Name: ______

Genise Fleming

MMS Implementation Plan

  1. List the course(s) in which you will implement the MOS-FSunit and anyMBSS Investigations during the 2014-2015 academic year. Include the grade level(s) and approximate number of students in each course.

Environmental Science. All of the MOS-FS units will be implemented and MBSS Investigations 1, 2 and 3(time permitting) during the 2014-2015 academic year. Approximately 25 students in grades and 11 and 12 are enrolled in this course.

  1. Briefly describe how the MOS-FS unit and any, MBSS Investigations complement or extend your existing curriculum. If possible, include any relevant state/county standards.

The MOS-FS unit and the MBSS Investigations complement the curriculum by providing the students with computation simulations (MOS-FS Lesson 5) which illustrates the relationship between storm water runoff and impervious surfaces. This lesson addresses Next Generation Science Standard, NGSS, HS-ESS3-3. The shared maps and data on the FieldScope website gives students assess to data from various regions in the state. Assess to this data gives students the opportunity to evaluate data of common pollutants and provide solutions that reduces impacts of human activities. NGSS, HS-ESS3-4.

  1. Briefly describe any adaptations to the MOS-FS unit and anyMBSS Investigations. These may include replacing a MOS-FS lesson with anMBSS Investigation, incorporating optional activities, incorporating your own existing lessons or activities, omitting portions of the unit/activities, rewriting portions the unit/activities, or adding new content such as vocabulary lists.

All of the MOS-FS Lessons will be incorporated into the curriculum, but not in numerical order. Infused with the MOS-FS lessons will be some of the MBSS Investigations and some of my lessons and activities. The unit will begin with MBSS Investigation 1 after an introductory class by the instructor on watersheds. Students will collect water samples from a pond located behind the school on the premises instead of going to the local stream. These water samples will be used to determine and project the health of their local stream, MOS-FS Lesson 1. During this time 2-3 class periods will be dedicated to water quality testing. Students will use the same water samples to do chemical water quality testing, such as nitrogen, nitrates and chlorides. Students will also do an online water quality lab (virtual) that test for biological factors such as E.coli. MOS-FS lesson 3 will follow water quality testing along with MBSS Investigation 2. Questions 1 and 2 of this investigation will be used only. After completing MOS-FS lesson 4 a class period will address types of pollutants. Segments of the video “Poisoned Waters” will be viewed, focusing on the segments about chicken farming (Perdue) and endocrine disruptors. This portion of the course (Chesapeake Bay Unit) will conclude with MBSS Investigation 3 and MOS-FS lesson 5. Optional Reflection questions 3, 4, and 5 will also be used. One modification to all lessons is that a QR code will be created for all URL links and appear on the student worksheets.

Genise Fleming

  1. Complete the table on the next page with your implementation plan. This may include additional lessons that complement the MOS-FSunit lessons and anyMBSS Investigations. Below is a portion of an example.

Portion of an Example Lesson Plan Table

Abbreviated Lesson Title / Lesson description with any adaptations / Classroom Strategies / Assessment(s) / Date and class length
Where are the Healthiest Streams in Maryland? / See MBSS Investigation 2. Adapt by adding a saved map: students draw a circle around area with most healthy streams and prepare a map with descriptive text labels that they email to me for assessment / Have students work in pairs on computers. Do not distribute instructions; instead demonstrate each step at the front of the class. / Map of healthiest streams in Maryland / 9/8/14 (45 min.)
Is your local stream site healthy, and what might be impacting it? / See MOS Lesson 1 (no adaptations) / On day 1 of the lesson, discuss stream health (MOS-FS Step 1; do not distribute full lesson) and assign the two articles and first two reflection questions as homework. Distribute SOS Stream Survey and discuss how it is completed. Remind students to wear clothes/shoes that can get wet on Day 2.On day 2 of the lesson, take students to local sample site to collect physical and biological stream data. Have studentsstudentscomplete Lesson 1 portion of stream report worksheet and remaining reflection question. / Lesson 1 reflection questions, stream report worksheet and
SOS Stream Survey / 9//9 and 9/10/14
(45 min. each)

Lesson Plan Table

Lesson Title / Lesson description with any adaptations / Classroom Strategies / Assessment(s) / Date and class length
What is a watershed? / Powerpoint on Water. What is a watershed? Webquest
/ Students will be complete a note-taking guide on water. Working with a partner they will then answer questions associated with a watershed webquest that utilizes USGS website. / Questions associated with the webquest. / 9/02/14
(50 min.)
What is a watershed? / See MBSS Investigation 1. As a class students will complete this investigation and lesson with no adaptation. Students will then be required to locate their local stream and complete the same activity.
Students will then complete MOS-FS Lesson 3. / Students will work in pairs completing this activity as each step is demonstrated. / Locating Tonytank or Beaver Dam Creek and determining its river system. / 9/3/14 and 9/4/14
(90 min.)
Is your local stream healthy? / Introductory lesson to macroinvertebrates vis PowerPoint. MOS-FS Lesson 1 with no adaptations. . / Students will take notes on macroinvertebrates.
Students will collect water samples from a pond located on the premises and follow the procedure at:
/ MOS-FS Lesson 1 reflection questions, stream report worksheet and SOS Stream Survey. / 9/8/14-9/10/14
(150 min.)
Food Web and Food Chain / PowerPoint on Food Web and Food Chains. / Students will complete a note-taking guide on Energy Flow in the Ecosystem.(Textbook chapter 5, section 1) / Students will construct a food pyramid indicating, energy flows “up” the pyramid. / 9/11/14 and 9/12/14
(90 min)
Human Impact on the Chesapeake Bay / Powerpoint on issues such deforestation, population growth, invasive species and global warming and how it impacts the Chesapeake Bay. / Students will be placed in four different groups. Each group will receive an envelope that contains articles on their issue. The envelope will contain questions about their issue that need to be answered. As a group they will answer the questions for their issue. / Group presentations on various issues of human impact on the Chesapeake Bay. The presentations should include what is the issue, how does it affect the bay, how does it affect the birds and what can we do to fix the problem? / 9/15/14 and 9/16/14
(90 min)
Pollutants and the Chesapeake Bay / See MBSS Investigation 3. Students will complete this lesson with no adaptations. / Students will work in pairs to complete this activity. / Students will write a 1-2 page paper on alternatives to nitrate based fertilizers. (Homework assignment- Due 9/25/2014) / 9/17/14 and 9/18/14 (90 min)
Human Impact on the Chesapeake Bay / Video: Poisoned Waters / Students will view segments of the video Poisoned Waters. / Students will address discussion questions that accompany the video.
Students will debate who is responsible for the fertilizer, Perdue or the farmer. / 9/19/14 and 9/22/14
(90 min)
How does impervious surface impact stream health? / See MBSS Investigation 2, questions 1 and 2 only. / Students will work in pairs completing this activity as each step is demonstrated. / Students will write a brief essay on how impervious surface impacts the stream and bay’s health. / 9/23/14 and 9/24/14
(90 min)
How does impervious surface impact
stormwater runoff? / See MOS-FS Lesson 2. Students will complete this lesson with no adaptations. / Students will work in pairs to complete this lesson. / Students will answer the reflection questions in this lesson. / 9/25/14 and 9/29/14
(90 min)
Where are impervious surfaces in your
local watershed? / See MOS-FS Lesson 4. Students will complete this lesson with no adaptations. / This activity will be completed as a class because of the amount of calculations. I will demonstrate and guide the students though this activity. / Reflection Questions / 9/30/14
(50 min)
How much runoff flows to your stream site, and how would a change in the landscape affect it? / See MOS-FS Lesson 5. Students will complete this lesson with no adaptations. / This activity will be completed as a class because of the amount of calculations. I will demonstrate and guide the students though this activity. / Reflection Questions. / 10/1/14
(50 min)