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Teacher Guide

Grade 7 Santa Ana River Ecosystem Project

Task # 1

This project is designed to be embedded within a 7th grade unit on ecosystems and offers the opportunity for students to apply their learning to a real world context. Task Description: To develop observation, research, and presentation skills. You are an environmentalist; you are presenting to Cal State Fullerton how the Santa Ana River will look in 50 years and focusing on a specific species or attribute. Instructional Sequence:

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Standards Covered: ● NG Science: MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource

availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]

● NG Science: MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]

● NG Science: MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]

● Math Standards: 7.0 SP Statistics and Probability, Use random sampling to draw inferences about a population.

● ELA Standards: 7.1 SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

○ 7.1.C SL - Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

○ 7.1 D SL - Acknowledge new information expressed by others and, when warranted, modify their own views.

Resources/ Materials Needed for all Lessons in this Task: ● Walk to Santa Ana River ● Place to post student pictures, drawings, etc. (in class poster and/or cloud-based) ● OC Register article ● Websites ideas for student research ● Bank of Options for Species ● Epistemic Practice for data collection (includes some of the following steps):

● Determine the type of data (qualitative and quantitative) ● Create a method to represent data (e.g., chart, table, or other visual) ● Looking for possible patterns in data for qualitative or quantitative

● Epistemic Practice-Worksheet for Observation and Inquiry ● Salton Sea Video – The Accidental Sea ● *Suggestion: collaborate with ELA teacher on what strategies they utilize to interact with expository text.

1) Introduction

Powerpoint: Before-Past-Present Teacher will show students the powerpoint that will lead to a discussion with questions that are on the last slide:

1) Have things changed for the better? 2) Who makes the changes happen? 3) What will things look like in 50 years from now?

2) Fieldtrip to Santa Ana River:

Standard: MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources

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and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]

Lesson Objective: River Walk/ Observations Students will make observations and notes of the environment of Santa Ana River. Students will write down in their journal what they see, smell, feel, and hear in the area. Students will use this information to analyze and interpret effects of ecosystem.

Resources/Materials Needed: Observation Form Field trip list: follow district guidelines for field trip/permission slip guidelines, adult supervision ratio, take necessary materials for students to observe safely (gloves), journals/observation forms.

Concept Development: (Overview) Observations Students will conduct observations: Using their senses only they are interacting with the environment, outside of their classroom. Sharing time: For 5 minutes students will share what they observe using only vision sense, then students will close their eyes for 5 minutes and share what they hear, then 5 minutes and share what they smell, and finally another 5 minutes to share how they feel. Santa Ana River Observation Lab: Time Required 45-60 minutes required. If experiment time is needed, based on the area you are covering, add 60 minutes to this observation time.

Skill Development (Teacher Modeling): Observation Form and Observation Mini Lesson Students will develop observation skills through this mini lesson so that they are more able to document their observations on the observation form when they go on the field trip.

Student Sensory Observations Mini-Lesson

Guided Practice (We do it together) Observation Form and Observation Mini Lesson Students will develop observation skills through this mini lesson so that they are more able to document their observations on the observation form when they go on the field trip. Sharing time: For 5 minutes students will share what they observe using only vision sense, then students will close their eyes for 5 minutes and share what they hear, then 5 minutes and share what they smell, and finally another 5 minutes to share how they feel.

Independent Practice/Lesson Conclusion: River Walk Observation Journal Santa Ana River Observation Lab: Time Required 45-60 minutes required, but also based on area you are covering. If experiment time needed, add 60 minutes to observation time.

3) Post Fieldtrip Observation Discussion

Standard: ● ELA Standards: 7.1 SL Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

○ 7.1.C SL - Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

○ 7.1 D SL - Acknowledge new information expressed by others and, when warranted, modify their own views.

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Lesson Objective: Students will share their observations and ask clarifying questions

Resources/Materials Needed: Observation Form

Concept Development: Observations

Skill Development: 1. Write-Pair-Share

4) Building Background on Santa Ana River:

Standards: MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-1),(MS-LS2-2),(MS-LS2-4) RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5) WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2),(MS-LS2-4)

Lesson Objective: Students will read an article to build background knowledge of ecological issues of the Santa Ana River

Resources/Materials Needed: OC Register Article: Balancing water with wildlife: Desperate for new supplies, 10 water agencies pitch the Upper Santa Ana River Habitat

Skill Development: 1. Teacher will model how to annotate the first paragraph of the OC Register Article. Then divide the article by lines giving each student a number. Have students practice their line for the article (5 min to practice and ask for clarification). Each student reads their line aloud. Have students highlight the “golden line” (main idea of the text). 2. Pair share: Students share their golden line with their partner. 3. Sharing time: Have students share their lines with the group. Teacher chooses relevant lines shared and break it down as a group to figure out the information the article is providing.

Guided Practice (We do it together): Teacher and students will annotate the next 1-2 paragraphs Suggested Text- Read the Salton Sea Article:

Read aloud and have a class discussion of the text. Show images to illustrate physical changes of the Salton Sea over the past 50 years. The next day, watch the Salton Sea documentaries, which are two videos that reflect two differing opinions. All class discussion on peer opinions of the videos. The Salton Sea Documentary (15 minutes) The Accidental Sea (6 minutes)

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Independent Practice/Lesson Conclusion: Students will finish annotating the rest of the article

5) Research

Standards: MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Lesson Objective: Students will select a topic for their research paper

Resources/Materials Needed: Website Resource Sheet

Skill Development: 1. Teacher will model how to conduct research for their project (teacher will show students how to navigate through resources and evaluate the quality)

Independent Practice/Lesson Conclusion: Students conduct research for two 45 minute periods. Each student has access to a pre-determined bank of websites to do research: students have background in research from prior Science lessons. Email students the animal research form (online version). Spider Web graphic organizer (spider web): Students will use the graphic organizer to organize their data in their journal. Teacher will model the example of the drought based on their observations and research on: “Threats to their topic,” including the problem/solution table from the back of this graphic organizer handout (pictures included). This will be a key component for the Argumentative Essay they will write in Task 3.

Example of Spider Web Graphic Organizer

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Example of Problem/Solution Graphic Organizer (Threats from spider web)

6) Supplemental Math Lesson:

Standards: Math 7.SP, Statistics and Probability, Use random sampling to draw inferences about a population. CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.

Lesson Objective: Students will be able to analyze population data of monarch butterflies in order to predict what the population will be in 20 years.

Resources/Materials Needed: projector to play video, worksheets(see Appendix A)

Review of Concept Development: Analyzing data

Skill Development / Guided Practice: Monarch Butterfly Population Day 1 Opening: show them a video of monarch butterflies 1) Give them the histogram and have them answer questions in regards to graph

a. Discussion within small group of 3-4 i. Paper with graph and area to answer questions

b. Share thoughts/ideas with whole class…..document discussion ideas for whole class on poster

i. Give students article with information : Compare the facts and graph ii. Compare to their initial analysis/ideas Day 2 2)Students will watch a video clip of scientist’s explanation of monarchy population decline

a. Provide them with place to write down notes and must write down at least 5 things that caught your attention. b. After they watch video and take notes, they will write down at least 3 comments/questions in regards to video.

3) Transfer data from histogram to a table. And from the table to a graph on a coordinate plane. 4) Make inferences as to will happen to the butterflies’ population in 20 years. Closure: Is there anything we can do to help?

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5) Exit Ticket: Give each student a post-it note to answer the above question and post. Resource Sites: http://www.learner.org/jnorth/tm/monarch/LifeSanctuaryRegion.html http://www.learner.org/jnorth/tm/monarch/sl/49/index.html

Lesson Conclusion: Is there anything we can do to help the population of Monarch butterflies? What do you think will happen to the population? Argument Piece: Based on the information presented to you, write an argument piece on what you predict the monarch butterfly population will look like 20 years from now. Use statistics from the data you were given and the video you watched and create proportions as evidence to justify your argument. Your writing piece should include: an introduction, evidence for your argument, and a conclusion.

PAST-PRESENT-FUTURE POWERPOINT PRESENTATION

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Name:________________________________ Period:_________________ Date:_________________

Guiding Questions: Others’ Ideas Do you agree/disagree?

Justify your answer.

1. In what year was the population the highest? the lowest?

2. How has the size of the monarch population changed during your lifetime?

3. What trends do you see in the data?

4. a. Find the mean (add all of the populations for each each year and divide by the total number of years in the data). b. Use the mean to create a proportion that will tell us what the monarch population will look like in 50 years from now.

5. Is there an outlier and if so, what do you think caused the outlier?

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6. Why do you think the population of monarchs has been changing? How has it been changing?

Notes from Monarch Video

1. During Video: Write five things that caught your attention. a. b. c. d. e. 2. After Video: Write down 3 questions/comments.

a. b. c.

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Name:______________________________________ Period:________________Date:_______________ Use histogram to make a table with data and then graph your data on the coordinate plane. Make sure to label your graph with units of measure for the x and y-axis.

What do you think will happen to the population of the monarch butterflies in 20 years? Justify your answer using data. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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Teacher Guides

Grade 7

Santa Ana River Ecosystem Project Task # 2

[Task 2 parallel in math class: writing arguments in math.] Task Description: --You are an environmentalist; you are presenting to Cal State Fullerton how the Santa Ana River will look like in 50 years. Standards Covered in this Task:

● NG Science: MS-LS2- Ecosystems: Interactions, Energy, and Dynamics ● ELA Standards -7.1W Write arguments to support claims with clear reasons and relevant evidence.

○ 7.1.A W - Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

● 7.1.B W - Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

● 7.1.C W - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

● 7.1.D W - Establish and maintain a formal style. ● 7.1.E W - Provide a concluding statement or section that follows from and supports the

argument presented. ● ELA Standards -7.2 W Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant content. ● 7.2.A W -Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

● 7.2.B W - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

● 7.2.C W -Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

● 7.2.D W - Use precise language and domain-specific vocabulary to inform about or explain the topic.

● 7.2.E W - Establish and maintain a formal style. ● 7.2 F W - Provide a concluding statement or section that follows from and supports the

information or explanation presented ● ELA Standards - 7.4 W Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

● ELA Standards - 7.5 W With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)

● ELA Standards - 7.6 W Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

● ELA Standards - 7.7 W Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

● ELA Standards - 7.8 W Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase

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the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

● ELA Standards - 7.9 W Draw evidence from literary or informational texts to support analysis, reflection, and research.

● ELA Standards - 7.10 W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Resources/ Materials Needed for all Lessons in this Task: 1) Building Background Activity: Write an Argument

Standard: ● MS-LS2- CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear

reasons and relevant evidence.

Lesson Objective: Write an argument with reasons and relevant evidence to analyze and draw conclusions from your data. Language Objective: Independently, write your explanation of what the Santa Ana River will look like in 50 years. Use your data to support your reasoning. Mathematical Connection: Data to support increase/decrease of selected population for Santa Ana River in 50 years. Ex. Can look up water population in Santa Ana River (If water decreased, then can argue the population of certain fish will decrease). Can look up that particular population in the past 25 years or 50 years to predict the next 50 years.

Resources/Materials Needed: Research, computers, internet; Argument Writing Structure

2) Support Pieces:

Standard: ● MS-LS2- CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear

reasons and relevant evidence.

Lesson Objective: Write an argument with reasons and relevant evidence to analyze and draw conclusions from your data. Language Objective: Independently, write your explanation of what the Santa Ana River will look like in 50 years. Use your data to support your reasoning.

Resources/Materials Needed: Research, computers, internet Argument Writing Structure Argument Concept map Outline of the Santa Ana River Project Research Paper

1. Santa Ana River Project - Topic Cover Page 2. Description of Topic 3. Question: How will your topic be in 50 years? 4. Issues: 5. Solution: 6. Presentation

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Skill Development (Teacher Modeling): 1. Have students done enough research? How much can they do off the top of their heads. Next 10 minutes for review of their notes. Argument paper--- claim and evidence Using the argument sheet Use the graphic organizer (flow chart) Conclusion writing: Use a rubric What do you think Claim, Evidence, and Reasoning means? Write what you think it means. What is Appropriate, Accurate, and Sufficient? Shared

Guided Practice (We do it together):Salton Sea Article 1. Read the issue portion of the article. 2. Have students highlight the issue with one color and then have them highlight the supporting sentences with another color. 3.Then place the statements into the argument organizer. 4. Teacher models how to construct an argument using information and data collected; include emphasis on making a personal connection to the issue.

Independent Practice/Lesson Conclusion: 1. Student will do the same process with the solution section of the article. 2. Then the students will pair share and compare their breakdowns of their solution.

3) Connection to Personal Experience

Standards: CCSS.ELA-LITERACY.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.7.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Lesson Objective: 1. Students will find a personal connection to a factor that student already

identified in their essay/writing. 2. In collaborative groups of 3-4, students will discuss how their topic connects to their

personal experience. Contributing and soliciting peers’ ideas to generate their connection.

Resources/Materials Needed: Environment conducive of group work. Tables/students facing each other. Use the Austin’s Butterfly video to model effective listening and collaboration skills. Austin’s Butterfly

Skill Development (Teacher Modeling): Teacher explains how to connect a personal experience to unit topic. Teacher Model/Guided: How something gets ruined when you don’t take care of it. I do not have a green thumb. Usually I get so busy, that I forget to water the plants in my garden.

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Suggestion for teacher: It’s not a personal connection to the place, but a personal connection to the issue. How do you think this example connects to the Salton Sea? (Teacher checks for understanding. Pose the question and have students think-pair-share.) That is a smaller scale, but you can see how by not maintaining and watering the garden, the plants will die. Just like in the case of Salton Sea, the developers did not maintain or take care of it properly, so the city is now on the verge of extinction. Provide several examples of connections from personal experience: Once the teacher made a personal connection to the factor. Then, the teacher offers one or to other generic examples. Students must find a personal connection to a factor that student already identified in their essay/writing. Example 1: Shopping bag example- now we bring our bags. Until recently in the United States, consumers were provided with plastic shopping bags at the end of their shopping experience. As society has become more aware of the strain of these plastics on our habitats, local governments have created laws that impose taxes on non-degradable goods (i.e. plastic shopping bags). Now consumers are encouraged to provide/bring their own bags. This is now becoming an environmentally friendly popular practice, but it used to be a developing country's custom. Example 2: Overcrowding scenario: When you enter an elevator, sharing a room...etc.

Scoring Guide for the Task:

Argument Writing Rubric Advanced Meets all of “Proficient” criteria and goes beyond this by connecting to other concepts, ideas, experiences, and/or issues. Proficient Meets the following: Students express their understanding of a scientific concept or inquiry by finding patterns in the data, making sense of the pattern, constructing a claim, rejecting or supporting a hypothesis, and evaluating the usefulness of the claim with other variables, factors and student derived claims. Students have satisfactorily communicated this orally and in writing. Progressing Meets some of the “Proficient” criteria Students express their understanding of a scientific concept or process by finding patterns in the data and making meaning of the pattern, or constructing conclusions, refining models, and rejecting or supporting hypotheses based on evidence. This information is then used to make a claim. Students have satisfactorily communicated this orally, or in writing.

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Beginning Does not meet more than 1 of the “Proficient” criteria.

Outline of the Santa Ana River Project Research Paper

1. Santa Ana River Project - Topic Cover Page 2. Description of Topic 3. Question: How will your topic be in 50 years? 4. Issues: 5. Solution: 6. Presentation

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Teacher Guide

Santa Ana River Ecosystem Project

Task # 3 Task Description: -- The big day has arrived, and you are ready to present your findings. To showcase your presentation skills, you are going to create a 3-6 minute informative TED Talk presentation model that summarizes your research. In your summary, be sure to: ___ Tell about your research focus ___ Tell about your discoveries ___ Create a visual representation of your data (graph showing percent increase/decrease) ___ Describe how the Santa Ana River will look in 50 years ___ Link your presentation to the Google interactive map. Culminating Activity Description: As an environmentalists students will present, in a TED Talk format, to a panel of experts on how the Santa Ana River will look like in 50 years in regards to their component in that ecosystem (i.e. water quality, plant diversity, animal diversity, fungus, urban development, etc.) Standards Covered in this Task:

● MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]

● ELA Standards: 7.1 SL-Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

● ELA Standards: 7.5 SL.-Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

● ELA Standards: 7.6 SL - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)

● Math Standards: 7.1 SP- Use random sampling to draw inference about a population. Resources/ Materials Needed for all Lessons in this Task: Videos: Tips for Presentation Video Student TED talk example Resources:

● Google Map, School Map

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1) Building Background Activity: Mini Lesson on How to Hyperlink (It is assumed that students have prior knowledge on how to access Google Docs)

Standard: CCSS.ELA-LITERACY.SL.7.5 • Include multimedia components and visual displays in presentations to

clarify claims and findings and emphasize salient points.

Lesson Objective: Students will be able to create a hyperlink to a google map provided.

Resources/Materials Needed: computers/Chrome Books, google map, map of countries/continents

Teacher Modeling →

Guided Practice →

Collaborative Work →

Independent Work

Teacher will model how to hyperlink to a map on google presentation. (Refer to inserted map and instruction on how to hyperlink) Instruction to Hyperlink to a Map

Together, teacher & students will hyperlink a location to a map. In advance, provide login information for google accounts for all students.Teacher shares the google map. Students login as teacher monitors. Students open google drive and click map file and monitor.

With a shoulder partner, students will work together to hyperlink another location on given map.

Individually student will hyperlink another location on map given

2) Creating A Model

1. Standards ● MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource

availability on organisms and populations of organisms in an ecosystem. ● MS-LS2-2.Construct an explanation that predicts patterns of interactions among

organisms across multiple ecosystems. ● MS-LS2-3 Develop a model to describe phenomena ● MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and

ecosystem services.*

Learning Objective: Develop a model that will show the flow of energy within your ecosystem. Describe conservation efforts for what you want your ecosystem to look like in 50 years from now.

● Hess’ Cognitive Rigor Matrix: Create, Level 3 ● Develop a complex model for a given situation ● Develop an alternative solution

Resources/Materials Needed: PowerPoints, Computer Lab/Chromebooks (Internet access)

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Students will create a model based upon the data sample collected in Task 1. All model choices must be approved by the teacher.

3) Support Piece for Lesson: Presentation

Standards:CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Lesson Objective: Students shall present and defend argument with empirical evidence.

Resources/Materials Needed: Document Camera or Digital Presentation Equivalent

Skill Development / Guided Practice: 1. Students will work in groups to determine one component of a successful presentation. 2. Students share component with class and teacher writes information on board. 3. Watch video 4. Rewrite component list incorporating student generated and video list.

Lesson Conclusion: Students evaluate another group’s presentation using the rubric developed and provide feedback for improvement.

4) Culminating Activity: Presentation of Model

Standards: CCSS SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Description: As environmentalists, students will present to a panel of city council members how the Santa Ana River will look in 50 years in regards to their component in that ecosystem (i.e. water quality, plant diversity, animal diversity, fungus, urban development, etc.)

Rubric or Scoring Guide Used: Presentation Rubric.pdf

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Instruction to Hyperlink to a Map

Steps:

1. Select a map of your choice already provided in powerpoint (Asia, Europe, USA, Australia..) 1. Click “Slide” tab which is found on the top right hand 1. Select “new slide” 1. Select “apply layout” under slide tap and select “Title and Body” slide layout to change layout of slide

1. Title the slide the destination that you will be traveling 1. Go back to selected country map chosen in step 1

1. Click “Insert” tab located on the top right hand 1. Select “shape” and select “⊡ shape” and then select the first rectangle 1. Take cursor and click on your destination, this will create the rectangular shape 1. Right click and select “link” or use Ctrl +K 1. Click on “Slides in this presentations” and select your destination slide (the name of your destination) 1. Click apply

1. Select fill color icon which is the following picture and can be found underneath the tabs 1. Select “Transparent” which is the first option just above the color chart provided, this will create a clear rectangle leaving only the outline of shape

1. Select line color icon which is the following picture this can be found next to the fill in color icon 1. Click “Transparent” which is the first option just above the color chart provided, this will eliminate the outline of the rectangle shape 1. Go back to your destination slide and repeat the steps 8-10. 1. Click on “Slides in this presentations” and select your destination map slide (the map slide)

1. Repeat Steps 12-16.

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POST-PROJECT Teacher Reflections/Suggestions for future use:

1. If possible, 7th grade Math teachers start Proportions unit at the same time that 7th grade Science teachers start Santa Ana River Project.

a. incorporate proportions into project i. If fish increases by 500 per year, how many fish will there be in 50 years? ii. Do this for several species so when they have to predict in their own project, they can

use proportion to predict the population of their life from.

2. Figure out logistics of field trip: cost and choosing the location where the students can do scientific investigation.

a. Create a partnership/contact with Santiago Canyon b. Math Idea: Students collect data numbers at Santa Ana River site for that specific area and

create proportion c. It was difficult to find data on some of the living things the students chose, so communicate with

representative of Santiago Canyon if they can make observations in a sampled area in order to be able to choose a living thing that has data.