Profile Sheet
Title: Task Force Addresses Human Impact on Florida’s Springs
Primary Subject Area: Science
Outside Subject Area: Language Arts
Student Roles and Problem Situation: Students become the multi-agency Task
Force (TF) when they assume the roles of scientists, engineers, environmentalists,
planners, and the Acting Director of DEP/Division of State Lands. The TF will identify
the threat of human activities and devise a plan of action to protect and restore Florida’s
springs. The TF will report their findings to the Secretary of the Florida DEP.
Teacher: Ms. Jaime L. Arnone
Grade Level: 7th Grade
Adaptations for a student from a non-Western culture:
Allow the student to utilize strategies from his/her culture in presenting a solution.
Invite a member from the student’s culture to the presentation.
Adaptations for an ESOL student:
If possible, pair the student with another student who is fluent in English and who
is able to communicate in the ESOL student’s native language.
Provide information in student’s native language.
Allow student to present in native language and provide an interpreter.
1
Title, Learner Characteristics, Learning Outcomes,
Sunshine State Standards
PBL Lesson Plan for Diverse Learners
Teacher:
Primary Subject Area:
Class:
Class Level:
Grade Level:
Outside Subject Area:
Ms. Jaime L. Arnone
Science
Life Science
Regular
7th Grade
Language Arts
Title: Task Force Addresses Human Impact on Florida’s Springs
Primary Sunshine State Standards:
SC.D.2.3.2: Knows the positive and negative consequences of human action on the
Earth’s systems
LO#1: After reading the Meet the Problem documents and viewing “The Journey of
Water” slide show, students will accurately create a Know/Need to Know list about the
human impact on Florida’s springs with at least ten facts and ten questions. Synthesis
SC.G.2.3.4: Understands that humans are a part of an ecosystem and their activities
may deliberately or inadvertently alter the equilibrium in ecosystems.
LO#2: After reading the Meet the Problem documents and viewing “The Journey of
Water” slide show, students will accurately recommend at least five real-world strategies
to protect and restore Florida’s springs. Evaluate
Secondary Sunshine State Standards:
LA.7.4.2.3: The student will write specialized informational/expository essays (e.g.,
process, description, explanation, compare/contrast, problem/solution) that includes a
thesis statement, supporting details, an organizational structure particular to its type,
and introductory, body, and concluding paragraphs.
LO#3: Given instructions on expository writing, a sample essay, and a rubric; and using
the Know/Need to Know list and the recommended strategies, the student will
accurately develop and demonstrate an expository writing that provides information
related to a real-world problem by scoring at least “Acceptable” on all dimensions
(content, organization, style, and basic skills) of the expository writing rubric. Synthesis
LA.7.5.2.3: The student will organize and effectively deliver speeches to entertain,
inform and persuade, demonstrating appropriate language choices, body language, eye
contact, gestures, and the use of supporting graphics and technology.
LO#4: Using his/her expository essay, the student will accurately deliver an oral
presentation from his/her perspective role by scoring at least “Acceptable” on all
dimensions (professionalism, quality of information, realistic solution, and timeliness) of
the oral presentation rubric. Synthesis
2
Learner Characteristics of Middle Grade Students:
Physical: Physical growth tends to be both rapid and uneven.
Justification: According to Snowman and Biehler, middle school students are often
unhappy due to “conflicts between physical attributes and gender roles.” This project
will show students that gender and physical size “should not in itself determine what a
person does” (p. 83-84).
Social: The development of interpersonal reasoning leads to greater understanding of
the feelings of others.
Justification: Robert Selman’s third stage of interpersonal reasoning states that
“children become capable of taking a third-person view, which permits them to
understand the expectations of . . . others in a variety of ways” (p. 85). During this
project, students will be required to look outside their immediate world and take on the
roles of others.
Emotional: The view of early adolescence as a period of “storm and stress” appears to
be an exaggeration.
Justification: The authors found that “achievement situations are more likely to produce
anxiety in boys, whereas girls are more likely to become anxious in interpersonal
situations” (p. 87). As part of their assignment, students will be working in groups to
collect information and prepare oral presentations. This activity will help to reduce the
anxiety students feel, as they work within the safety of the classroom environment.
Cognitive: Because of the psychological demands of early adolescence, middle school
students need a classroom environment that is open, supportive, and intellectually
stimulating.
Justification: Snowman and Biehler state that “competition and social comparison
among students are increased as a result of such practices as whole-class instruction”
(p. 88). PBL gives students on opportunity to work in small collaborative groups, which
reduces the need for competition.
Cognitive: Self-efficacy becomes an important influence on intellectual and social
behavior.
Justification: Although students will be assigned different roles within their groups, they
will be observing the behaviors of their peers and giving and receiving verbal
persuasion, as they come together to solve this problem.
Snowman, J. and Biehler, R. (2006). Psychology applied to teaching. Boston: Houghton
Mifflin Co.
3
Student Role & Problem Situation, Meet the Problem Method
Student Roles and Problem Situation:
Students become the multi-agency Task Force (TF) when they assume the roles of
scientists, engineers, environmentalists, planners, and the Acting Director of
DEP/Division of State Lands. The TF will identify the threat of human activities and
devise a plan of action to protect and restore Florida’s springs. The TF will report their
findings to the Secretary of the Florida DEP.
Meet the Problem Method:



Memo from Secretary of the Florida DEP (see attached)
The Post article (see attached)
The Journey of Water, an animated slide show
http://www.floridasprings.org/anatomy/jow/flash/spring.html
4
To:
Deborah Poppell,
Acting Director, DEP/Division of State Lands
From:
Michael W. Sole,
Secretary of the Florida Department of Environmental Protection
Date:
October 31, 2008
Re:
Florida’s springs
Message:
As you can see by the attached article in The Post, Florida’s springs are under a
serious threat from human activities. Florida has over 700 identified springs
including 35 first magnitude springs, more than any other state or country.
Florida’s springs serve over 60% of its citizens.
You are to form a multi-agency Florida Springs Task Force to identify the human
threat and to recommend strategies to protect and restore Florida’s springs. The
Task Force should include scientists, engineers, environmentalists, planners, and
yourself. I would like to meet with you and the committee Friday, November 14,
2008 to discuss your findings.
In the meantime, I will meet with Governor Crist to obtain the initial funds for this
project.
5
3900 Commonwealth Blvd., M.S. 49
Tallahassee, FL 32399
P: (850) 245-2118 F: (850) 245-2128
http://www.dep.state.fl.us
Governor Charlie Crist
Secretary Michael W. Sole
http://www.myflorida.com
Volume 8, Issue 44
More Protection, Less Process
October 10, 2008
6
In this issue:
Headline News
Around the State
Capital News
Calendar
Inside DEP
Helpful Numbers:
Office of the Secretary
850-245-2011
Office of External Affairs
850-245-2086
Communications
850-245-2112
Environmental Education
850-245-2130
Ombudsman
850-245-2118
Regional Offices:
Northwest -- Pensacola
850-595-8300
Northeast - Jacksonville
904-807-3300
Southwest – Tampa
813-744-6100
Central - Orlando
407-894-7555
South – Ft. Myers
239-332-6975
Southeast - West Palm Beach
561-681-6600
Please send comments and
feedback to the DEP
FLORIDA’S SPRINGS:
Protecting Nature’s Gems
In Florida, most of our drinking water comes from Floridan
aquifer, deep underground layers of limestone that store water.
Each day, seven billion
gallons of water from
the aquifer are used for
drinking,
cooking,
bathing,
watering
lawns
and
crops,
industry and many
other things.
Florida has the
largest number of fresh
water springs in the
world. These beautiful
natural
resources
represent the “end of
the pipe” of the aquifer
and are important indicators of the aquifer’s health. The
springs are unique ecosystems that have played an important
role in the development of Florida and today serve as
recreation areas and habitats for many of Florida’s most unique
plant and animal species.
However, the aquifer and the springs are threatened by a
number of human activities ranging from over consumption and
waste of water, introduction of chemicals from fertilizers,
pesticides, and runoff, and direct impact on the springs from
recreation.
To understand the health of the aquifer and its link to the
spring ecosystem, a team of journalists is documenting the
story about the “journey of water” from land into the aquifer, up
from the spring and downstream to the Gulf of Mexico.
Created by FusionSpark Media as part of DEP’s Florida Springs Initiative
www.floridasprings.org
7
Problem Statement, Know/Need to Know Boards, and
Possible Resources
Problem Statement:
How can we, as the Florida Springs Task Force, restore Florida’s springs in such a way
that:




we reduce the impact of human activities;
we create a plan to reverse the current condition of the springs;
we stay within the budget; and
a solution is determined by November 14, 2008
Know/ Need to Know Sample Board:
Know






Springs are unique ecosystems
Florida’s aquifer and springs are under a
serious threat from human activities
Florida has over 700 identified springs
including 35 first magnitude springs, more than
any other state or country
Florida's springs are not the source of
freshwater; they are but one step to the
Floridan Aquifer, our underground water
source.
Runoff is rainwater that is not absorbed directly
into the soil, through the roots and leaves of
plants, or accumulated into existing bodies of
water
 an average of 150 billion gallons of rain
falls each day in Florida
 is diverted from parking lots, roads and
highways to reduce the risk of flooding
 washes heavy metals, petroleum byproducts, pet wastes, and toxins from the
land unfiltered through a complex system
culverts, drainage ditches, and retention
ponds
Consumption
 seven billion gallons of freshwater are
consumed directly by humans for drinking,
cooking, bathing, watering lawns and
crops, industry
 on average, each Florida resident uses
about 103 gallons of water per day

more than 60 percent of this water is
pumped directly from aquifers- four billion
gallons per day
 decreases flow levels at many head springs,
stresses sensitive spring plant and animal
Need to Know














What is an ecosystem?
What will eventually happen if we continue to
pollute our fresh water supplies?
What are Florida citizens willing to do to help
stop water pollution?
What can be done to reduce the heavy metals,
petroleum by-products, pet wastes, and toxins
from the land?
Should all residents be required to recycle?
How can residents conserve water?
What are residents willing to sacrifice in order
to conserve water?
Will conserving water create new
environmental problems?
Should we restrict the use of motor boats in
Florida’s springs? If so, how?
What can be done to eliminate the littering at
the springs recreational sites?
Are there any nontoxic, biodegradable,
recycled, and recyclable products available for
lawn care? If so, should residents be required
to use those items over chemical treatments?
How can we keep livestock away from surface
streams, sinkholes, and swallet holes?
How can we limit the amount of people
immigrating into Florida?
Are there any penalties for dumping debris into
sinkholes? If so, are these penalties sufficient?
8





species, and causes permanent, long-term
damage to the geologic structure of the
aquifer itself
Recreation
 directly impacts quality of the springs as
well as the animals and plants
 from trampling of native vegetation, the
disturbance of wildlife, an increase in soil
erosion and cloudiness of water
 physical damage to plants and animals by
boat props, groundings, and anchors
 trash introduces pollutants
Landscape
 frequent applications of chemical fertilizers
and pesticides introduce toxins and nitrates
into the aquifer
 watering lawns use 900 million gallons of
water a day in Florida
Livestock
 animal wastes enter the aquifer through
surface streams, sinkholes, and swallet
holes
 consume large quantities of water
Sprawl and development
 since 1950, Florida's population has
quadrupled
 today, 750 new residents enter Florida each
day
Illegal dumping
 residents dump debris into sinkholes
ranging from construction materials,
garbage, refrigerators, automobiles and
chemicals
9
Possible Resources:
Books
Brown, P. (2007). Toxic Exposures : Contested Illnesses and The Environmental Health
Movement . New York: Columbia University Press.
Stamm, D. R. (1994). The springs of Florida . Sarasota: Pineapple Press.
Whitney, E. N. (2004). Priceless Florida : Natural Ecosystems and Native Species .
Sarasota: Pineapple Press.
Young, M. (2007). Garbage and Recycling. Detroit: Greenhaven Press.
DVDs
Kurtis, B. (Director). (2007). The New Explorers: Polluting the Fountain of Youth DVD
[Motion Picture].
Skiles, W. (Director). (2003). Water's Journey: The Hidden Rivers of Florida [Motion
Picture].
Human Resources
Fitzhugh, L. M. (Professor of Biology and Physical Science). Gulf Coast Community
College 5230 W. Hwy 98, Panama City, Florida (850)769-1551 ext. 2863.
Jones, J. (Director). Bay County Utility Services. 3410 Transmitter Rd., Panama City,
Florida, (850)872-4785.
Websites
Bay County Board of County Commissioners. (2005). Utility Services. Retrieved from
Bay County Online: http://www.co.bay.fl.us/bcus/index.html
Global Alerts, LLC. (2007). Water. Retrieved from Earth 911: http://earth911.org/water/
Sparkman, Russell. FusionSpark Media. (2004). Wakulla Springs: A Giant Among Us.
Retrieved from Florida Department of Environmental Protection:
http://www.floridasprings.org/exploration/featured/wakulla/wakulla_main/wakulla_main.h
tml
State of Florida. (2007). Water Resource Management. Retrieved from Florida
Department of Environmental Protection: http://www.dep.state.fl.us/water/default.htm
10
Capstone Performance
The problem assigned is to become a multi-agency task force (TF) that identifies the
human threat to Florida’s springs and recommends strategies to protect and restore
them. The final presentation will contain two parts: (1) an expository essay; and (2) a
committee meeting between the TF (each student group) and the Secretary of the DEP
(Ms. Fitzhugh, Professor of Biology and Physical Science from Gulf Coast Community
College).
Expository Essay: Students will be given instruction for expository writing, a sample
essay, and an expository essay rubric. Each student will have two weeks to research
and write a five-paragraph expository essay, which adheres to the Problem Statement.
The essay should contain at least ten human activities that threaten Florida’s springs
and seven strategies to protect and restore them. Students will identify their role in the
group and include two alternative solutions to the problem with four justifications for
choosing one over the other. Each student will be assessed on content, organization,
style, and basic skills.
Committee Meeting: Each student group will be expected to conduct a professional
presentation. The focus of the presentations will be on professionalism, quality of
information, and whether or not the solution is realistic. Students will dress in the attire
of their specific role. Students will have 3-4 minutes to introduce themselves (i.e.,
environmentalist, biologist, etc.), state the problem from their roles’ perspective, and
offer two alternative solutions to the problem with four justifications for choosing one
over the other. The role of the Secretary of the DEP will be to assess each group
presentation and question the students’ thinking process. Finally, students will be
asked about their thoughts on the assignment. A presentation rubric will be provided to
each student.
The classroom will be arranged as follows:
Podium
Conference table for
committee members
(others in group)
Florida citizens
(Classmates)
Sec. of DEP
Teacher
11
Rubric for Assessing the Capstone Performance
Rubric for Assessing the Expository Essay
Criteria
Content
Organization
Introduction
Body
Paragraphs
Excellent
Acceptable
Insufficient
15 points
Student provides all essential
information:
 4 conditions of Problem
Statement;
 10 activities that threaten
springs;
 7 strategies to restore
springs; and
 2 alternative solutions
with four justifications for
choosing one over the
other.
10 points
-Introduction creates interest,
provides direction, and shows
engagement with topic.
-Thesis statement is at the
end of the introduction and
sets up the rest of the essay
10 points
Student is missing pieces of
essential information:
 1 condition of Problem
Statement and/or
 1-2 activities that threaten
springs and/or
 1-2 strategies to restore
springs and/or
 1 solution and/or
 1 justification
5 points
Student is missing pieces of
essential information:
 2+ conditions of Problem
Statement and/or
 3+ activities that threaten
springs and/or
 3+ strategies to restore
springs and/or
 2 solutions and/or
 2+ justifications
6 points
-Introduction creates some
interest, provides fair
direction, and shows some
engagement with topic.
-Thesis statement is in the
introduction but not quite
clear or doesn't set up essay.
3 points
Body paragraphs are a bit
confusing, not quite in correct
format, missing some parts
3 points
-Introduction lacks interest,
direction, and engagement
with topic.
-Thesis statement is unclear
or missing or at the beginning
of the introduction.
2 points
Transitions between
paragraphs and sentences
are logical, but do not
enhance meaning.
1 point
Lack of transition between
paragraphs and sentences
significantly limits meaning.
3 points
Conclusion ends the essay
with summary and repetition
only.
0 points
Conclusion is either missing
or lacks even a basic
summary.
3 points
Some sentence variety, but
relies too heavily on a few
simple patterns.
1 point
Little sentence variety and
relies on a few simple
patterns.
3 points
Essay contains 3-5 errors in
spelling, punctuation, and/or
capitalization. Some errors in
usage diminish clarity.
1 point
Essay contains 6 or more
errors in spelling,
punctuation, and/or
capitalization. Usage errors
diminish clarity.
6 points
Paragraphs include a topic
sentence with supporting
sentences in logical order
and a connection statement
at the end.
4 points
Transitions between
paragraphs and sentences
introduce and connect ideas.
(e.g. for example, such as, first,
second, third, finally, this means,
in comparison, however,
whereas, but, yet, because,
therefore, consequently)
Conclusion
Style
5 points
Conclusion restates the
thesis and offers the reader
the opportunity to reflect
further on the topic.
5 points
Variety and quality of
sentences enhance the
essay. (e.g. long & short; simple
1 point
Paragraphs make little sense,
are hard to follow, and lack
effective details.
& compound; declarative
sentences & questions)
Basic Skills
5 points
Essay contains 0-2 errors in
spelling, punctuation, and/or
capitalization. Usage (tense,
agreement, etc.) enhance
clarity.
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Scoring Guide:
45-50 = A
37-44 = B
30-36 = C
25-29 = D
0- 24 = F
Rubric for Assessing the Committee Meeting
Criteria
Excellent
Professionalism
Acceptable
3 points
2 points
Student is dressed in role
specific attire, (i.e., suit and
tie, dress, blouse and skirt,
lab coat, etc.) and is wellgroomed, (i.e., hair
combed, shirt tucked,
clothes pressed, etc.).
Quality of
Information
1 point
Student is groomed, but
not dressed in role
specific attire.
4 points
2 points
1 point
Student stands up straight,
looks relaxed and
confident, and establishes
eye contact with everyone
in the room throughout the
presentation.
Student stands up
straight and maintains
eye contact at least 70%
of the time.
Student slouches and/or
does not look at people
during the presentation.
4 points
2 points
Student speaks clearly and
distinctly and can be heard
in the back of the room
throughout the whole
presentation.
Student speaks clearly
and can be heard in the
back of the room at
least 70% of the time.
10 points
7 points
Student introduces self
appropriately (specific role
within the group) and
states the problem from
his/her roles’ perspective.
14 points
Student introduces self
appropriately, but does
not state the problem
from his/her roles’
perspective.
10 points
Student offers two
alternative solutions to the
problem with four
justifications for choosing
one over the other.
Realistic
Solution
Student is dressed in
role specific attire, but
lacks grooming.
Insufficient
Student offers two
alternative solutions to
the problem with 3
justifications or student
offers one solution to
the problem with four
justifications.
12 points
9 points
Solution is realistic and can
be applied in real-life.
Solution has some
realistic qualities, but
may not reflect real-life.
Timeliness
3 points
2 points
Student accurately speaks
during allotted time, 3-4
minutes.
Student speaks 2½ to 3
minutes or 4 to 4½
minutes.
Scoring Guide:
45-50 = A
39-44 = B
34-38 = C
29-33 = D
0 points
Student often mumbles
and cannot be heard in
the back of the room.
2 points
Student does not
introduce self in role,
and does not state the
problem from his/her
roles’ perspective.
4 points
Student offers one
solution to the problem
with 2 or less
justifications.
3 points
Solution is unrealistic
and has no real-life
applications.
1 point
Student speaks less
than 2½ minutes, or
more than 4½ minutes.
0- 28 = F
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Two Alternative Solutions and “Best” Solution Analysis
Solution One:
The Task Force recommends educating the community about the threat of human
activity on Florida’s springs and offers suggestions on how Floridians can reduce,
reuse, and recycle to help protect and restore Florida’s springs. The Task Force
suggests using low-flow water fixtures; using biodegradable, nontoxic cleaning and
paper products; planting yards with Florida natives; and to stop dumping pesticides and
chemical fertilizers onto their yards.
Pro
Using low-flow water fixtures reduces the
amount of water being consumed.
Using biodegradable, nontoxic cleaning and
paper products does not cost any more than
other brands and are harmless to humans and
the water supply.
Planting yards with Florida natives reduces the
amount of time for yard work and reduces
water consumption.
Not using pesticides and chemical fertilizers
promote clean water, healthy soil, and healthy,
happy kids.
Con
Using low-flow water fixtures reduces water
pressure.
Biodegradable, nontoxic cleaning and paper
products may not work as well as other
brands.
Consumers may not want to be restricted as to
what is planted in their yards.
Without using pesticides and chemical
fertilizers, there may be an infestation of
insects and weeds in the yard.
Consequences:
It will be difficult to reach all of Florida’s residents. In addition, residents will have to be
trained on what products can be recycled and how to recycle such products. Learning
how to conserve water, recycle, and use safe alternative products can initially be time
consuming. Cities may also have to absorb additional costs, as they will need to hire
additional staff to pick up recyclable items, as well as the unrecyclable garbage.
Solution Two:
The Task Force recommends closing Florida’s springs from recreational use, since it
has a direct impact on water quality as well as the plants and wildlife.
Pro
Native vegetation and wildlife would be saved
from human abuse.
There would be a decrease in soil erosion.
No physical damage to plants and wildlife
Con
People would not be able to experience seeing
wildlife up-close and personal.
Current staff would lose their income.
Loss of revenue generated from recreational
14
caused by boat propellers and anchors.
There would be no trash to introduce
pollutants to the springs.
use.
Closing the springs does not address all of the
threats from human activities.
Consequences:
People would have to find another recreational facility with all the amenities the springs
offer. In addition, the state would generate no revenue from the springs, which is
approximately $7 million annually.
Best Solution: Solution One
Justification:
Solution two focuses only on the human activities, which directly impact the water
quality at the springs. It fails to address over consumption and waste of water. Nor
does it address the introduction of chemicals from fertilizers, pesticides, and runoff.
Solution one offers a broader scope to reduce the human threat and protect Florida’s
springs. With over 16 million permanent residences in Florida, it would behoove us to
educate our citizens on the importance of reducing water consumption, reusing
materials, and recycling. If only half of the population take heed, it would help to restore
Florida’s springs significantly.
Some may argue that the quality of water is not threatened by chemicals. If that were
the case, then why are people choosing to drink from bottled water, instead of from their
tap? Some also argue that if we run out of freshwater due to over consumption, we can
produce drinking water from the sea. Although this is a possible solution, research
shows that producing drinking water through desalination is up to ten times more costly
than from traditional resources.
15
Debriefing Plan and Coaching Questions
Each student group will present their solutions to the Secretary of the DEP (college
professor), members of the community (other student groups), and the teacher. The
teacher will record all possible solutions. During the next class period, the teacher will
hand out a ballot to the students, which contains each recommended possible solution.
Students will be permitted to choose only one solution as the “best solution.” The
teacher will then tally the votes and write the results of the vote on the board. Finally,
the teacher will engage the students in a class discussion based on the results of the
vote.
Sample Ballot:
Choose only ONE as the BEST solution.
□
□
□
□
□
Solution 1
Solution 2
Solution 3
Solution 4
Solution 5
□
□
□
□
□
Solution 6
Solution 7
Solution 8
Solution 9
Solution 10
Essential Concepts:
Based the benchmarks and learning outcomes for this lesson all best solutions must
include the following concepts:





States the problem from his/her perspective role
Identifies human threat to the springs
Identifies problems caused by human activities
Offers strategies to protect the springs
Answers questions about his/her solutions to the experts
To ensure these essential concepts are addressed, the teacher will provide a check list,
along with coaching questions, for the Secretary of the DEP to ask the students. The
teacher will also be coaching the students throughout the lesson plan to ensure these
concepts are included in their presentations, as well as, their essays.
16
Coaching Questions:
Type of Question
Question
Meet the Problem
C
What is your role in this problem?
M
E
Can you summarize the information you have received from the
newspaper article about the springs?
Is this a problem that you might face as a ____________ in the real
world?
Know/Need to Know Board
C
Can you say anything more about the springs’ contamination?
M
How do your “knows” on the board relate to the Meet the Problem
Statement?
What’s the most important human threat? Least important?
E
Problem Statement
C
What resources might you need to solve this problem?
M
E
Do you feel that the problem statement your team has written is the
best solution?
What factors do you need to consider in order to reach a “good”
solution?
Information Gathering and Sharing
C
How might you find out information on protecting the springs?
M
How have you added to the group’s knowledge of human activities?
Restoring the springs?
What different resources will be helpful in solving the problem?
E
Generating Solutions
C
M
How certain are you that this solution is the best? On what do you
base this?
How did your group decide that this was the best solution?
E
Will the target audience accept this solution?
17