INDUSTRY AND THE ENVIRONMENT
Project designers: Judy Clark, Laurie Blagdon, Jeanne Goulet
Grade Level: 7th
Subject/Topic Areas to be Included: Science, Social Studies, English
School: R.J. Grey Jr. High School
Time Frame: One term, with some science observations at other times of the school year
A. Big Ideas
· How does local industry affect our lives?
· What are the different ecosystems in a given area and how do the organisms within them interact?
· How does industrial land use impact the environment?
· How do different people view the use of our land and resources?
· How has the process of introducing industry to a town changed? Why?
B. Focus Questions
1. What did you observe today that you never noticed before?
2. How many different areas are there in our school study site and what makes them different?
3. What organisms (big and small) are in your study area?
4. Are they found throughout the area or only in part of it? Describe.
5. Select one familiar object in your area and describe it in a new way?
6. What are the abiotic factors affecting all of these areas?
7. Using a topographic map of Acton, infer a good location for industry in the 19th Century. Why is this a good location?
8. How does the elevation of the river change?
9. How is this change significant in your plans for establishing an industry on this site?
10. What are the similarities and differences between the site you chose from the map and the actual site of the industry?
11. What process did the 19th century owner go through to be able to build his industry on this site?
12. How did this industry help and/or hurt Acton?
13. What habitats and/or ecosystems were most likely located in the area of the industry before it moved in?
14. How was the environment impacted by the building and operation of the industry (include impacts to ecosystems, habitats, populations, and communities)?
15. How would Thoreau feel about using the river for industry? How do you feel? (Note: This is an example of a focus question in response to a quote from Henry D. Thoreau. Other quotes will be selected requiring a response from the students).
II. Acceptable Evidence
A. Performance Tasks
· Making observations
· Inferences
· Researching (historical and public policy)
· Interviewing
· Keeping a journal
· Collecting data
· Mapping
· Drawing
· Role playing/making models
· Persuasive writing paper
B. Scoring Tools
· Checklist style rubrics for reviewing student journal entries
· Rubric for final project
III.
What Knowledge,
Skills or Content Standards will be taught and assessed through this project?
A. Content coverage (frameworks)
Industrialization in New England
The emergence of distinctly American religion, art and literature – using Thoreau and others
Geography and resources of the New England
Study of New England Town Meeting
Language Strand:
1. Discussion
4. Vocabulary and Concept Development
Reading and Literature Strand
8. Understanding a Text
9. Making Connections
13 Non-fiction
Writing
19. Writing
20. Consideration of Audience and Purpose
21. Revising and Editing
22. Standard Editing Conventions
23. Organizing Ideas for Writing
24. Research
25. Evaluating Writing and Presentations
Inquiry Strand
1. Note and describe relevant details, patterns and relationships
2. Apply personal experience and knowledge to make predictions
3. Apply multiple lines of inquiry to address and analyze a question
4. Use more complex tools to make observations, and gather and represent quantitative data
5. Describe data even when patterns are not exact
6. Represent data ad findings using tables, models, demonstrations and graphs
Life Science Strand
1. Organisms can be classified into five Kingdoms.
2. Populations of organisms may be temporarily or permanently effected by changes in available food, temperature and moisture of an ecosystem.
3. Plants and animals will develop adaptations over long periods, in response to changes in the environment.
4. Present evidence that species depend on one another.
5. Explore and illustrate how energy is supplied to an ecosystem primarily in the form of sunlight.
6. Observe and illustrate the variety of ways in which plants, animals, fungi and microorganisms interact.
7. Classify organisms according to the function they serve in the food chain.
B. Sequences of learning experiences
The following is the proposed outline of activities or experiences for this project.
1. Initial pond and nature trail walk at the High School (goal – to identify different areas and what makes them different/distinctive).
2. Take a second trip to the “areas”, with students selecting one area to look at more closely. Students will be asked to sit quietly in their “area” and make observations, then walk around their “area” with a partner and make more observations.
3. Consider the abiotic and chemical factors influencing each area. On a third visit to these areas, which we will have defined as ecosystems by this time, the students will measure such things as soil and/or water pH, soil/water/air temperature, and dissolved oxygen (if possible and applicable). They will also investigate the soils in their ecosystem and make observations so that they can compare this aspect of their ecosystems.
4. Identify interactions between and within ecosystems (i.e. possible food chains and food webs, predator/prey relationships, mutualism, parasitism, commensalism…)
After studying the Industrial Revolution in America students will:
1. Infer a good location for an industry and supply supporting evidence. This would be undertaken by students using a topographical map of Acton (Maynard Quadrangle), and previous knowledge of 19th century industry in New England (from class and trip to Tsongas Center). They should consider such things as availability of a source of power, transportation of goods, availability of raw materials (may be imported), and availability of a workforce.
2. Consider what impact putting an industry in your proposed location may have on the environment and on the abutters (neighbors). (Prompt them, if needed, to think about what habitats/ecosystems may be impacted by flooding, clearing etc…)
1. Visit the site with the purpose of (a) making written observations related to the land features, ecosystems present, current land uses…and (b) making a map of the geographic features of the area.
2. Compare location of the actual industry with the selected location from Part 2, above. (Use field observations and maps for this comparison).
3. Research the history of the selected local industry/industrial site (using focus questions) to:
a. Identify what was on and around the site before the industrial complex was built (buildings, agriculture, “natural” ecosystems);
b. Identify and explain changes, if any, in population demographics because of this industry; and,
c. Identify and describe any other effects this industry had on Acton.
4. Revisit the industrial site to:
a. Identify and/or infer (based on research and observation) what impact the industry had on the environment (various ecosystems) and other people in the area (e.g. houses flooded, businesses/houses damaged...).
1. Provide students with appropriate quotes from authors in the area at the time the industry was constructed and/or operating (including Thoreau, Hawthorn, Emerson…) which relate to industry moving into the area and/or more generally to changes in society. (Example provided as an addendum).
2. Writing instruction on the form of persuasive essay (while completing the final project).
Industry X (previously researched) has plans to build in town. There is a special town meeting scheduled to discuss this matter and allow everyone to express their views.
You will have to be associated with one of the following groups:
1. Industry X representatives
2. Abutters to the river
3. Environmentalists
4. Towns people in support of industry
5. Towns people against industry
1. To participate in a New England town meeting
2. To take a stand on an issue and argue that position verbally and in writing
3. To support your stand with research and/or field data
Planning board/town council
1. Develop a clear stand on the issue (thesis statement)
2. Supply supporting evidence from research
3. Explain the connection between your supporting evidence and your thesis
4. Present a 3 to 5 minute oral presentation of your stand
5. Develop a visual that enhances your position (maps, graphs, charts, photographs, etc.)