetoenhancethe developmentofmainideasorthemes.sl.4.5) DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwriting orspeaking.l.4.1) Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening. L.4.3) AcquireanduseaccuratelygradeJappropriategeneralacademicanddomainJspecificwordsand phrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeing&andthatarebasic toaparticulartopic.l.4.6) Knowrelativesizesofmeasurementunitswithinonesystemofunitsincludingkm,m,cm;kg,g;lb, oz.;l,ml;hr,min,sec.withinasinglesystemofmeasurement,expressmeasurementsinalarger unitintermsofasmallerunit.4.md.a.1) Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquid volumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals, andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmaller unit.representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthat featureameasurementscale.4.md.a.2) SolvemultistepwordproblemsposedwithwholenumbersandhavingwholeJnumberanswers usingthefouroperations,includingproblemsinwhichremaindersmustbeinterpreted. Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assess thereasonablenessofanswersusingmentalcomputationandestimationstrategiesincluding rounding.4.oa.a.3) General Resources for Teachers BozemanScienceVideosJhttp:// AvideoseriesoverviewoftheNextGenerationScienceStandardsthatcontains:8Scienceand EngineeringPractices,7CrosscuttingConcepts,and44DisciplinaryCoreIdeas. CaliforniaRegionalEnvironmentalEducationCommunityCREEC)Jhttp:// SupportsstandardsbasedprogramsthroughoutCaliforniathatgiveseducatorsaccesstohighquality environmentaleducationresourcesthatenhancetheenvironmentalliteracyofstudents. EducationandtheEnvironmentInitiativeJwww.californiaeei.org TheEducationandtheEnvironmentInitiativeisafree,stateJsponsoredKJ12curriculumthatteaches scienceandsocialsciencestandardsthroughanenvironmentallens.

4 EnergyCoalition speakprogramjwww.peakstudents.org Aneducationalprogramthatinspiresstudentstocreateamoresustainableworldanduseenergy wisely.theprogramprovidesfreetrainingsforteachers,toolkitsofsupplies,andstandardsaligned curriculum. GradesofGreenJwww.gradesofgreen.org ActivityfilledwebsitewhichfacilitatesstudentJledenvironmentalprojectsthatresultinmeasurable resultsandcostsavingstotheirschools.theseactivitiesinspireandempowerstudentsbyteaching themsmallthingstheycandotodaytomakeadifferenceonplanetearthforgenerationstocome. Student Activities Include: " GoWithTheFlow astudentgeneratedboardgamethatteststheirknowledgeregarding watersheds,waterusage,andconservationactionsteps. " WatershedHeroesandVillains studentscreatewatershedheroesandvillainsbasedontheir knowledgeoffactorsleadingtoahealthywatershed,andtheimpactsofhumanactivityand pollutiononwatersheds. " AmazingAmphibians astudentresearchprojectonfrogsandtoads,withafocusontheirroleas indicatorspeciesinwatersheds.studentswillalsoparticipateasfrogsandtoads)inareadaloud theaterentitledthe AnnualWatershedConference,wherefrogsandtoadsfromaroundthe worldcometogethertodiscussissuesfacingtheirpopulations. " WatershedPSA studentswriteandfilmapublicserviceannouncementpsa)thataimsto providethepublicwiththeknowledgeoractionstepstheyneedtoactivelyconservewatersheds. " WatershedSharkTank studentsbecomeentrepreneursandpitchtheirwatershedsavingideas tothe sharks,consistingofteachers,parents,orcommunitymembers. " EyewitnessNews studentsbecomenewsreportersandprofessorsthatareexpertsintheirfield ofstudy,andsharetheirknowledgewithotherstudents. " AlienInvasion studentsget hired byaconservationorganizationtoresearchinvasiveplant speciesintheirlocalwatershedandcollaborateasaclasstocreateaneducationalpamphletto increasecommunityawareness. " GreenUpYourClassroom studentswilllearnhowmuchindividuallunchwastetheydisposeof everyyear,whatcanberecycledorcompostedfromthatwaste,andwhattheycandoto accomplishthegoalofatrashjfreelunch.

5 Go With The Flow Introduction: Freshwater)is)consumed)by)plants,)animals,)and)humans)alike.)The)water)that)we)are)drinking)today)is) the)same)water)that)the)dinosaurs)drank)the)water)that)exists)today)is)all)we)have,)and)less)than)1)of) all)the)water)on)the)planet)is)freshwater)that)we)can)access)for)human)consumption.)with)populations) increasing,)it s)even)more)important)that)we)take)care)of)our)water.)contaminated)watersheds)pose)a) dangerous)threat)to)us,)but)also)to)wildlife,)which)are)directly)affected)by)pollution.)) ) In)this)activity,)students)apply)the)knowledge)they ve)learned)regarding)the)movement)of)water)through) a)watershed,)and)create)a)board)game)to)test)their)classmates.)by)creating)their)own)game,)learning)about) watersheds)becomes)fun)and)engaging)for)students.)these)games)can)be)used)at)home)or)in)the) classroom,)and)should)focus)on)watersheds,)water)usage,)and)conservation.)) Objective: Create)a)game)to)engage)other)students)in)learning)about)the)movement)of)water)in)a)watershed.)) Understand)problems)that)are)currently)facing)watersheds)around)the)world,)and)what)they)can) do)to)help.)) Follow)the)path)of)water)traveling)through)a)watershed,)trying)to)make)it)to)the)ocean)in)a)game) filled)with)water)usage)scenarios.)) Standards 3GESS2G2) 5GESS2G1) 5GESS3G1) RI.4.7) W.4.8) SL.4.5) L.4.1) L.4.3) L.4.6) Materials " Paper)or)poster)board " Pencils,)colored)pencils)or)markers " Scissors " Tape " Dice " Computer)access " Colored)paper,)index)cards,)or) construction)paper RESOURCES San)Diego)Watersheds:) coordination.shtml)) Water)Conservation)Facts)and)Tips) Water)Trivia)Facts) Facts,)Figures,)and)Follies)of)Water)Conservation) 20Water20Conservation.PDF)) Activity Steps 1. Students)will)work)in)groups)of)3G4)students)to)create)a)watershed)board)game.)) 2. Each)group)should)create)at)least)20)trivia)questions)and)answers,)10)water)cards,)4)game)pieces,) and)a)creative)board)for)their)game.)students)can)access)links)in)the)resources)section)about)for) information)regarding)watersheds)and)water)usage.)))

6 3. Trivia)questions)should)be)related)to)the)flow)of)water)in)a)watershed,)or)basic)facts)about) watersheds)and)conservation.)cards)can)be)categorized)by)color)for)level)of)difficulty.)for) example:)green)for)beginner,)yellow)for)intermediate,)red)for)advanced.)) 4. Water)cards)will)be)created)to)provide)players)with)positive)or)negative)activities)that)affect)the) watershed,)and)can)be)blue)in)color)if)desired.)specific)instructions)should)be)labeled)on)each)card) for)how)the)player)should)move.)for)example:)) a. You)picked)up)after)your)dog)and)put)it)properly)in)the)trash.)Roll)again.))) b. You)left)the)water)running)while)you)brushed)your)teeth.)Miss)2)turns.)) c. You)planted)native)plants)in)your)community.)Move)ahead)one)space.)) 5. Each)player)that)answers)a)trivia)question)correctly)moves)forward)one)space)on)the)board.)If)a) water)card)is)chosen,)follow)the)specific)instructions)on)the)card.)) 6. The)board)created)for)the)game)should)start)in)the)mountains)and)end)in)the)ocean,)with)varying) locations)spaced)throughout)showing)the)movement)of)water)throughout)a)watershed.)students) can)create)individual)game)pieces)that)players)will)use)to)move)around)the)board.)) 7. Once)all)questions)and)pieces)have)been)created,)students)will)play)each)other s)games.)have) group)games)set)up)throughout)the)classroom,)and)have)students)rotate)around)the)classroom)to) play)the)games.)allow)approximately)5g7)minutes)for)groups)to)play)each)game)and)then)rotate)to) the)next)game.)each)group)may)not)play)all)games,)and)groups)should)not)play)their)own)game.)) 8. At)the)end)of)play,)be)sure)to)review)key)points)with)the)class.)Questions)to)consider:) a. What)was)the)hardest)question)you)and)your)group)came)across?) b. What)there)a)question)that)no)one)in)your)group)could)answer?) c. How)does)water)move)throughout)a)watershed?) d. What)were)some)of)the)effects)of)pollution)on)the)watershed?) ) ) Extensions 1. Begin)activity)by)discussing)and)graphing)the)amounts)and)percentages)of)all)water)distribution) on)earth.)5gess2g2)) 2. Students)create)their)own)instructions)and)means)of)playing)their)game.) 3. Students)create)a)life)size)board)game)where)other)students)are)the)pieces,)and)chalk)can)be)used) to)outline)the)board)outside.)) 4. Students)create)a)board)game)specific)to)their)local)watershed)and)include)locations)they)would) find)as)water)travels)through.)for)example:)their)house,)their)school,)local)creeks)and)rivers,)etc.)) )

7 Watershed Heroes and Villains Introduction: Inthisactivity,studentswillcreatewatershedheroesandvillainsbasedonwhatthey velearnedabout thefactorsleadingtoahealthywatershed,andtheimpactsofhumanactivityandpollutionon watersheds.theseheroesandvillainscanalsobesharedwithotherstudents,staff,andcommunity membersasatooltofurtherinformothersabouttheproblemsfacingourwatersheds,andwhatwecan dotohelp. Objective: Understandpollutantproblemsandotherchallengesthatarecurrentlyhappeninginwatersheds aroundtheworld. CreateWatershedHeroesandVillainsthatrepresentcurrentwatershedchallenges. Sharetheirprojectsandhelpempowerotherstudentsandtheircommunitiestoreducepollution andconservetheirlocalwatershed. Standards 5DESS3D1 W.4.2 W.4.6 SL.4.4 SL.4.5 L.4.1 L.4.3 L.4.6 Materials " Pencils,coloredpencils,markers,and/orcrayons " Paper RESOURCES 5Gyreswww.5gyres.org EPAwww.water.epa.gov/type/watersheds/whatis.cfm Activity Steps 1. Initiateadiscussionwithstudentstoreviewsomeofthekeyconceptsdiscussedthroughoutthe WatershedHeroesprogramsuchaswhatisawatershed,themovementofwaterthroughouta watershed,typesofpollution,effectsofpollutiononwildlife,andoceangyres. a. AdditionalGyreInformationDSeewww.5gyres.org 2. Studentswilltaketheinformationtheyhavelearnedandcreatebothwatershedheroand watershedvillainposters. 3. Heroandvillainpostersshouldincludeadrawingoftheircharacter,abriefbiography,super powers,andhobbies.attachedisanexampleofawatershedvillain CruellaDeBag.Other examplescouldincludepollystyrastyrofoam),6packstrangler6packring),dr.native/mr. Invasiveinvasiveplants),MikeRoeTrashmicrotrash),etc. 4. Studentsshouldcreateat#leastoneheroandonevillain.Heroesandvillainscanexistbothonland orwater,fromanywatershedaroundtheworld.thesecharacterscanberealisticorimaginative, andthewatershedherocanevenbethestudentsincetheyhavelearnedhowtobeawatershed hero. 5. Havestudentspresenttheirposterstotheclass,orhangthepostersaroundtheroomandhave studentsparticipateinagallerywalk. EXTENSIONS Havestudentscreateastoryabouttheirheroesandvillains,andreadaloudoractouttotheclass. Createpostersoftheirheroesandvillainsusingrecycledmaterial,newspaper,ortrashitems. Upcycletrashitemstocreateaworkofart

8 Character Bio Real Name: Cruella Plastic Bag Height: 2 3 Eye Color: Black Hair Color: Clear Occupation: Polluter Secret Watershed Lair: Floating in the Ocean Super Powers Cruella De Bag is able to pollute every watershed around the world She is frequently used in grocery stores and thrown into landfills. Here she can pollute watersheds for over 500 years since she won t biodegrade. Hobbies Cruella loves to slide down storm drains and float around in the ocean. Cruella imitates jellyfish, in hopes that sea turtles may eat her. She may not degrade for 500 years, but she loves to break up into smaller pieces and turn into plastic soup Using ocean currents and wind, Cruella frequently hangs out with her friends Walter the Water Bottle and Nasty Net Norma, in the North Pacific Gyre or Great Pacific Garbage Patch. Here they leak chemicals into the ocean and entice marine life to ingest them, or entangle them.

9 Character Bio Real Name: Cruella Plastic Bag Height: 2 3 Eye Color: Black Hair Color: Clear Occupation: Polluter Secret Watershed Lair: Floating in the Ocean Super Powers Cruella De Bag is able to pollute every watershed around the world She is frequently used in grocery stores and thrown into landfills. Here she can pollute watersheds for over 500 years since she won t biodegrade. Hobbies Cruella loves to slide down storm drains and float around in the ocean. Cruella imitates jellyfish, in hopes that sea turtles may eat her. She may not degrade for 500 years, but she loves to break up into smaller pieces and turn into plastic soup Using ocean currents and wind, Cruella frequently hangs out with her friends Walter the Water Bottle and Nasty Net Norma, in the North Pacific Gyre or Great Pacific Garbage Patch. Here they leak chemicals into the ocean and entice marine life to ingest them, or entangle them.

10 Amazing Amphibians Frogs and Toads Introduction: Thereareapproximately4,000typesoffrogsandtoadsaroundtheworld,butonly25speciesarein California,andonly7specieshereinSanDiego.Thesefascinatinganimalscanlivealmostanywhere,and canbefoundinavarietyofwatershedsallovertheworld. Beinganamphibian,theyhaveaveryuniquelifecycle.Thewordamphibianmeans doublelife,which makessensewhenyou rediscussingtheirmetamorphosisfromtadpoletofrog.theyarealsocold bloodedor ectothermic,meaningtheydependontheoutsideenvironmenttoregulatetheirbody temperature.amphibianskinisalsomoistandwaterpermeable,whichallowsoxygentomovethrough it.frogscanusethisspecialskin,inadditiontotheirlungstobreathe. Unfortunately,amphibiansarewhatwecallanindicator)species.Meaningtheyareoftenthefirsttypeof animaltobeaffectedbypollution,andcangiveuscluesabouthowhealthyawatershedis.evenifitlooks clean,theremaybepollutionyoucan tsee.declinesinfrogpopulationscantellusthatthewatershedis introuble. Inthisactivity,studentswillresearchavarietyoffrogsandtoads,andsharetheirinformationwiththeir class.afterobtainingbackgroundinformation,groupswillplayaroleinawatershedconferencethat discussessomeoftheenvironmentalthreatsfacingfrogs,toads,andtheirwatersheds.byencouraging studentstoparticipateinprogramslikefrogwatch,wecancontinuetolearnmoreaboutourwetlands whilehelpingourlocalamphibiansallyouneedtodoislearnhowtoidentifyfrogsandtoadsby listeningtotheircalls. Objective: Understandsomeoftheenvironmentalthreatsfacingfrogs,toads,andwatershedsglobally. Learnthatamphibiansareanindicatorspecies,andhowtheirhealthisrelatedtothehealthof watersheds. Participateinareadaloudtheater. Standards 3TLS4T3 3TLS4T4 3TESS2T2 4TLS1T1 5TESS3T1 RI.4.4 RI.4.9 W.4.6 W.4.8 W.4.9 SL.4.4 SL.4.5 L.4.1 L.4.3 L.4.6 Materials " CopiesoftheToadieTriviasheet. " StudentaccesstocomputersorfrogfactsheetsfromResourceslist. " Postersizepaper " Pencils,coloredpencils,and/ormarkers. " 10copiesoftheWatershedConferenceTadaptedfromtheEcologicalMonitoringandAssessmentNetwork CoordinationOffice sfrogfiles. RESOURCES FrogandToadBackgroundInformationhttp://animals.sandiegozoo.org/animals/frogTtoad AssociationofZoosandAquariums:localfrogsandtoadsbystatehttps:// andtterritories/

11 ForCaliforniaFrogsandToads,Sounds,Photos,andRangeMaps FrogWatchUSAhttps:// WetlandandStreamTypeshttp://water.epa.gov/type/wetlands/types_index.cfm World scutestfrog:thedesertrainfroginsouthernafrica) Activity Steps A. ToadieTrivia 1. TakeToadieTriviatosavepaper,canprojectoneversiononoverheadorviaprojectorand havestudentsansweronscratchpaper). 2. Reviewthetriviaanswerswithstudentssotheycanseewhattheyreallyknowaboutfrogsand toads.answerkey:questions1,2,3,4,6,7,and9aretrue.questions5,8,and10arefalse. 3. Remindstudentsthatfrogsandtoadscomeinallshapesandsizes,andnotalwayswhatyou wouldexpect.playtheworld scutestfrogvideofromtheresourcessectionasanexample. B. FrogandToadProjects 1. Studentswillnowworkingroupsof3T4toresearchthefrogandtoadactorsthattheywillplay inthewatershedconference.thesetenfrogsandtoadsarefromcalifornia,withaguestfrog frommadagascar. 2. Thefrogsandtoadsare:LeopardFrog,AmericanBullfrog,CaliforniaTreefrog,CoastalTailed Frog,Couch sspadefoot,mountainyellowtleggedfrog,westernspadefoot,arroyotoad, CaliforniaRedTLeggedFrog,andtheTomatoFrogMadagascar). 3. UsingthewebsiteslistedintheResourcessection,eachgroupwillcreateaposterwitha pictureoftheirfrog,abriefdescription,size,habitat,range,andfunfacts.groupsshouldalso learntheirfrog svocalization,astheywillbeperformingtheirfrog ssound.ifthereisno studentaccesstocomputers,frogfactsheetscanbeprintedfromthesewebsitesbeforehand, andeachvocalizationcanbesharedfromtheteacher scomputer.) 4. Oncecompleted,studentswillpresenttheirfrogtotheclassandtheentiregroupwillperform theirfrog svocalization. C. WatershedConference 1. Haveonestudentfromeachgroupvolunteertoreadtheirgroupfrog sroleforthewatershed Conferencereadaloudtheater. 2. PassoutacopyoftheWatershedConferencetoeachgroup.Havestudentsfindtheirfrog s nameinthecastofcharactersandhighlightorcircletheirpartsaheadoftime.givestudentsa fewminutestoreadtheirparagraphsbeforebeginningthereadaloudtheater.allowstudents tofindnewvocabularywords,lookupdefinitions,andpracticepronunciation. 3. HavestudentgroupsarrangedinahalfcirclefortheWatershedConferencereadaloudtheater, withgrouppostersdisplayedaroundtheclassroomornexttoeachgroup. 4. Remindstudentsthatwordsinitalics'donotneedtobespokenaloud,butactedout.Students willproceedtoreadtheirpartsaloudandparticipateinthewatershedconference. Extensions 1. Studentscreatefrogidentificationcardsbasedontheposterpresentationstolaterbeusedto identifywildfrogsandtoads. 2. Playsomerecordingsoffrogsandtoadstoquizyourstudentsonfrogidentification. 3. Havestudentscreatefrogandtoadpuppetsoutofpaperorextracraftsuppliestouseduringthe WatershedConference. 4. Havestudentspickfrogsandtoadsfromacrosstheworldforaninternationalwatershed conference.usingtheinformationtheylearn,theycancreatetheirownscript.

12 5. Visityourlocalwetlandasaclass,orencourageparentstogetinvolvedinFrogWatchUSA.Seethe linkintheresourcessectionformoreinformationabouthowtobeavolunteer.

13 Toadie Trivia Do you know your froggy facts? 1. Toadsareatypeoffrog. True False 2. Thewordamphibianmeans doublelife. True False 3. Thestudyofreptilesandamphibiansiscalledherpetology. True False 4. TheOrnateHornedtoad,orPacMantoad,willeatmice. True False 5. Thenumberoffrogsaroundtheworldisrapidlygrowing. True False 6. Frogscangivecluesthattellushowhealthyawatershedis. True False 7. Amphibianscanbreathethroughtheirskin. True False 8. Snakesareatypeofamphibian. True False 9. GlassfrogshavesemiTtranslucentorseethrough)skin. True False 10. Frogsandtoadsarewarmblooded. True False

14 The 1 st Annual Watershed Conference CastofCharacters Leo)theLeopardFrog MildredtheMountainYellowTLeggedFrog Tommy)theTomatoFrog Annie)theCaliforniaRedTLeggedFrog Andy)theAmericanBullfrog PennytheWesternSpadefoot Callie)theCaliforniaTreefrog Arnold)theArroyoToad Cody)theCoastalTailedFrog Sandy)theSonoranDesertToadnospeaking Francis)theCouch sspadefoot role) ' Everyone'starts'off'by'croaking'and'ribbiting'to'each'other,'looking'around,'and'nodding'and'continuing'to' do'so'until'callie'calls'them'to'attention)' ' Callie:Order,order,ORDERThankyou.Hi.IamCallietheCaliforniaTreefrogandnowthatIhaveyour attentioniwanttowelcomeallyoufrogstothe1 st AnnualWatershedConferenceTandyestoads,that includesyoutoobecausealltoadsareactuallyfrogs.wearegatheredheretodaytodiscusssomeissues relatingtofrogsandtoadsallaroundtheworld.i'dlikeyoualltotakeamomenttowelcomeourspecial guest,allthewayfromthejunglesofmadagascar,tommythetomatofrog. Everyone'claps'hands'and'croaks'a'bit'more.)' Tommy:Thankyou,thankyou,thankyou.Heyallyoufroggyfriends,how sitgoing?itsurewasalong trip.ihadtowearacoatontheairplanebecauseeverytimesomeonesawmybrightcolors,theywould jumpandrunawaybecausetheythoughtiwaspoisonous.iwishicouldtellthemi mnot.brrrr...itisa littlecolderuphere.howdoallofyoudealwiththisweather? Leo:Quack,quack,quack.Well,Tommy,IamLeotheLeopardFrogandalsoamemberofthePolarBear Club.Idon thangoutwithpolarbears,butinthewinterichosetostayatthebottomofalmostfrozen pondandchillout.becausemybodygetssoslow,idon'tevenfeelhungry.thenigetverysleepyand wakeupwhentheicemeltsagain.thisishowtherestofusdealwiththecold. Arnold:Ribbit,ribbit.HiTommy,I marnold,thearroyotoad.idon treallymindthecoldhere,butido prefertobenexttoasandystreamsideandburrowundervegetationforshelter.nicequietpoolswith gravelbottomsaremyfavoriteplacetobe.

15 Cody:)Cody'takes'a'deep'breath'and'sighs)'Aren'tyouforgettingme?MynameisCodytheCoastalTailed Frogandwedon'tstayatthebottomofthepond.NosireeMyfingertipsarehardenedlikeclawstohelp mecrawlamongrocksandiprefertoliveincold,clear,rockystreamsinwetforests.thatishowwe spendourwinters,andit'stoadtallywarm.right,francis? Francis:)That'srightCody.IamaCouch sspadefootandidon'thavethesespadesonmyfeetfornothing Iusethemtodiginthesoilwhenit'ssuperhottoavoidlosingmypreciouswater.That'sonethingabout allofusfrogsandtoads;weneedaconstantsourceofclean,healthypondwater. Andy:)Andy'starts'to'speak'croak'and'he'sounds'like'he'is'saying'Jug?o?rum,'Jug?o?rum).'Hieveryone.Iam AndytheAmericanBullfrogandit'strue:cleanwaterisaproblem.Oftenpesticides)andfertilizers)from nearbyfarmsgetintoourpondsandmakethemverybadplacestolive.manyofmyfriendshavegotten sickfromdrinkingandlivinginbadwater.idon tlikeallthattadtpoltlutingtoourwatershed.andwith theearthgettingwarmereachyear,itisgettingharderandhardertofindagoodpondthatdoesn'tdry uptoosoon.phewww.whatisthatsmell? Penny:)Excuseme.Itmustbeme.IamPennytheWesternSpadefootandIdon'tmeantosmell.It'sjust thatwhenigetnervousisometimessweatsomethingthatsmellslikepeanuts.andy,youareright.water issoimportanttous.allofusdependonwaterforsomepartofourlifecycleastadpolesoradultfrogs. That'swhatmakesusamphibians.)Partwater,partland.Weneedtolayoureggsinwaterandweneedit tokeepourskinmoistsowecanbreatheproperly.ourskinfeelsslimybecauseitiscoveredinmucous) andthishelpsusbreathe.withoutit,wecandie. Mildred:)Speakingofskin,peep,peep,IamMildredtheMountainYellowTLeggedFrogandIwanttotell anynontfrogsintheaudiencethatitisnotgrossthatweeatourskin.peep.whenweshed,itfeels wonderful,likegettinganewpairofrunningshoes.andpeep,peep,ourskinhaslotsofvitaminsinitthat aregoodforus.whatipeep,peep,thinkisgross,ishowhumansaresheddingtheirskinpeep,peep,all thetime Annie:)Hieveryone.IamAnnietheCaliforniaRedTLeggedFrog.CanIsaysomethingabouthumans? Normally,Ithinkhumansareprettyneatcreatures.Lotsofthemdogoodthingsforuslikeprotectour watersheds)andlistenforourcallseveryspringtomakesurewearehealthy.idon'tevenmindifthey pickusupaslongastheywashtheirhandsfirstandputusbackexactlywheretheygotus.butthereis

16 onethingthatreally,reallybothersmeandthatiswhenpeoplekillustoputontheirfishhooks.ilostmy brothertoafishermanlastyear.annie'sniffles'quietly'and'sadly)'' ' Andy:)JugToTrum,jugToTrum.Speakingofhumans,Iwanttodefendmyselfalittlehere.Iknowallofyou thinkiamabigbullyandyouhavegottenveryangryatmeinthepastforeatingsomeofyousmaller frogs,butmyfamilyandiwereneversupposedtolivehere.humans,whowantedtoraisemetoeatmy legs,movedmetonewareas.whenigotthere,iwasnotusedtotheenvironmentandiwashungryand atewhaticould.iamsosorryifiateanyofyourfriendsorfamily.ijustcan'tseemtohelpmyself.jugtot rum,jugtotrum. Callie:)Onbehalfofallofus,IforgiveyouAndy.Iknowit snotreallyyourfault.wealleatotheranimalst flies,spiders,slugs,snailstyounameittheonlytimewedidn'teatotheranimalswaswhenwewereall vegetariansastadpoles.backthen,algaeandplantsweretheonlythingsweate. Arnold:)Otheranimalsarealwaystryingtoeatuslikeskunks,owls,fish,andsnakes.Whenanyofthem comenearme,theybetterwatchoutformypoisonoussecretionsihaveickytastingpoisonsonmyskin andoncetheygetatasteofthat,peh,pehpretend'to'spit'something'out),theyspitmeoutprettyfast. Cody:)Ijustjumpstraightinthewater,tuckinmylegsandletthewaterquicklycarrymeawayfrom danger.phew.whatisthatsmell?penny,isthatyouagain? Penny:)I'msorry.Yes,itisme.Butitsurehelpskeeppredatorsawaytoo.Hey,haveanyofyouheard fromsandy,thesonorandeserttoad?ihaven'theardorseenherinages Leo:)Quack,quack,quack.Iguessyouhaven'theardthebadnews,haveyouPenny?Nobodyhasheard fromherorherfamilysince1994tnotevenapostcard.manybelievethatherfamilynolongerlivesin Californiabutmaybelivesinanotherstate.Thewordforthisisextirpated,)anditisverysadifthisis whathashappened.quack,quack. Tommy:)Thatissad.SomethingverysadhappenedinAustraliatoo.TheGastricBroodingFrogalso disappearedwithoutatracein1983.thewholespecieswentextinct.whatishappeningtous?

17 Mildred:)Peep,peep.Idon'tknowwhatishappening,Tommy,butIdoknowonething.Thereis somethingpeep,peepwecandotohelp.youseetherearesomehumanscalledscientiststhatare workingreallyhardtofindoutwhatishappeningtous.thesescientistshavecalledonvolunteersfor help. Francis:)Hey,I'veheardaboutthesevolunteers.Thesearepeoplethatcareaboutfrogsandwatersheds, andwanttohelpthescientists.whattheydoisgoouttoapondorotherareawhereweliveeveryyear andlistenforussinging.firsttheytakethetimetolearneachofourvoicessothattheyknowwhoweare whentheyhearus.whentheyhearus,theywriteournamesdownandsendittothescientists.thatway thescientistscankeeptrackofournumbersfromyeartoyear. Annie:)I'veheardofthatIt'scalledFrogWatchanditishappeningallacrossCalifornia.Peoplereallydo careaboutus.andanyonecanhelpwithfrogwatch.eventhehumantadpolesandfrogletstohimean, kids.ihaveanidea.let'sendthisconferencebyhavingallofuspracticeourcallstogethersothehumans willhearuswhentheyarefrogwatching.ready?onthree:one,two,threecroak Everyone'start'croaking'and'ribbiting'as'a'"chorus"'of'frog'calls). The)End)

18 Amazing Amphibians Frogs and Toads Introduction: Thereareapproximately4,000typesoffrogsandtoadsaroundtheworld,butonly25speciesarein California,andonly7specieshereinSanDiego.Thesefascinatinganimalscanlivealmostanywhere,and canbefoundinavarietyofwatershedsallovertheworld. Beinganamphibian,theyhaveaveryuniquelifecycle.Thewordamphibianmeans doublelife,which makessensewhenyou rediscussingtheirmetamorphosisfromtadpoletofrog.theyarealsocold bloodedor ectothermic,meaningtheydependontheoutsideenvironmenttoregulatetheirbody temperature.amphibianskinisalsomoistandwaterpermeable,whichallowsoxygentomovethrough it.frogscanusethisspecialskin,inadditiontotheirlungstobreathe. Unfortunately,amphibiansarewhatwecallanindicator)species.Meaningtheyareoftenthefirsttypeof animaltobeaffectedbypollution,andcangiveuscluesabouthowhealthyawatershedis.evenifitlooks clean,theremaybepollutionyoucan tsee.declinesinfrogpopulationscantellusthatthewatershedis introuble. Inthisactivity,studentswillresearchavarietyoffrogsandtoads,andsharetheirinformationwiththeir class.afterobtainingbackgroundinformation,groupswillplayaroleinawatershedconferencethat discussessomeoftheenvironmentalthreatsfacingfrogs,toads,andtheirwatersheds.byencouraging studentstoparticipateinprogramslikefrogwatch,wecancontinuetolearnmoreaboutourwetlands whilehelpingourlocalamphibiansallyouneedtodoislearnhowtoidentifyfrogsandtoadsby listeningtotheircalls. Objective: Understandsomeoftheenvironmentalthreatsfacingfrogs,toads,andwatershedsglobally. Learnthatamphibiansareanindicatorspecies,andhowtheirhealthisrelatedtothehealthof watersheds. Participateinareadaloudtheater. Standards 3TLS4T3 3TLS4T4 3TESS2T2 4TLS1T1 5TESS3T1 RI.4.4 RI.4.9 W.4.6 W.4.8 W.4.9 SL.4.4 SL.4.5 L.4.1 L.4.3 L.4.6 Materials " CopiesoftheToadieTriviasheet. " StudentaccesstocomputersorfrogfactsheetsfromResourceslist. " Postersizepaper " Pencils,coloredpencils,and/ormarkers. " 10copiesoftheWatershedConferenceTadaptedfromtheEcologicalMonitoringandAssessmentNetwork CoordinationOffice sfrogfiles. RESOURCES FrogandToadBackgroundInformationhttp://animals.sandiegozoo.org/animals/frogTtoad AssociationofZoosandAquariums:localfrogsandtoadsbystatehttps:// andtterritories/

19 ForCaliforniaFrogsandToads,Sounds,Photos,andRangeMaps FrogWatchUSAhttps:// WetlandandStreamTypeshttp://water.epa.gov/type/wetlands/types_index.cfm World scutestfrog:thedesertrainfroginsouthernafrica) Activity Steps A. ToadieTrivia 1. TakeToadieTriviatosavepaper,canprojectoneversiononoverheadorviaprojectorand havestudentsansweronscratchpaper). 2. Reviewthetriviaanswerswithstudentssotheycanseewhattheyreallyknowaboutfrogsand toads.answerkey:questions1,2,3,4,6,7,and9aretrue.questions5,8,and10arefalse. 3. Remindstudentsthatfrogsandtoadscomeinallshapesandsizes,andnotalwayswhatyou wouldexpect.playtheworld scutestfrogvideofromtheresourcessectionasanexample. B. FrogandToadProjects 1. Studentswillnowworkingroupsof3T4toresearchthefrogandtoadactorsthattheywillplay inthewatershedconference.thesetenfrogsandtoadsarefromcalifornia,withaguestfrog frommadagascar. 2. Thefrogsandtoadsare:LeopardFrog,AmericanBullfrog,CaliforniaTreefrog,CoastalTailed Frog,Couch sspadefoot,mountainyellowtleggedfrog,westernspadefoot,arroyotoad, CaliforniaRedTLeggedFrog,andtheTomatoFrogMadagascar). 3. UsingthewebsiteslistedintheResourcessection,eachgroupwillcreateaposterwitha pictureoftheirfrog,abriefdescription,size,habitat,range,andfunfacts.groupsshouldalso learntheirfrog svocalization,astheywillbeperformingtheirfrog ssound.ifthereisno studentaccesstocomputers,frogfactsheetscanbeprintedfromthesewebsitesbeforehand, andeachvocalizationcanbesharedfromtheteacher scomputer.) 4. Oncecompleted,studentswillpresenttheirfrogtotheclassandtheentiregroupwillperform theirfrog svocalization. C. WatershedConference 1. Haveonestudentfromeachgroupvolunteertoreadtheirgroupfrog sroleforthewatershed Conferencereadaloudtheater. 2. PassoutacopyoftheWatershedConferencetoeachgroup.Havestudentsfindtheirfrog s nameinthecastofcharactersandhighlightorcircletheirpartsaheadoftime.givestudentsa fewminutestoreadtheirparagraphsbeforebeginningthereadaloudtheater.allowstudents tofindnewvocabularywords,lookupdefinitions,andpracticepronunciation. 3. HavestudentgroupsarrangedinahalfcirclefortheWatershedConferencereadaloudtheater, withgrouppostersdisplayedaroundtheclassroomornexttoeachgroup. 4. Remindstudentsthatwordsinitalics'donotneedtobespokenaloud,butactedout.Students willproceedtoreadtheirpartsaloudandparticipateinthewatershedconference. Extensions 1. Studentscreatefrogidentificationcardsbasedontheposterpresentationstolaterbeusedto identifywildfrogsandtoads. 2. Playsomerecordingsoffrogsandtoadstoquizyourstudentsonfrogidentification. 3. Havestudentscreatefrogandtoadpuppetsoutofpaperorextracraftsuppliestouseduringthe WatershedConference. 4. Havestudentspickfrogsandtoadsfromacrosstheworldforaninternationalwatershed conference.usingtheinformationtheylearn,theycancreatetheirownscript.

20 5. Visityourlocalwetlandasaclass,orencourageparentstogetinvolvedinFrogWatchUSA.Seethe linkintheresourcessectionformoreinformationabouthowtobeavolunteer.

21 Toadie Trivia Do you know your froggy facts? 1. Toadsareatypeoffrog. True False 2. Thewordamphibianmeans doublelife. True False 3. Thestudyofreptilesandamphibiansiscalledherpetology. True False 4. TheOrnateHornedtoad,orPacMantoad,willeatmice. True False 5. Thenumberoffrogsaroundtheworldisrapidlygrowing. True False 6. Frogscangivecluesthattellushowhealthyawatershedis. True False 7. Amphibianscanbreathethroughtheirskin. True False 8. Snakesareatypeofamphibian. True False 9. GlassfrogshavesemiTtranslucentorseethrough)skin. True False 10. Frogsandtoadsarewarmblooded. True False

22 The 1 st Annual Watershed Conference CastofCharacters Leo)theLeopardFrog MildredtheMountainYellowTLeggedFrog Tommy)theTomatoFrog Annie)theCaliforniaRedTLeggedFrog Andy)theAmericanBullfrog PennytheWesternSpadefoot Callie)theCaliforniaTreefrog Arnold)theArroyoToad Cody)theCoastalTailedFrog Sandy)theSonoranDesertToadnospeaking Francis)theCouch sspadefoot role) ' Everyone'starts'off'by'croaking'and'ribbiting'to'each'other,'looking'around,'and'nodding'and'continuing'to' do'so'until'callie'calls'them'to'attention)' ' Callie:Order,order,ORDERThankyou.Hi.IamCallietheCaliforniaTreefrogandnowthatIhaveyour attentioniwanttowelcomeallyoufrogstothe1 st AnnualWatershedConferenceTandyestoads,that includesyoutoobecausealltoadsareactuallyfrogs.wearegatheredheretodaytodiscusssomeissues relatingtofrogsandtoadsallaroundtheworld.i'dlikeyoualltotakeamomenttowelcomeourspecial guest,allthewayfromthejunglesofmadagascar,tommythetomatofrog. Everyone'claps'hands'and'croaks'a'bit'more.)' Tommy:Thankyou,thankyou,thankyou.Heyallyoufroggyfriends,how sitgoing?itsurewasalong trip.ihadtowearacoatontheairplanebecauseeverytimesomeonesawmybrightcolors,theywould jumpandrunawaybecausetheythoughtiwaspoisonous.iwishicouldtellthemi mnot.brrrr...itisa littlecolderuphere.howdoallofyoudealwiththisweather? Leo:Quack,quack,quack.Well,Tommy,IamLeotheLeopardFrogandalsoamemberofthePolarBear Club.Idon thangoutwithpolarbears,butinthewinterichosetostayatthebottomofalmostfrozen pondandchillout.becausemybodygetssoslow,idon'tevenfeelhungry.thenigetverysleepyand wakeupwhentheicemeltsagain.thisishowtherestofusdealwiththecold. Arnold:Ribbit,ribbit.HiTommy,I marnold,thearroyotoad.idon treallymindthecoldhere,butido prefertobenexttoasandystreamsideandburrowundervegetationforshelter.nicequietpoolswith gravelbottomsaremyfavoriteplacetobe.

23 Cody:)Cody'takes'a'deep'breath'and'sighs)'Aren'tyouforgettingme?MynameisCodytheCoastalTailed Frogandwedon'tstayatthebottomofthepond.NosireeMyfingertipsarehardenedlikeclawstohelp mecrawlamongrocksandiprefertoliveincold,clear,rockystreamsinwetforests.thatishowwe spendourwinters,andit'stoadtallywarm.right,francis? Francis:)That'srightCody.IamaCouch sspadefootandidon'thavethesespadesonmyfeetfornothing Iusethemtodiginthesoilwhenit'ssuperhottoavoidlosingmypreciouswater.That'sonethingabout allofusfrogsandtoads;weneedaconstantsourceofclean,healthypondwater. Andy:)Andy'starts'to'speak'croak'and'he'sounds'like'he'is'saying'Jug?o?rum,'Jug?o?rum).'Hieveryone.Iam AndytheAmericanBullfrogandit'strue:cleanwaterisaproblem.Oftenpesticides)andfertilizers)from nearbyfarmsgetintoourpondsandmakethemverybadplacestolive.manyofmyfriendshavegotten sickfromdrinkingandlivinginbadwater.idon tlikeallthattadtpoltlutingtoourwatershed.andwith theearthgettingwarmereachyear,itisgettingharderandhardertofindagoodpondthatdoesn'tdry uptoosoon.phewww.whatisthatsmell? Penny:)Excuseme.Itmustbeme.IamPennytheWesternSpadefootandIdon'tmeantosmell.It'sjust thatwhenigetnervousisometimessweatsomethingthatsmellslikepeanuts.andy,youareright.water issoimportanttous.allofusdependonwaterforsomepartofourlifecycleastadpolesoradultfrogs. That'swhatmakesusamphibians.)Partwater,partland.Weneedtolayoureggsinwaterandweneedit tokeepourskinmoistsowecanbreatheproperly.ourskinfeelsslimybecauseitiscoveredinmucous) andthishelpsusbreathe.withoutit,wecandie. Mildred:)Speakingofskin,peep,peep,IamMildredtheMountainYellowTLeggedFrogandIwanttotell anynontfrogsintheaudiencethatitisnotgrossthatweeatourskin.peep.whenweshed,itfeels wonderful,likegettinganewpairofrunningshoes.andpeep,peep,ourskinhaslotsofvitaminsinitthat aregoodforus.whatipeep,peep,thinkisgross,ishowhumansaresheddingtheirskinpeep,peep,all thetime Annie:)Hieveryone.IamAnnietheCaliforniaRedTLeggedFrog.CanIsaysomethingabouthumans? Normally,Ithinkhumansareprettyneatcreatures.Lotsofthemdogoodthingsforuslikeprotectour watersheds)andlistenforourcallseveryspringtomakesurewearehealthy.idon'tevenmindifthey pickusupaslongastheywashtheirhandsfirstandputusbackexactlywheretheygotus.butthereis

24 onethingthatreally,reallybothersmeandthatiswhenpeoplekillustoputontheirfishhooks.ilostmy brothertoafishermanlastyear.annie'sniffles'quietly'and'sadly)'' ' Andy:)JugToTrum,jugToTrum.Speakingofhumans,Iwanttodefendmyselfalittlehere.Iknowallofyou thinkiamabigbullyandyouhavegottenveryangryatmeinthepastforeatingsomeofyousmaller frogs,butmyfamilyandiwereneversupposedtolivehere.humans,whowantedtoraisemetoeatmy legs,movedmetonewareas.whenigotthere,iwasnotusedtotheenvironmentandiwashungryand atewhaticould.iamsosorryifiateanyofyourfriendsorfamily.ijustcan'tseemtohelpmyself.jugtot rum,jugtotrum. Callie:)Onbehalfofallofus,IforgiveyouAndy.Iknowit snotreallyyourfault.wealleatotheranimalst flies,spiders,slugs,snailstyounameittheonlytimewedidn'teatotheranimalswaswhenwewereall vegetariansastadpoles.backthen,algaeandplantsweretheonlythingsweate. Arnold:)Otheranimalsarealwaystryingtoeatuslikeskunks,owls,fish,andsnakes.Whenanyofthem comenearme,theybetterwatchoutformypoisonoussecretionsihaveickytastingpoisonsonmyskin andoncetheygetatasteofthat,peh,pehpretend'to'spit'something'out),theyspitmeoutprettyfast. Cody:)Ijustjumpstraightinthewater,tuckinmylegsandletthewaterquicklycarrymeawayfrom danger.phew.whatisthatsmell?penny,isthatyouagain? Penny:)I'msorry.Yes,itisme.Butitsurehelpskeeppredatorsawaytoo.Hey,haveanyofyouheard fromsandy,thesonorandeserttoad?ihaven'theardorseenherinages Leo:)Quack,quack,quack.Iguessyouhaven'theardthebadnews,haveyouPenny?Nobodyhasheard fromherorherfamilysince1994tnotevenapostcard.manybelievethatherfamilynolongerlivesin Californiabutmaybelivesinanotherstate.Thewordforthisisextirpated,)anditisverysadifthisis whathashappened.quack,quack. Tommy:)Thatissad.SomethingverysadhappenedinAustraliatoo.TheGastricBroodingFrogalso disappearedwithoutatracein1983.thewholespecieswentextinct.whatishappeningtous?

25 Mildred:)Peep,peep.Idon'tknowwhatishappening,Tommy,butIdoknowonething.Thereis somethingpeep,peepwecandotohelp.youseetherearesomehumanscalledscientiststhatare workingreallyhardtofindoutwhatishappeningtous.thesescientistshavecalledonvolunteersfor help. Francis:)Hey,I'veheardaboutthesevolunteers.Thesearepeoplethatcareaboutfrogsandwatersheds, andwanttohelpthescientists.whattheydoisgoouttoapondorotherareawhereweliveeveryyear andlistenforussinging.firsttheytakethetimetolearneachofourvoicessothattheyknowwhoweare whentheyhearus.whentheyhearus,theywriteournamesdownandsendittothescientists.thatway thescientistscankeeptrackofournumbersfromyeartoyear. Annie:)I'veheardofthatIt'scalledFrogWatchanditishappeningallacrossCalifornia.Peoplereallydo careaboutus.andanyonecanhelpwithfrogwatch.eventhehumantadpolesandfrogletstohimean, kids.ihaveanidea.let'sendthisconferencebyhavingallofuspracticeourcallstogethersothehumans willhearuswhentheyarefrogwatching.ready?onthree:one,two,threecroak Everyone'start'croaking'and'ribbiting'as'a'"chorus"'of'frog'calls). The)End)

26 Watershed PSA Introduction: Public'Service'Announcements'PSA)'aim'to'raise'awareness,'change'public' attitude'and'behavior'toward'an'issue.'in'this'activity,'students'will'create'a' Watershed'PSA'that'will'provide'the'public'with'the'knowledge'and'action' steps'they'need'to'actively'conserve'their'local'and'global'watersheds.'' Objective: Understand'problems'that'are'currently'facing'watersheds'around'the'world.'' Be'empowered'to'know'their'role'in'the'environment'and'what'they'can'do'to'help.' Create'a'public'service'announcement'to'spread'awareness'about'watershed'conservation.' Standards 3ELS4E3' 3ELS4E4' 3EESS2E2' 4EESS3E1' 5EESS3E1' 3E5EETS1E1' RI.4.7' W.4.1' W.4.7' W.4.9' SL.4.1' SL.4.4' SL.4.5' L.4.2' L.4.3' L.4.6' Materials " Computer'access " Optional:'tablet,'video'camera'or'smart'phone " Whiteboard'or'poster'paper RESOURCES San'Diego'Watersheds:' coordination.shtml'' Sample'PSA'Videos' o Zoo'PSA'Contest'3'videos)'E o Bring'Us'Back'E' share&index=2'' o Disappearing'Panda'E' 3wgjI&list=PL7BF643288F4EADCA&feature=share'' o Missing'Piece''E EADCA&index=1'' Activity Steps 1. Introduce'that'a'PSA'or'Public'Service'Announcement'is'a'message'or'ad'with'the'objective'of' raising'awareness,'changing'public'attitude'and'behavior'toward'an'issue.' 2. Show'students'sample'PSA'videos'provided'in'the'Resources'section.'These'videos'were'created' for'san'diego'zoo'global'to'show'how'we'are'bringing'species'back'from'the'brink'of'extinction,' and'what'the'public'can'do'to'help.'' 3. Brainstorm'ideas'with'the'whole'class.'What'messages'does'the'public'need'to'hear'about' watersheds,'pollution,'and'protecting'wildlife?'what'are'some'slogans'such'as'"don't'throw'it'all' Away"'or'"Put'Litter'in'Its'Place")'that'can'be'used?'What'can'people'do'to'help?'

27 4. Write'class'ideas'on'the'whiteboard'or'poster'paper.'Have'students'narrow'down'the'main'topics' they'discussed.'' 5. Form'student'groups'based'on'the'student'generated'topics.'Each'group'will'consist'of'2E3' students'and'their'psa'will'focus'on'one'of'the'main'topics.'' 6. Each'group'will'research'their'topic'and'create'a'"spot"'as'broadcasters'call'them)'or'a'script,' with'a'statement'of'the'problem,'a'suggestion,'and'a'slogan'for'a'oneeminute'psa.' 7. Videotape'or'otherwise'record'the'spot.'The'group'may'want'to'choose'their'best'reader'or'"turnE read"'in'which'each'member'takes'a'portion.'if'technology'access'is'unavailable,'students'can' present'to'the'class'using'props,'background'materials,'or'cardboard' tv'screen 'cutout.)' EXTENSIONS Share'PSA'school'wide'or'with'parents.' Create'a'comic'strip,'song,'or'children s'story'to'spread'awareness'to'younger'kids.'' '

28 Watershed Shark Tank Introduction: Studentsbecomeentrepreneursandpitchtheirwatershedsavingideastothe sharks. Thesharksconsistingofteachers,parents,orcommunitymembers)will besearchingforthebestproductthatwillbenefitwatersheds.studentswillcreate aproductthat:replacesacurrentdetrimentalone,cleansupwatersheds,prevents watershedpollution,orraisesawarenessaboutwatersheds. Objective: Understandproblemsthatarecurrentlyfacingwatershedsaroundtheworld,andwhattheycan dotohelp. UseproblemBsolvingskillstocreatesolutionstowatershedchallenges. Beempoweredtocreateanddesignaproductthatisbeneficialtowatershedsandthewildlife inhabitingthem. Standards 3BLS4B4 4BESS3B1 5BESS3B1 3B5BETS1B1 RI.4.7 W.4.1 Materials " Paper " Pencils " ColoredPencilsorMarkers W.4.6 W.4.7 W.4.9 SL.4.1 SL.4.5 " Scissors " Tape " Computeraccess L.4.1 L.4.3 L.4.6 RESOURCES FreshwaterConservation: SanDiegoWatersheds: coordination.shtml PollutionIssues: Activity Steps 1. Reviewanddiscussthedifferentchallengesfacingwatersheds:pollution,watershortage, ecosystemandfoodwebimbalances,andhumanimpactonwatersheds. 2. Havestudentsworkingroupsof2B3tocreatetheirproduct. 3. Projectsshouldbefocusedonansweringthesequestions: a. Howdoesthisproductbenefitwatersheds? b. Howisthisproductbetterthanonecurrentlyinexistence? c. Howdoesthisproductraiseawarenessaboutwatershedchallenges? 4. Studentswillcreateaposter,model,orpowerpointpresentationasavisualaidintheirpitch. 5. Studentswillcreateapitchscriptfortheirpresentationtothesharks.Presentationsshouldbeat least2b3minutesinlength,andstudentsshouldbepreparedtoanswerquestionsattheend. 6. Assembleasharkpanelincludingschoolstaff,parents,orevencommunityvolunteers.Consider askinglocalbusinessownerstoparticipate.sharksshouldbereadytoaskanyclarifying questions.

29 EXTENSIONS Havestudentsputtogetherabusinessplanwithamarketingstrategyandbasicfinancialplan. 4.MDA.2) Thetopthreeproductideascanbepresentedtootherclasses,tovoteforafinalwinner.

30 Eyewitness News Introduction: Manydifferentfactorscanaffectthehealthofawatershed.Nosinglefactorisresponsible.Human activitiesandhabitatlossaresomeofthemajorfactorscausingdeclinesinwaterquality,living resources,andoverallhealthofecosystemswithinawatershed.allofthesefactorsnotonlyhavean impactonthewatershed,butthewildlifethatcallithome. Students,whotalkaboutwhattheylearnanddowhattheylearn,learnit.Whenweteachsomethingwe tendtolearnitbetter.inthisactivity,studentswillbecomenewsreportersandprofessorsthatare expertsintheirfieldofstudy,andsharetheirknowledgewithotherstudents.theywillberesearchingan animaloftheirchoicefromanywatershedaroundtheworldandsharethatknowledgewiththeirfellow classmates. Objectives: Teachtheirpeersaboutthematerialthey velearned. Researchananimalandthewatershedthatitisapartof. Createanewscastinformingfellowclassmatesoftheirresearchtopic. Standards 3ILS4I4 3IESS2I2 4IESS3I1 5IESS3I1 RI.4.4 RI.4.7 W.4.2 W.4.7 W.4.8 SL.4.1 SL.4.4 L.4.1 L.4.3 L.4.6 Materials " Writingutensil " Paper " Computeraccessand/orresearchresources " Optionalreporterinterviewnotesseeattached) Resources BBC swritingnewstipshttp:// ProtectingWatershedshttp://coastgis.marsci.uga.edu/summit/k12howtohelp.htm WaterResourceseAtlashttp://multimedia.wri.org/watersheds_2003/ WatershedsoftheWorldhttp:// Activity Steps 1. Havestudentspickanyanimaloftheirchoosingfromaroundtheworldtobethefocusoftheir research. 2. Studentswillbecomeprofessorsthatareexpertsonthisparticularanimalandthewatershedit livesin.studentsshouldbeableto: a. Describethewatershedthatanimallivesinifspansacrossmultiplewatersheds,choose one) b. Explainthecurrentstatusoftheanimal swatershed. c. Explaintheavailabilityofwaterinthatwatershed. d. Explainanyfactorsaffectingtheanimalinthatwatershed. e. Givetwowaysthatpeoplecanhelpthatanimalanditswatershed.

31 3. Afterresearchingtheiranimal,studentswillneedtopreparea60secondnewsreportaboutwhat iscurrentlyhappeningtotheiranimalanditswatershed. 4. Studentswillplayeachrole:professorandreporter. 5. Explainthatwhenthestudentsaretheprofessor,theystandtallandtakeontheairofanexperta knowiitiallwithapleasantpersonality).asthereporter,studentscanaddressanimaginary camera,withamicrophoneorpencil)inhand,andwelcometheaudienceto Worldwide WatershedswithDr.fillinstudent sname). Thentheywelcometheprofessor, Welcometoour show.todayweareinterviewingtheworldirenownedexpertinfillinstudent sanimal),dr. BlankStudent.Pleasetellus,Dr.BlankStudent,whatissoimportantaboutAnimalX? 6. Thereporterwillthenlistentotheprofessorandtakeappropriatenotesregardingthetopic.The professor sreportshouldlastabout60secondsinlength,andthenallowforfollowiupquestions fromthereporter.studentscanusetheattachedreporterinterviewnotespageforeach interview,ortakenotesonscratchpaper. 7. Eachreporter/professorpairwillhaveapproximately2I3minutestotalbeforeswitchingroles. Whenitistimetoswitch,havethereporterbecometheprofessorontheirowntopic,andthe previousprofessorisnowthereportertakingnotes. 8. Havestudentsrepeatthisprocess3I4moretimes,switchingtoanewpartnereachrotation.By theendofalltherotations,studentsshouldhavebeeninterviewedabouttheiranimal4i5times, andshouldhavetakenreportson4i5differentanimals. 9. Facilitategroupdiscussionregardingwhatthestudentslearnedthroughouttheprocess. Extensions Havestudentpairsperformtheirinterviewsinfrontoftheclass.Interviewscanbevideotaped, propscanbeused,orstagesetsmade. AllowstudentstoprepareforafollowIupinterviewbasedonquestionsaskedbythereporters thatstudentsmaynothaveknowntheanswers. Havestudentsgeneratetheinterviewquestionsbeforehand.

32 ReporterInterviewNotes Professor: Animal: 1. WatershedDescription: 2. WatershedStatusandWaterAvailability: 3. FactorsAffectingAnimal: 4. WaysToHelp: 5. AdditionalNotes:

33 Alien Invasion Introduction: Invasivespeciesbydefinitionarealien.Theseinvasivespeciesareorganismsthatcauseecologicalor economicharminanewenvironmentwhereitisnotnative.invasiveanimalsandplantscancreatea lossofbiodiversity,competeagainstnativespeciesforresources,andpollutewatersheds.invasiveplants inparticularareathreattowatershedsbychokingoutnativeplants,spreadingquickly,takingover wetlandsandstreams,decreasingwaterquality,anddisruptingecosystems. Inthisactivity,studentswillresearchaninvasiveplantintheircommunity,and thencollaborateasaclasstocreateaneducationalpamphlet.studentswill learnhowplantscanbeinvasiveinonewatershed,yetnotinanother.theywill alsobeempoweredwiththeactionstepsnecessarytohelptheirlocal watershed. Objectives: Defineinvasivespeciesanddiscoverwhichcanbefoundintheirlocal community. Understandtheimpactsofinvasiveplantsonlocalwatersheds. Learntheactionstepsnecessarytodealwithinvasivespeciesintheir localwatershed. Standards 3BLS4B3 3BLS4B4 3BESS2B2 4BLS1B1 5BESS2B1 Materials " Paper " Pencils " Coloredpencilsor markers 5BESS3B1 RI.4.7 W.4.6 W.4.7 W.4.9 " Scissors " Tape " Computeraccess SL4.4 SL.4.5 L.4.1 L.4.3 L.4.6 " Whiteboardorposter paper RESOURCES InvasivePlantIntroductoryArticle GreenInvaders ScientificAmerican sinvasivespeciesexamples InvasiveSpeciesMatchingGamehttp:// game.html SanDiegoInvasivePlantGuidehttp:// InvasivePlantAtlasoftheUnitedStateshttp:// InvasiveandExoticSpeciesofNorthAmericahttp:// USDAForestServiceInvasiveSpeciesProgramhttp:// InvasiveAlternativeshttp://

34 Activity Steps A. WhatisanInvasiveSpecies? 1. ReadtheInvasivePlantIntroductoryArticle GreenInvaders fromtheresourcesection. Thiscanbereadaloudbytheteacherorbystudents. 2. Afterreadingthearticle,havestudentscreatetheirowndefinitionforinvasivespecies,and determineatleasttworeasonswhyinvasivespeciesareharmfultowatersheds.discuss answers. 3. ShowScientificAmerican sinvasivespeciesexampleslideshowfromtheresource Section,tointroduceavarietyofinvasiveplantsandanimals. 4. AftertheInvasiveSpeciesExampleslideshow,askstudents: a. Haveyoupreviouslyheardofanyoftheseorganisms? b. Wereyousurprisedtofindoutthattheyareinvasivespecies? c. Howcanaspeciesbeinvasiveinoneplace,butnotinvasiveinanother? 5. Wrapuptheactivitybyintroducingtheconceptofinvasivespeciesandleadabrainstorm abouthowtheyaffectwatershedsinyourarea.writestudentideasonthewhiteboardor posterpapertoreturntolater. B. CreateAwareness 1. Askstudentstoimaginethattheyhavebeenhiredbyalocalconservationorganizationto createawarenessofinvasiveplantspeciesintheircommunity.theirtaskwillbetoworkin smallgroupstoresearchandcreateprofilesofassignedspecies,andthencompilean educationalpamphletforlocaldistribution. 2. Dividetheclassintosmallgroupsthenumberofgroupswillbedeterminedbynumberof localinvasiveplantspeciesandbyclasssize),andassigneachaninvasivespecies. 3. UsetheSanDiegoInvasivePlantGuideintheResourcesSectionforaninBdepthlookatmany invasivespeciessuchaspampasgrass,eucalyptus,fountaingrass,iceplant,andcrowndaisy. 4. Usingthepreviousbrainstormsessionandallavailableresources,eachgroupisresponsible forrespondingtothefollowingquestionsaboutitsspeciescanbecopiedintoahandoutfor easierstudentaccess): a. Inwhatareaoftheworlddidthisplantoriginate? b. Howandwhenisitbelievedtohavereachedyourcommunity? c. Whatarethisparticularplant sneeds:spaceincludingroots),waterandsunlight? d. Whydoesitthriveinyourwatershed?Whatadaptationsorstructureshelpitthrive?) e. Whatistheimpactofthisplantonthewatershed?Howmightthisimpact,inturn,affect thehumansinyourcommunity? f. Whatmeasureshavebeentakentocontrolthisspecies?Bywhatpeopleor organizations? 5. Groupsarealsoresponsibleforfindingaphotoorillustrationoftheirassignedspeciesor,if timeandresourcesallow,maysketchorphotographtheirownimagesbydoingfieldresearch onanotherday). 6. Oncegroupshavefinishedtheresearchontheirinvasiveplant,theclassasawholewill assembletheirinformationtocreateaneducationalpamphletfortheirlocalcommunity.this couldbedoneasanindividualpamphletforeachinvasiveplant,orapamphletcompilingall invasiveplantstogether.seeattachedexampleofstudentbgeneratedpamphlet. 7. Pamphletinformationshouldinclude: a. Definitionofaninvasiveplant b. Picturesofinvasiveplants c. Shortdescriptionofwhattheinvasiveplantlookslike d. Helpfultipsaboutconservationandhelpingwatersheds 8. Pamphletscanbetakenhometosharewithfriendsandfamilies.

35 Extensions Sharepamphletswithotherclassesorthecommunity.Createalargerversiononposterboard toshareatopenhouseorbacktoschoolnight. Introducethetopicusingagameoftag,toillustratehowafewinvasiveplantscantotally changethelandscape.theinvasiveplantswilltrytotagallofthenativeplantscausingthemto witherupanddie.afterthegame,havethestudentsreflectonwhatitmeansforahabitatifso fewinvasiveplantscaninvadeandcausethenativeplantstodie. Havestudentsresearchinvasiveanimalspeciesintheirlocalwatershedinsteadofplant species.

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37 Green Up Your Classroom Introduction: Muchofthetrashwegeneratecomesfrompackagingonthefoodswebuyorthedisposablepackaging weusedaily.itisestimatedthattheaveragestudentlunchgenerates67poundsofwasteperschoolyear. Foranaveragesizedelementaryschool,thatequatestoalmost19,000poundsoflunchwasteeveryyear headingtoourlandfills.outofallthewastecomingfromstudentlunches,70ofthatcouldhavebeen recycled.fromuneatenleftoverstospoiledproduce,foodwasteacrosstheu.s.isalargeconcern,with morethan36milliontonsoffoodwasteheadingtoourlandfillsin2011. Inthisactivity,studentswilllearnhowmuchindividuallunchwastetheydisposeofeveryyear,whatcan berecycledorcompostedfromthatwaste,andwhattheycandotoaccomplishthegoalofawastefree lunch Objectives: Calculatetheamountoftrash,foodwaste,andrecycledmaterialusedintheirlunchesforoneyear. Becomeempoweredtoreducetheirwasteandeducatetheirfamilyandcommunity. Learnwhatactionstepscanbetakentowardatrashfreelunch,andthebenefitsofreducingtheir waste. Standards 4OESS3O1 5OESS3O1 3O5OETS1O1 RI.4.7 W.4.1 W.4.2 SL.4.1 SL.4.4 L.4.1 L.4.3 L MD.A.1 4.MD.A.2 4.OA.A.3 Materials " Scales " Cameraoptional) " Paper " Pencils " Calculatorsoptional) " Whiteboard RESOURCES GradesofGreenwww.gradesofgreen.org Whypackatrashfreelunch? RecyclingGuidewww.earth911.com/recyclingOcenterOsearchOguides/ Activity Steps A. WasteMath 1. Havestudentstakeapictureofthecontentsoftheirlunchbeforeconsumingit.Ifcamerasare notavailable,havestudentsmakeadetailedlistofthecontentsincludedintheirlunch,along withanybagsorpackaging. 2. Afterconsumingtheirlunch,havestudentskeepalloftheleftoverswithoutthrowinganything away. 3. Askstudentstosorttheirwasteintofourcategories:waste,foodwaste,recyclables,and unknown. 4. Afterstudentshavesortedtheirlunchcontents,testtheirsortingaccuracybydiscussingasa classwhatitemscanberecycledandcomposted.aseachcategoryisdiscussed,havestudents resorttheirpilesifthereareanyinaccuracies.forspecificlistsofacceptableandunacceptable

38 items,visit:recycling,composting,andtrashowww.sunsetscavenger.com/index.php/foro homes/residentialorecyclingocompostotrash#recycling 5. Examplediscussionprompts: a) Wereyou100accurateinyoursortingthefirsttime? b) Whatiscompostableatlunch? c) Whatisrecyclableatlunch? d) Whyshouldwealwayssortourwaste? 6. Havestudentsresortintothreefinalpiles:waste,compost,andrecyclable.Afterstudentshave accuratelyplacedallitemsintheircorrectpiles,havestudentsusescalestoweigheach categoryandrecordtheirdataintableformat.forexample:waste50grams,recyclables20 grams,andcomposting10grams. 7. Assumingthisisanaveragelunch,havestudentscalculatetheamountofwaste,recyclables andcompostingtheyhavefortheentireschoolyear.inordertoaccomplishthistask,provide studentswiththenumberofschooldaysinoneschoolyear.youcanaskstudentstogoastep furtherandconverttheiransweringramstokilograms,ortopounds,usingcalculatorsif necessary.priorinstructionisneededforthisstep.seeattachedexample.) 8. Aftercalculatingalloftheirdatafortheyear,havestudentsaddupthetotalamountofwaste forthewholeclass. 9. Usingtheirdatafortheyear,havestudentscreateabarorcolumngraphfortheirthree categories,makingsuretheylabelboththexandyaxiscorrectly. 10. Havestudentscomparetheleftoveritemstheyhave,tothepictureorlisttheymadebefore lunch.discusstheirobservations,andbrainstormactionstepsasaclass,listingideasona whiteboard. a) Whatdoyounoticeaboutyourlunchpriortoeatingit,comparedtoafter? b) Whatcanwedotoreducetrash? c) Whatcanwedotoeliminatetrashalltogether? B. SpreadtheWord 1. Afterbrainstormingideasofhowtoeliminatetrash,havetheclassworktogethertocreatean actionplanofhowtoraiseawarenessaboutimplementingazerowasteprogramattheir school.thiscouldincludeavideo,posters,etc.thatgetdistributedthroughouttheschool,or evenaskitwherestudentsbecomecharacterslikethe CompostQueen or RecycleRandy, andeducatefellowclassesaboutwaystoworktowardszerowasteanddivertwastefrom landfills. Extensions GetyourprojectstartedGrades'of'GreenlistedintheResourcessectiongivesastepObyOstep actionplanforazerowasteprogramthatcanbeimplementedatyourschoolsite,aswellasa varietyofotherstudentledenvironmentalprojects. Researchplantstohaveindoors,tohelpreduceindoorairpollution. Startyourownvermicompostingbininyourclassroom. ResearchtheBringYourOwnBagCampaign.Distributestudentsequallyandhavethem participateinadebateeitherfororagainstthecampaign. Gotothelibraryandhavestudentscheckoutbookstoresearchavarietyoftopicsoilspills, pollution,climatechange,landfills,recycling,etc),havinggroupsofstudentspresenttheirfindings totheclass.

39 ' ' ' Example'Work' StudentlunchBEFORE ' ' ' ' Waste'Data'Table Waste' Sandwichbag Cheetosbag Juicestraw Granolawrapper Plasticspoon 2grams 3grams 1gram 2grams 4.25grams Recyclable' Juicecarton* 11grams Fruitcontainer 10grams Daily'Total:' 12.25grams Daily'Total:' 2205grams Yearly'Total:' Yearly'Total:' or2.205kg *dependsonyourlocationifthisisrecyclableornot YearlyTotal=DailyTotalx180schooldays) 1. Myyearlytotalforwasteis: Compost' Breadcrust 5grams 21grams 3780grams or3.780kg Daily'Total:' 5grams 900gramsor 0.900kg Yearly'Total:' 2. Myyearlytotalforrecyclablesis: 3. Myyearlytotalforcompostis: 4. Theyearlywastetotalformyclassis: My'Yearly'Lunch' Waste'kg)' Waste Recyclable Waste'Categories' Compost