Objectives:

This unit integrates Maine Studies with the Science Standard, Ecology- “to investigate the connection between living and non-living components of an ecosystem” and the Standard: Scientific Reasoning- “to practice, and apply logic, intuitive thinking and brainstorming” as students report the affects beaver-bogs have on others and decide what to do with the dams.

Activities:

• Students research the historical importance of beavers on the success of early inhabitants.
• Students read the book Sign of the Beaver keeping a reflections' journal and vocabulary list.
  
• A visit to a beaver-bog gathers video and digital pictures for multimedia presentations.
  
• Guest speakers are invited, e.g. Maine Audubon Society.

• Teams select who to role play (turtles, raccoons, town manager, forester, farmer etc.), and then investigate the point of view of that role. They gather information by sending  e-mails to people like; Gray Animal Farm Experts, Audubon Society, USM biologists, the town manager, farmers, lumbermen, game wardens, and animal control officers. They conduct on-line research which includes exploration of web sites and primary source newspaper articles. They then create and perform  puppet shows about the beaver bog demonstrating the various points of view. 

• Students  write reports and share learnings by creating Hyperstudio presentations, and  help with iMovie videos and webpages.  Brochures about beavers are created and sent to the town manager.
• Students engage in video conferencing using a view cam to share knowledge of  beavers with other students.
• Students learn about ways people and beavers can co-exist. The students from both classes split into two groups to debate the pro's and con's of beaver bogs.
• Students showcase the project at the annual Manchester Community Day Celebration by having a display table in the gym for the students, parents and community to see. The project is placed in local newspapers.  A CD of the project is placed in the public library and copies sent home to parents.

• Digital still and movie cameras
• View Cam or iSight for video conferencing.
• Computer with iMovie or Movie Maker
• Sign of the Beaver Books
• Resources-Click here for worksheets, a list of books and contact information
• Internet Connection- Click here for a large list of web sites on beavers.
  

Assessments:

• Students are given a "Pretest" to assess current knowledge.
  
• Students' Sign of the Beaver journal is assessed for comprehension, accuracy of vocabulary and quality of reflections.
  
• Students' observation sheets of their trips to the beaver bogs are assessed for quality.
  
• Reports and multimedia projects are assessed for information and quality using rubrics.
  
• Informal oservations of collaborations are made.  
• Students prepare for a debate. Solutions require clear evidence, including resources sited, that defend conclusions convincing others to take action.
  
• Brochures are assessed for visual display and accuracy.
  
• Presentations are assessed on knowledge and evidence of appreciation of nature and the importance of being good “Keepers of the Earth”.

Conclusion:

This authentic project builds productive citizens as students understand the interrelationships in the world around them.  Multi-sensory learning actively involves students developing higher level thinking.

• Brochures are sent to the town office.
• A newspaper article is sent to the local paper.
• Student share multi-media presentations with other students and parent.
• Students help edit imovies and information that is added to the web page.
  
• Students share knowledge at their information table at the Community Day Celebration.