Learning Expedition Plan

Title
School
Grade level
Discipline(s)
Specific topic:

Start & end dates

Author(s)

Save the Bay!

Capital City Public Charter School
5
Science & Humanities
Factors that impact the health of the Bay.
How to improve the health of the Bay.
Water cycle, soil cycle, pollution, poetry, opinion writing
Feb 23 June 11
Jessica Harrington, John Forys, Jessica Bronson, Brittain Villaflor, Rachel Hull

Summary
Students will explore the Chesapeake Bay in 3 major investigations: Building Background Knowledge,
Case Studies on the factors that impact the Bay, and projects that would improve the health of the Bay.
First students will build their background knowledge about the Bay through a variety of texts and media.
In order to delve deeper in our second 2 investigations students must first possess a basic understanding
of the physical features on the Bay and how it fits into both the water habitats and ecosystems within
the Bay and how the Bay interacts with the watershed. During this investigation we will take an
overnight camping trip to Camp Fraser as part of the MWEE Living Classrooms Program to gain a
hands-on experience of the Bay and continue building background knowledge regarding ecological
issues involving the Bay.
In the second investigation, students will explore how humans are impacting the Bay. We will study the
water cycle, the soil cycle, and pollutants that are affecting the health of the Bay. We will explore the
causes of each type of pollution and identify how these pollutants are part of the water cycle and soil
cycle. Students will explore how the Bay is much more than a body of water and how the nutrient-rich
pollution is causing dead zones in the Bay. As part of this investigation students will create a model of
the water and soil cycles as they relate to our local watershed. Students will have flexibility in choosing
their models, including a childrens book, rap/poem, diorama, comic strip, etc.
In the last investigation students will examine the causes for each type of pollution. They will identify
behavioral changes that must be made to prevent pollution and identify ways that people can help. We
will take a close look at oysters and how the filtration process helps clean the Bay. To solidify their
understanding on oysters and their relationship with the Bay students will write an Ode to Oysters
using figurative language they will study in their poetry unit. Additionally, students will identify a cause
that could help improve the health of the Bay and create an info-graphic and caption that will be turned
into a notecard that will be sold alongside CCPCS reusable water bottles at the after school garden
market. All proceeds will benefit the Anacostia Watershed Society. Students will also write a persuasive
piece explaining their cause and make a website that will be on the notecards.

Learning Expedition Plan

Guiding Questions
What factors the impact the health of the Bay?
How can we improve the health of the Bay?

Standards Assessed in the Learning Expedition

Discipline
Standards
EARTH SCIENCE
DC Science
A. Properties of Earth Materials
Standards

5.1 Explain and give examples of the ways in which soil is formed (the weathering of rock by water
and wind and from the decomposition of plant and animal remains).
C. Changes in the Earth and Sky
5.1 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making
connections to the weather (for example, through measurements of local conditions).
5.2 Explain how air temperature, moisture, wind speed and direction, and precipitation make up the
weather (for example, through measurements of local conditions).
5.3 Describe how global patterns such as jet stream and water currents influence local weather in
measurable terms such as temperature, wind direction and speed, and precipitation.
D. Structure of the Earth
5.1 Describe how water on earth cycles in different forms (states of matter) and in different
locations, including underground and in the atmosphere.
5.4 Give examples of how the cycling of water, both in and out of the atmosphere, has an effect on
climate.
PHYSICAL SCIENCE
D. Properties and Change of Properties in Matter
5.1 Recognize that water exists as solid, liquid, or gas. Explain how temperature affects changes in
these states of matter for water, particularly in different stages of the water cycle.
5.2 Investigate and describe that heating and cooling cause changes in the properties of substances.
For example, liquid water can turn into steam by boiling or into ice by freezing.
LIFE SCIENCE
E. Regulation and Behavior
5.1 Give examples of how organisms can cause changes in their environment to ensure survival.
Explain how some of these changes may affect the ecosystem.
5.2 Explain how the specific conditions (of an environment and personality/inherent qualities)
determine which plants and animals are most likely to survive.
E. Regulation and Behavior
5.1 Give examples of how organisms can cause changes in their environment to ensure survival.
Explain how some of these changes may affect the ecosystem.
5.2 Explain how the specific conditions (of an environment and personality/inherent qualities)
determine which plants and animals are most likely to survive.

Humanities

Reading - Literature
RL.5.1.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from
the text.
RL.5.2.
Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.

Learning Expedition Plan

RL.5.4.
Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
Reading Informational Text
RI.5.1.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
RI.5.2.
Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
RI.5.4.
Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a
grade 5 topic or subject area.
RI.5.9.
Integrate information from several texts on the same topic in order to write or speak about
the subject knowledgeably.
Writing
W.5.1.
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
W.5.3.
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
W.5.4.
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
W.5.5.
With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach.
W.5.7.
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
W.5.10.
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.

Speaking and Listening

SL.5.3.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
SL.5.4.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace.

Expedition Map
See Map Outline, below.

Learning Expedition Plan

Project(s)
** Will be making reusable CCPCS water bottles to sell at garden market and info-graphic cards will be
attached to them
Project Title
Project summary
Prep/lead up: Revisit figurative language; lessons on imagery; Gallery walk to describe sensory detail
Chesapeake Bay
of Chesapeake Bay images as a brainstorm (including camping trip / fieldwork images, if applicable);
Imagery Poem
pre-writing chart for them to think about what imagery they want to include. Rough draft with
feedback.

Animal Narrative

Final draft must: *include at least five strong imagery details *be 14 lines long *have at least three
stanzas
Prep/lead up: Analyzing narrative elements in a kids story (Olly the Oyster); further grade-level study
of narrative elements; dialogue punctuation support lesson. Analysis and breakdown of rubric and
exemplar (Diana the Duck.) Fact sheets of various animals that they can use in their story;
pre-writing using plot, rough draft, and feedback.
Final draft must: *include a conflict & resolution in plot development *have Bay-area animal(s) as
central characters *use descriptive language about the Chesapeake Bay *include a balance of
dialogue and narration

Info-graphic
Notecard

Opinion Piece

Students will create an info-graphic using Easly to explain how the following pollutants affect the
Bay.

Students will then write a caption to go along with their info graphic. The caption will include
one solution to improve the health of the bay as it relates to their pollutant. Info graphics and
captions will then be used to create notecards to sell with water bottles and as stand alone card sets.
Cards will have link to website for opinion pieces.
Pollutant Choices (only 4 kids per group)
1. Litter
2. Fertilizers/Nutrients
3. Pesticides
4. Oyster overharvesting
5. Invasive Species
Will be defending their choice for their info graphic notecard and providing more information about
the topic. Will use evidence from articles read in class, as well as support documents in Humanities.
Prep/lead up: Supporting lessons of authors purpose, fact vs. opinion, organizational structures, and
transitional words. Students analyze an example opinion piece and take notes using a graphic
organizer that is very similar to their prewriting.
Final: Three paragraph structure - Paragraph 1 = Why the Bay Matters; Paragraph 2 = Description of
the Problem; Paragraph 3 = Suggested solution and call to action / persuasion.
Opinion piecs will be uploaded to a website that will be on infographic notecards.

Learning Expedition Plan

Connections to the Community and the Larger World
Fieldwork
MWEE Living Classrooms Camping, kick-off to the expedition, focus
on agriculture and reasons we need to save the Bay.
Rice Rangers experts will come in and give a presentation on
native plants and help student set up an area to grow plants in our
room. In June students will take a service trip to plant our plants
on the shoreline of the Anacostia River.
Pontoon Boat Trip on the Anacostia River students will experience
the Bay and see animals and plants that are native to the Bay.
Students will use this background knowledge to help with imagery
on their PSAs and in their persuasive writing piece.
Experts
Service learning
Expedition kick-off
Expedition culmination

Anacostia Watershed Society Rice Rangers expert

Bob Villaflor Design Director at the Human Rights Campaign will
come in and give students feedback on their infographic design.
Rice Rangers growing & planting native grasses on the Bay (see
fieldwork)
See BBK Plan & Camping Trip
Science: Infographic Notecards about an action that students will
choose they believe will help improve the health of the Bay
Humanities: Students will write a persuasive writing piece that
explains why the Bay should be saved and why their idea (chosen
for the PSA) will help improve its health
Presentation of Notecards and sell water bottles at Spring Garden
Market
Showcase of writing pieces at COL and website creation

Learning Expedition Plan

Science Expedition Timeline & Map

Time and Theme

PART 1
Dates: Feb 23

Building
Background
Knowledge on
the Bay

Reading Maps
and topogrophic
images

Science Content

BBK - elements add more than oysters have

oysters, before and after pictures of places that
have been eroded, coffee filters, plants, articles
about the bay. (multiple types of maps of the
bay)

Landforms Kit

I can explain why the health of the bay

is at risk.

I can list at least 5 factors that affect

the Chesapeake Bays health.

I can predict possible solutions to the

Bays health.

PART 2
Dates: Mar 2 Apr 10

What factors
impact the
health of the

EARTH SCIENCE
A. Properties of Earth Materials
5.1 Explain and give examples of the ways in
which soil is formed (the weathering of rock by
water and wind and from the decomposition of
plant and animal remains).
D. Structure of the Earth
5.1 Describe how water on earth cycles in

Potential Tasks and Assessments

BBK see detailed BBK Plan
BBK Groups will be mixed ability (4 per
group)

2/23
Common Items:
Gallery Walk of Items - Oysters, Pictures of places
before and after pollution, coffee filters, plant
pictures, maps of the bay
-need to make note catcher

Common Text:
People and the Chesapeake Bay + QAR

2/24
Expert Text #1
Articles on What is killing the Bay from CBF
(Assigned by reading level)
-Fisheries
-Agriculture
-What is Killing the Bay?
-Oysters

2/26
Common Text #2:
Oyster Articles from Black Expedition Binder
(Grouped by Reading Level-come back to BBK
groups to add to poster)

Common Video:
Save the Bay
http://youtu.be/o7kB7-UN7m4

Make Guiding Question Tracking Poster to be

displayed in room

Week of 3/2
Water Cycle

Launch: Water Cycle Crime Scene from

Katie
Water Cycle Boogie by the Banana Slug
String Band
Water Cycle Magic School Bus episode

Learning Expedition Plan

Bay?
Earth Science,
Water Cycle,
Pollution

different forms (states of matter) and in different

locations, including underground and in the
atmosphere.
5.2 Give examples of how the surface of the
earth changes due to slow processes such as
erosion and weathering, and rapid processes
such as landslide, volcanic eruptions, and
earthquakes.
5.3 Recognize, interpret, and be able to create
models of the earths common physical features
in various mapping representations, including
contour maps.

C. Changes in the Earth and Sky

5.1 Distinguish among the various forms of
precipitation (rain, snow, sleet, and hail), making
connections to the weather (for example,
through measurements of local conditions).
5.2 Explain how air temperature, moisture, wind
speed and direction, and precipitation make up
the weather (for example, through
measurements of local conditions).
5.3 Describe how global patterns such as jet
stream and water currents influence local
weather in measurable terms such as
temperature, wind direction and speed, and
precipitation.
D. Structure of the Earth
5.1 Describe how water on earth cycles in
different forms (states of matter) and in different
locations, including underground and in the
atmosphere.
5.4 Give examples of how the cycling of water,
both in and out of the atmosphere, has an effect
on climate.
PHYSICAL SCIENCE
D. Properties and Change of Properties in Matter
5.1 Recognize that water exists as solid, liquid,
or gas. Explain how temperature affects changes
in these states of matter for water, particularly in
different stages of the water cycle.
5.2 Investigate and describe that heating and
cooling cause changes in the properties of
substances. For example, liquid water can turn
into steam by boiling or into ice by freezing.
LIFE SCIENCE
E. Regulation and Behavior
5.1 Give examples of how organisms can cause
changes in their environment to ensure survival.

Environment Stations

Whatmakeshealthywater?Water
Treatment,SeeEx.Binder

Weekof3/16:
Erosion,Deposition,SoilCycle

SoilCycle

LabwithBrownSugar,constructa
mountainandpourdifferentthingsonit
toseeerosion/riverformation
SoilstoryfromKatie
LandformsFOSSKitInv.2,3

Weekof3/23:
Pollution

SwedishFishexperiment
seeexpeditionbinderforarticlesand
games
Howdoeswatergettoyourfaucet?
Katiehasastoryaboutthis.
Gointoourspecificarea,introduce
watersheds

Weeksof3/30&4/6
Launch Water Cycle & Soil Cycle Mini-Project for
students to do

ideas: children books, video, website, 3D

model, rap/poem, comic
visual
include vocabulary
how the cycle is present in our area
reference sheet/bibliography

Learning Expedition Plan

PART 3
Date: Apr 20Jun 11

How can we
improve the
health of the
Bay?

Oysters, Filtering

Explain how some of these changes may affect

the ecosystem.
5.2 Explain how the specific conditions (of an
environment and personality/inherent qualities)
determine which plants and animals are most
likely to survive.

LIFE SCIENCE
E. Regulation and Behavior
5.1 Give examples of how organisms can cause
changes in their environment to ensure survival.
Explain how some of these changes may affect
the ecosystem.
5.2 Explain how the specific conditions (of an
environment and personality/inherent qualities)
determine which plants and animals are most
likely to survive.

- How can we improve the health? oysters, human

capital of littering, water cycle, (sewers), recycling
-Start work on infographic (+caption for back of
card) by the the week of the 5/11 have final designs
by end of May to print
.

Cardsandwaterbottleswillbeforsaleafterschool
andatgardenmarket

Info-graphic
Notecard

Learning Expedition Plan

Expedition Timeline Humanities (simultaneous)

Time and Theme

PART 1
March 2-13

5A&BCamping3/23/4
5C&DCamping3/93/11

Kickoff
Reading Strategies Revisit
and Building Content
Vocabulary
How can we determine
meaning in informational
articles about the Bay?
PART 2
Dates: March 16- April 10

PARCCwindow(3/134/10)

SpringBreak(4/134/17)

Humanities Content
Coding a text
Determining main idea &
supporting details
Building vocabulary
Determining word
meaning

Analyze narrative elements:

characters, plot, setting, and
theme.

Potential Tasks and Assessments

Exploration folders & note-taking
Creation of vocabulary mini-posters
for class word wall: word must be
written clearly and correctly with an
image portraying the meaning

Narrative Elements Quiz

Olly Wall Chart: mini-posters that
create a visual grid breakdown of
narrative elements in the story

Using dialogue in writing

Narrative Elements
What makes a story good? Writing a narrative
PART 3

Date: 4/20 5/1

Poetic elements:

sound
How do we capture the
figurativelanguage
beauty of the bay?
structure

imagery
Poetry, Imagery,
Figurative Language
PART 4
Date: 5/4 5/29
Authorspurpose

Organizationalpatterns
How do we persuade
TransitionWords&
people to care about the
phrases
bay?
Factvs.Opinion

Writing piece: Chesapeake Bay Animal

Narrative
Classwork, possible quiz: Analysis of
other poems
Creation of their own Chesapeake Bay
Poem

Analysis of articles (classwork)

Writing of Opinion Piece (connected to
Science PSA)

Informational Articles &

Persuasive Writing
9

Learning Expedition Plan

Celebration of Learning
June 11 at night

Resources:
Pollutant Choices (only 4 kids per group)
1. Litter
2. Fertilizers/Nutrients
3. Pesticides
4. Oyster overharvesting
5. Invasive Species

10