A River’s Fate A WebQuest for 3rd Grade (Science) Based on the book A River Ran Wild by Lynne Cherry Designed by Diane

1. A River’s Fate A WebQuest for 3rd Grade (Science) Based on the book A River Ran Wild by Lynne Cherry Designed by Diane Avery Based on a template from San Diego State University’s The WebQuest Page

2. Introduction This lesson was developed as part of the elementary science methods course at Roger Williams University, in Bristol, Rhode Island. It is based on themes taken from the book A River Ran Wild, by Lynne Cherry. Students will research what effects may occur with the proposed building of a paper mill on their local river. Students will use the information from the websites to decide if the town should vote ‘yes’ or ‘no’ on the mill proposal, and will create a pamphlet to influence people on their decisions. Students will also give a presentation to their classmates on the project and have them vote based on the information given in the pamphlet.

3. Learners This lesson is based on the National Science Standards, and was written for third grade students. Because the science strand from which it originates continues through the elementary and middle school grades, the web quest is appropriate for students through middle school. Students should read the book A River Ran Wild by Lynne Cherry prior to the webquest learning activity, which allows for the integration of reading and language arts standards. Students will need time to discuss the themes of the book with classmates and also the teacher in order to ensure they have been introduced to the topics of pollution and the impact of humans on the environment. I have included research from the Benchmarks for Science Literacy to explain what students should know related to the topics of pollution, human design, and making decisions. 3a Technology and Science Even in middle school, students typically do not distinguish between an engineering model of experimentation where the goal is to produce a desirable outcome and the scientific model of experimentation where the goal is to understand the relation between causes and effects (Carey et al., 1989; Schauble et al., 1991). 3b Design and Systems Preliminary research gives some indication of two student perspectives on risk resulting from the failure of technological systems. In the first perspective, if the risk of failure involves the possibility of widespread harm, it is unacceptable; however, if the risk of failure is to oneself and voluntary, it is considered a part of life and hardly worthy of concern by others. (Fleming, 1986a, 1986b). 3c Issues in Technology Some students believe scientists and engineers are more capable of making decisions about public issues related to science and technology than the general public. Students believe that scientists and engineers know all the facts and are not influenced by personal motives and interests (Fleming, 1987; Aikenhead 1987).

4. Curriculum Standards • What will students learn as a result of participating in this lesson? They will learn that sometimes humans can cause damage to the environment through the use of technology or industry. The information on the web sites will help them realize that humans and nature depend on each other, and that careful consideration must be taken when something threatens to upsets the balance between the two. This activity is powerful because students use the information on the websites to influence a ‘public vote’ on an event in their own home town. Students will learn through group participation and will create an important research document. Below are the National Science Education Standards which correspond to this learning activity. • National Science Education Standards • Life Science • CONTENT STANDARD C: The characteristics of organisms • Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. • The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues. • Life Science • CONTENT STANDARD C: Organisms and their environments • An organism's patterns of behavior are related to the nature of that organism's environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. • All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. • Humans depend on their natural and constructed environments. Humans change environments in ways that can be • either beneficial or detrimental for themselves and other organisms. • Science and Technology • CONTENT STANDARD E: Developing student abilities and understanding • This standard emphasizes developing the ability to design a solution to a problem and understanding the relationship of science and technology and the way people are involved in both. This standard helps establish design as the technological parallel to inquiry in science. • Children can engage in projects that are appropriately challenging for their developmental level--ones in which they must design a way to fasten, move, or communicate. more

5. Curriculum Standards (continued) • English Language Arts Standards • Taken from the McRel (Mid-Continent Research for Education and Learning) website. • Standard 4 – Writing – Gathers and uses information for research purposes. • Level II [Grade 3-5] • Benchmark 1. Uses a variety of strategies to plan research (e.g., identifies possible topic by brainstorming, listing questions, using idea webs; organizes prior knowledge about a topic; develops a course of action; determines how to locate necessary information) • Benchmark 4. Uses electronic media to gather information (e.g., databases, Internet, CD-ROM, television shows, cassette recordings, videos, pull-down menus, word searches) • Benchmark 7. Uses strategies to gather and record information for research topics (e.g., uses notes, maps, charts, graphs, tables, and other graphic organizers; paraphrases and summarizes information; gathers direct quotes; provides narrative descriptions) • Standard 7 – Reading – Uses reading skills and strategies to understand and interpret a variety of informational texts. • Level II [Grade 3-5] • Benchmark 1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines) • Benchmark 3. Uses text organizers (e.g., headings, topic and summary sentences, graphic features, typeface, chapter titles) to determine the main ideas and to locate information in a text • Benchmark 7. Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-and-contrast; cause-and-effect; proposition and support) • Standard 8 – Listening and Speaking – Uses listening and speaking strategies for different purposes. • Level II [Grade 3-5] • Benchmark 1. Contributes to group discussions • Benchmark 4. Listens to classmates and adults (e.g., does not interrupt, faces the speaker, asks questions, summarizes or paraphrases to confirm understanding, gives feedback, eliminates barriers to effective listening) • Benchmark 7. Makes basic oral presentations to class (e.g., uses subject-related information and vocabulary; includes content appropriate to the audience; relates ideas and observations; incorporates visual aids or props; incorporates several sources of information) back

6. Process The lesson activities are organized around individual and group research gathering, summarization of main ideas uncovered in the research, organization of information with writing and visuals, and the creation of a persuasive informational pamphlet based on facts and pictures created by the group. It will take approximately 5-7 days (one class per day) to complete the work. It is a interdisciplinary science lesson, including research, reading and writing, visual arts, social activism, and an oral presentation. As noted earlier, this Web quest is based on themes from A River Ran Wild by Lynne Cherry. I strongly suggest reading and discussing the book ahead of time. Although it was noted that there was only one student in each of the three groups: Fact Finder,Animal Idol, and Water Wiz, it could easily be completed with two students per group. It may be helpful, especially for younger or struggling readers, to have a partner for the reading and writing parts of the lesson. Please note -It is important that students understand the nature of non-fiction text, and understand that any information gathered regarding the topic must be factual. Teachers should review how to use the Private Eye Factbookswith the students to ensure they understand how to take “bulleted” notes and cite text. Point out that the websites are listed at the tops of the pages. Plain paper or any type of notebook can be used in place of the Factbooks. Prior to making copies of the final pamphlets for the group, the students will need some coaching on how to present their topic to their classmates. Also, students may wish to act as if this is a real event – encourage creativity and role playing. Student Process Decide who will take on the role of… Fact Finder: This super-sleuth will uncover the shady facts about mills and paper factories. Animal Idol: A friend to the animals! You will find out how mills and factories have affected nature and wildlife. Water Wiz: You will inform people of the importance of clean water in the environment and what happens when it becomes polluted. More

7. Part 1: Missions & Materials • Each member will investigate the information through the links provided on the next page. Your notes will be recorded in the Private EyeBooklets. Each page has the name of the website link on it, and you will need to write the important information and draw pictures that will help explain what you have learned. • Explore all of the links available on your topic. • Be careful when writing information in your booklets. P.I. investigators need to be accurate! • Be prepared to share what you have learned with your other team members. • Part 2: Discussions & Decisions • Now it is time to share what you have found. Allow each member of the team to share the information from the websites. • After all have read their information, it is time to use the Just the Facts Worksheet. Under each heading, write the main ideas for this topic. All members of the Private Eye team can work on this task. • Time to vote! All members of the team will vote on whether or not they think the town should allow the mill to be built. Put the results in the Ballot Box section. • Now that your team made a decision, it is time to tell the citizens of Lincoln what you have learned. Your mission is to create a pamphlet which clearly states whether or not you think the mill is a good idea. Your pamphlet will affect how people vote on this issue – so be persuasive!! • On the next page, there are some ideas to help you design your pamphlet. Good Luck Private Eye Team! Variations This lesson can be easily varied to suit the needs of your students. For instance, you can create a more structured graphic organizer for younger learners, or have students print pictures off the websites instead of drawing them, which would save on time.

8. Resources Needed • For Students • Set of A River Ran Wild, by Lynne Cherry, • Computers with internet access and Microsoft Word • Art Materials: Paper, crayons, colored pencils, markers • Private Eye Notebook – or any lined paper or science notebook. Click on the links to print a copy of the notebook and graphic organizer. • Main Ideas graphic organizer • Teacher Information • I suggest that students read A River Ran Wild, and discuss the topics with a least some teacher direction prior to the web quest. • Teachers and students should review the rubric, expectations, and directions together prior to starting the lesson. • One teacher in the room should be enough for this lesson, but a volunteer could be helpful when students are designing the pamphlets and practicing for the class presentation. • Teachers should also review the web sites that students will be using to see if they are appropriate for the reading levels of the students. Below are links to the websites. • River Factsheet • Industrial Pollution • Pulp & Paper Mills • Endangered Species • River Pollution • Other books that can be used for the topic of water are Water, Water, Everywhere and The Magic School Bus at the Waterworks. Reading all three of these books will provide students with an in-depth understanding of the importance of water for the environment, animals, and people. Rivers & Fish Paper Mill Connection Water Pollution Water Use & Facts Clean Water Act

9. Evaluation Students should know the expectations of the project ahead of time. Inform students that you will be scoring them on their performance, and that they will be self-assessing as well.The criteria of the rubric match the phases of the student activities, and link with the science standards. more

10. Evaluation (continued) back

11. Conclusion The phases of the web quest project allow teachers to monitor progress and make adjustments and clarifications as needed. Again, preparing the students for the project will provide the scaffolding needed to complete this challenging learning experience. The presentation part of the lesson provides a way for students to share what they have learned and take pride in their work. Students are given the opportunity to learn from other students – which is a powerful experience! Children need to know that they can make a difference in their classrooms and in the community as well.

12. Credits & References Pictures on slide 1: Background – www.lynnecherry.com Mill/Nashua River pictures – www.sebringdesign.com Picture on slide 11: Book Cover – www.thereadingnook.com/.../0152163727_large.jpg All other pictures: Taken from Microsoft Clip Art Books: A River Ran Wild by Lynne Cherry Based on a template from San Diego State University’s The WebQuest Page