Profile Sheet
Title: Task Force Addresses Human Impact on Florida’s Springs
Primary Subject Area: Science
Outside Subject Area: Language Arts
Student Roles and Problem Situation: Students become the multi-agency Task Force (TF) when they assume the roles of scientists, engineers, environmentalists, planners, and the Acting Director of DEP/Division of State Lands. The TF will identify the threat of human activities and devise a plan of action to protect and restore Florida’s springs. The TF will report their findings to the Secretary of the Florida DEP.
Teacher: Ms. Jaime L. Arnone
Grade Level: 7th Grade
Adaptations for a student from a non-Western culture:
- Allow the student to utilize strategies from his/her culture in presenting a solution.
- Invite a member from the student’s culture to the presentation.
Adaptations for an ESOL student:
- If possible, pair the student with another student who is fluent in English and who is able to communicate in the ESOL student’s native language.
- Provide information in student’s native language.
- Allow student to present in native language and provide an interpreter.
Title, Learner Characteristics, Learning Outcomes,
Sunshine State Standards
PBL Lesson Plan for Diverse Learners
Teacher: Ms. Jaime L. Arnone
Primary Subject Area: Science
Class: Life Science
Class Level: Regular
Grade Level: 7th Grade
Outside Subject Area: Language Arts
Title: Task Force Addresses Human Impact on Florida’s Springs
Primary Sunshine State Standards:
SC.D.2.3.2: Knows the positive and negative consequences of human action on the Earth’s systems
LO#1: After reading the Meet the Problem documents and viewing “The Journey of Water” slide show, students will accurately create a Know/Need to Know list about the human impact on Florida’s springs with at least ten facts and ten questions. Synthesis
SC.G.2.3.4: Understands that humans are a part of an ecosystem and their activities may deliberately or inadvertently alter the equilibrium in ecosystems.
LO#2: After reading the Meet the Problem documents and viewing “The Journey of Water” slide show, students will accurately recommend at least five real-world strategies to protect and restore Florida’s springs. Evaluate
Secondary Sunshine State Standards:
LA.7.4.2.3: The student will write specialized informational/expository essays (e.g., process, description, explanation, compare/contrast, problem/solution) that includes a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs.
LO#3: Given instructions on expository writing, a sample essay, and a rubric; and using the Know/Need to Know list and the recommended strategies, the student will accurately develop and demonstrate an expository writing that provides information related to a real-world problem by scoring at least “Acceptable” on all dimensions (content, organization, style, and basic skills) of the expository writing rubric. Synthesis
LA.7.5.2.3: The student will organize and effectively deliver speeches to entertain, inform and persuade, demonstrating appropriate language choices, body language, eye contact, gestures, and the use of supporting graphics and technology.
LO#4: Using his/her expository essay, the student will accurately deliver an oral presentation from his/her perspective role by scoring at least “Acceptable” on all dimensions (professionalism, quality of information, realistic solution, and timeliness) of the oral presentation rubric. Synthesis
Learner Characteristics of Middle Grade Students:
Physical: Physical growth tends to be both rapid and uneven.
Justification: According to Snowman and Biehler, middle school students are often unhappy due to “conflicts between physical attributes and gender roles.” This project will show students that gender and physical size “should not in itself determine what a person does” (p. 83-84).
Social: The development of interpersonal reasoning leads to greater understanding of the feelings of others.
Justification: Robert Selman’s third stage of interpersonal reasoning states that “children become capable of taking a third-person view, which permits them to understand the expectations of . . . others in a variety of ways” (p. 85). During this project, students will be required to look outside their immediate world and take on the roles of others.
Emotional: The view of early adolescence as a period of “storm and stress” appears to be an exaggeration.
Justification: The authors found that “achievement situations are more likely to produce anxiety in boys, whereas girls are more likely to become anxious in interpersonal situations” (p. 87). As part of their assignment, students will be working in groups to collect information and prepare oral presentations. This activity will help to reduce the anxiety students feel, as they work within the safety of the classroom environment.
Cognitive: Because of the psychological demands of early adolescence, middle school students need a classroom environment that is open, supportive, and intellectually stimulating.
Justification: Snowman and Biehler state that “competition and social comparison among students are increased as a result of such practices as whole-class instruction” (p. 88). PBL gives students on opportunity to work in small collaborative groups, which reduces the need for competition.
Cognitive: Self-efficacy becomes an important influence on intellectual and social behavior.
Justification: Although students will be assigned different roles within their groups, they will be observing the behaviors of their peers and giving and receiving verbal persuasion, as they come together to solve this problem.
Snowman, J. and Biehler, R. (2006). Psychology applied to teaching. Boston: Houghton Mifflin Co.
Student Role & Problem Situation, Meet the Problem Method
Student Roles and Problem Situation:
Students become the multi-agency Task Force (TF) when they assume the roles of scientists, engineers, environmentalists, planners, and the Acting Director of DEP/Division of State Lands. The TF will identify the threat of human activities and devise a plan of action to protect and restore Florida’s springs. The TF will report their findings to the Secretary of the Florida DEP.
Meet the Problem Method:
· Memo from Secretary of the Florida DEP (see attached)
· The Post article (see attached)
· The Journey of Water, an animated slide show http://www.floridasprings.org/anatomy/jow/flash/spring.html
Memo
To: Deborah Poppell,
Acting Director, DEP/Division of State Lands
From: Michael W. Sole,
Secretary of the Florida Department of Environmental Protection
Date: October 31, 2008
Re: Florida’s springs
Message:
As you can see by the attached article in The Post, Florida’s springs are under a serious threat from human activities. Florida has over 700 identified springs including 35 first magnitude springs, more than any other state or country. Florida’s springs serve over 60% of its citizens.
You are to form a multi-agency Florida Springs Task Force to identify the human threat and to recommend strategies to protect and restore Florida’s springs. The Task Force should include scientists, engineers, environmentalists, planners, and yourself. I would like to meet with you and the committee Friday, November 14, 2008 to discuss your findings.
In the meantime, I will meet with Governor Crist to obtain the initial funds for this project.
Volume 8, Issue 44 / More Protection, Less Process / October 10, 2008In this issue:
Headline News
Around the State
Capital News
Calendar
Inside DEP
Helpful Numbers:
Office of the Secretary
850-245-2011
Office of External Affairs
850-245-2086
Communications
850-245-2112
Environmental Education
850-245-2130
Ombudsman
850-245-2118
Regional Offices:
Northwest -- Pensacola
850-595-8300
Northeast - Jacksonville
904-807-3300
Southwest – Tampa
813-744-6100
Central - Orlando
407-894-7555
South – Ft. Myers
239-332-6975
Southeast - West Palm Beach
561-681-6600
Please send comments and feedback to the DEP / FLORIDA’S SPRINGS:
Protecting Nature’s Gems
In Florida, most of our drinking water comes from Floridan aquifer, deep underground layers of limestone that store water. Each day, seven billion gallons of water from the aquifer are used for drinking, cooking, bathing, watering lawns and crops, industry and many other things.
Florida has the largest number of fresh water springs in the world. These beautiful natural resources represent the “end of the pipe” of the aquifer and are important indicators of the aquifer’s health. The springs are unique ecosystems that have played an important role in the development of Florida and today serve as recreation areas and habitats for many of Florida’s most unique plant and animal species.
However, the aquifer and the springs are threatened by a number of human activities ranging from over consumption and waste of water, introduction of chemicals from fertilizers, pesticides, and runoff, and direct impact on the springs from recreation.
To understand the health of the aquifer and its link to the spring ecosystem, a team of journalists is documenting the story about the “journey of water” from land into the aquifer, up from the spring and downstream to the Gulf of Mexico.
Created by FusionSpark Media as part of DEP’s Florida Springs Initiative
Problem Statement, Know/Need to Know Boards, and
Possible Resources
Problem Statement:
How can we, as the Florida Springs Task Force, restore Florida’s springs in such a way that:
· we reduce the impact of human activities;
· we create a plan to reverse the current condition of the springs;
· we stay within the budget; and
· a solution is determined by November 14, 2008
Know/ Need to Know Sample Board:
Know / Need to Know· Springs are unique ecosystems
· Florida’s aquifer and springs are under a serious threat from human activities
· Florida has over 700 identified springs including 35 first magnitude springs, more than any other state or country
· Florida's springs are not the source of freshwater; they are but one step to the Floridan Aquifer, our underground water source.
· Runoff is rainwater that is not absorbed directly into the soil, through the roots and leaves of plants, or accumulated into existing bodies of water
· an average of 150 billion gallons of rain falls each day in Florida
· is diverted from parking lots, roads and highways to reduce the risk of flooding
· washes heavy metals, petroleum by-products, pet wastes, and toxins from the land unfiltered through a complex system culverts, drainage ditches, and retention ponds
· Consumption
· seven billion gallons of freshwater are consumed directly by humans for drinking, cooking, bathing, watering lawns and crops, industry
· on average, each Florida resident uses about 103 gallons of water per day
· more than 60 percent of this water is pumped directly from aquifers- four billion gallons per day
· decreases flow levels at many head springs, stresses sensitive spring plant and animal species, and causes permanent, long-term damage to the geologic structure of the aquifer itself
· Recreation
· directly impacts quality of the springs as well as the animals and plants
· from trampling of native vegetation, the disturbance of wildlife, an increase in soil erosion and cloudiness of water
· physical damage to plants and animals by boat props, groundings, and anchors
· trash introduces pollutants
· Landscape
· frequent applications of chemical fertilizers and pesticides introduce toxins and nitrates into the aquifer
· watering lawns use 900 million gallons of water a day in Florida
· Livestock
· animal wastes enter the aquifer through surface streams, sinkholes, and swallet holes
· consume large quantities of water
· Sprawl and development
· since 1950, Florida's population has quadrupled
· today, 750 new residents enter Florida each day
· Illegal dumping
· residents dump debris into sinkholes ranging from construction materials, garbage, refrigerators, automobiles and chemicals / · What is an ecosystem?
· What will eventually happen if we continue to pollute our fresh water supplies?
· What are Florida citizens willing to do to help stop water pollution?
· What can be done to reduce the heavy metals, petroleum by-products, pet wastes, and toxins from the land?
· Should all residents be required to recycle?
· How can residents conserve water?
· What are residents willing to sacrifice in order to conserve water?
· Will conserving water create new environmental problems?
· Should we restrict the use of motor boats in Florida’s springs? If so, how?
· What can be done to eliminate the littering at the springs recreational sites?
· Are there any nontoxic, biodegradable, recycled, and recyclable products available for lawn care? If so, should residents be required to use those items over chemical treatments?
· How can we keep livestock away from surface streams, sinkholes, and swallet holes?
· How can we limit the amount of people immigrating into Florida?
· Are there any penalties for dumping debris into sinkholes? If so, are these penalties sufficient?
Possible Resources:
Books
Brown, P. (2007). Toxic Exposures : Contested Illnesses and The Environmental Health Movement . New York: Columbia University Press.
Stamm, D. R. (1994). The springs of Florida . Sarasota: Pineapple Press.
Whitney, E. N. (2004). Priceless Florida : Natural Ecosystems and Native Species . Sarasota: Pineapple Press.
Young, M. (2007). Garbage and Recycling. Detroit: Greenhaven Press.
DVDs
Kurtis, B. (Director). (2007). The New Explorers: Polluting the Fountain of Youth DVD [Motion Picture].
Skiles, W. (Director). (2003). Water's Journey: The Hidden Rivers of Florida [Motion Picture].
Human Resources
Fitzhugh, L. M. (Professor of Biology and Physical Science). Gulf Coast Community College 5230 W. Hwy 98, Panama City, Florida (850)769-1551 ext. 2863.
Jones, J. (Director). Bay County Utility Services. 3410 Transmitter Rd., Panama City, Florida, (850)872-4785.
Websites
Bay County Board of County Commissioners. (2005). Utility Services. Retrieved from Bay County Online: http://www.co.bay.fl.us/bcus/index.html
Global Alerts, LLC. (2007). Water. Retrieved from Earth 911: http://earth911.org/water/
Sparkman, Russell. FusionSpark Media. (2004). Wakulla Springs: A Giant Among Us. Retrieved from Florida Department of Environmental Protection: http://www.floridasprings.org/exploration/featured/wakulla/wakulla_main/wakulla_main.html
State of Florida. (2007). Water Resource Management. Retrieved from Florida Department of Environmental Protection: http://www.dep.state.fl.us/water/default.htm
Capstone Performance
The problem assigned is to become a multi-agency task force (TF) that identifies the human threat to Florida’s springs and recommends strategies to protect and restore them. The final presentation will contain two parts: (1) an expository essay; and (2) a committee meeting between the TF (each student group) and the Secretary of the DEP (Ms. Fitzhugh, Professor of Biology and Physical Science from Gulf Coast Community College).