CORE QUESTION: How does nonpoint source pollution affect natural resources?
OVERVIEW: Throughout this investigation the students will assume their assigned roles as citizens in a town meeting
where wealthy investors have persuaded the city government to clear an area of town to build a golf course. They
are to investigate their roles and prepare a speech in support or in rejection of the golf course. As a
culminating activity, the students will present their cases in a mock council meeting.
TIME REQUIRED: Ongoing, but at least one week of forty-five minute periods.
SUGGESTED GRADE LEVEL: Grades 7 - 12
INTERDISCIPLINARY CONNECTIONS:
- Social Studies: Students will be able to investigate environmental law and policies involving nonpoint
source pollution. Students will attend a local town council meeting.
- English: Students will be able to summarize events of council meeting and compose/present a speech in a mock
trial setting.
- Science: Students will discuss lawn fertilizers as sources of nonpoint source pollution.
- Technology: Students will search various Internet sites to investigate nonpoint source pollution.
CORE CONTENT STANDARDS:
- Standard 5.4: All Students Will Develop An Understanding Of Technology As An Application Of Scientific Principles
Descriptive Statement: Understanding the unique interdependence of science and technology is an important goal of
science education. This standard is an attempt to show students how the application of scientific knowledge
can be used to improve the human condition and how technological development affects the quality of life
- Standard 5.12: All Students Will Develop An Understanding Of The Environment As A System Of Interdependent Components
Affected By Human Activity And Natural Phenomena Descriptive Statement: Creating an awareness of the need to protect
and preserve natural resources is a goal of science education. This standard calls for students to develop
knowledge of environmental issues, including management of natural resources, production and use of energy,
waste management, and the interdependence of ecosystems.
STRATEGIES:
- Student should be assigned a role along with others in the same area of interest
- Groups should be equally and fairly divided (size and motivation of members)
- Each member will be required to attend an actual Council
Meeting to familiarize themselves with the process of addressing the council.
- They can use the Internet sites provided as starting points
for research, but other sources for their role may be needed.
- Groups can decide if they wish to have one speaker represent
their group or if each member will speak on their own.
- They will construct a list of twenty reasons in support
of or rejecting the golf course (as indicated by their role). They will have one week from the starting date
to complete this part of the research. This list must be approved before the eighth day of the research time span.
- The speech will then be written within the following week
and must be checked at least twice during that time for persuasiveness, attention to details, support/statistics and readability.
- The final speech for the mock council meeting can be written on note cards or paper, or it can be memorized. All
group members must have a specific role in the council meeting presentation, even if one person is the chosen
speaker. In order to seem convincing the group needs to focus on sounding real, mature and educated.
The Players: (description for students) Environmentalists, Golf Enthusiasts, Concerned Citizens and Proponents
for Urban Revitalization
The environmentalists believe that there are several ecological problems associated with the building and maintaining
of this golf course, especially along Raritan Bay, NJ.
In order to understand their thought process you will need to check out these web sites:
"U.S. Urged to Help States Fight Coastal Pollution From Runoff", "Salmon Put on U.S. List as at Risk" by Sam Howe Verhovek
and "Golf-Course Growth Raises Environmental Issues" by Eleanor Charles are just a few articles on the NY
TIMES site that will be of interest to you.
The golf enthusiasts LOVE golf, LIVE golf, and believe that having an interest in golf improves ones character.
Aside from their obvious desire to have a golf course closer to home, they want to prove that golfing in Perth
Amboy will provide peace and harmony, as well as an economic boom. If you are a golfer, you'll need to take your golf cart along these sites:
"Linking Good Golf and Good Business" by Adam Bryant and " Greens Peace - A controversial new theory about the true causes
of war and peace -- in 18 holes or less." by David Plotz are examples of New
York Times articles you should read to help support your case.
Concerned citizens think that building a golf course is excessive when not enough low income housing is available in town.
These people want to know why the site will be made into a golf course when there are people who would benefit
from low income housing along that stretch of land. You may not want to see a golf course there, but it
is not for environmental reasons. You want to help out the less fortunate and feel that the golf course is
a slap in the face to the people you advocate. Gain support from these sites:
The proponents for urban revitalization want something to move into that eye-sore of a neighborhood that would
equal financial benefits for your town. They believe in a simple mathematical equation: golf course = property
taxes paid by golf course + jobs for local people + influx of wealthier people to the area + higher home
values. To find out why, visit these online sources:
REFERENCES: all above mentioned websites
MATERIALS:
- Internet-ready computer lab
- E-mail accounts for all students
- Attendance at a city council meeting to understand proper procedure
- The teacher should investigate the links on this page to understand the problems associated with the proposed
land use.
- You may use other teachers to act as council members or contact your city council directly.
ASSESSMENT:
| |
Beginning
10 |
Developing
15 |
Accomplished
20 |
Exemplary
25 |
Score |
| List of pros or cons (completed individually within one week of start date) |
Have at least 8 supporting reasons for your speech and completed within time frame. |
Have at least 15 supporting reasons for your speech and completed within time frame. |
Have at least 20 supporting reasons for your speech and completed within time frame. |
Have at least 25 supporting reasons for your speech and completed within time frame. |
|
| Attending and summarizing an actual council meeting |
Attended meeting and completed a one paragraph summary of the event. |
Attended meeting and completed a well written, one paragraph summary of the event. |
Attended meeting and completed a well written, two paragraph summary of the event. |
Attended meeting and completed a well written, three paragraph summary of the event. |
|
| Construction of speech |
On time, but lacks details, uses slang instead of appropriate language, not very persuasive, unrealistic approach |
On time and has a few supporting details, uses mostly appropriate language, but is not extremely persuasive |
On time and has many supporting details, uses appropriate language and is pretty persuasive |
On time, a lot of supporting details, appropriate and mature language, extremely persuasive |
|
| Class performance/ presentation of speech |
Lacks enthusiasm, little to no supporting details mentioned, very little eye contact, seems rushed or unrealistic |
Mildly enthusiastic, little support, some eye contact, yet voice seems uncomfortable and has no visuals |
Pretty enthusiastic and solid, but may need a few more days to polish, some visuals, good voice projection, higher level vocabulary and grammar |
Solid presentation, enthusiasm, seems real, assumed the true role assigned, excellent voice projection,
higher level vocabulary and grammar, uses sophisticated visuals |
|
|
