Middle School level - Friends of the Waterfront

Transcription

Jefferson County Public Schools
Contents
Section One—Louisville Waterfront Vision:
Coming Alive
Section Four—A Waterfront Vision: Colors,
Shapes, Sounds, and Textures Coming Alive
River Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Waterfront Park Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Waterfront Park Venues . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Adventure Playground . . . . . . . . . . . . . . . . . . . . . . . . . 8
Brown-Forman Amphitheater . . . . . . . . . . . . . . . . . . . 8
Dancing Waters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Festival Plaza . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Great Lawn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Harbor Lawn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Linear Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Louisville Wharf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Overlook (Place de Montpellier) . . . . . . . . . . . . . . . . . 9
Public Gardens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Sculptures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Phase II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Phase III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Dear Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Charting the Waterfront . . . . . . . . . . . . . . . . . . . . . . . . .
Primary Waterfront Reflections . . . . . . . . . . . . . . . . . . .
Living Along the River . . . . . . . . . . . . . . . . . . . . . . . . . .
Waterfront Environmental Conditions . . . . . . . . . . . . .
Ohio RiverWalk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Signs of Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Capturing the Past and Present . . . . . . . . . . . . . . . . . . .
The Art of Public Sculpture . . . . . . . . . . . . . . . . . . . . . .
Section Two—A Waterfront Vision:
Waterfront Park Coming Alive
Planning a Trip to the Waterfront . . . . . . . . . . . . . . . . . 12
Waterfront Park Safety Issues . . . . . . . . . . . . . . . . . . . . . 13
Section Three—A Waterfront Vision:
Teaching and Learning Coming Alive
A Waterfront Vision of Change . . . . . . . . . . . . . . . . . . .
Environmental Conditions of the
Ohio River and Waterfront . . . . . . . . . . . . . . . . . . . . . . .
Poetry at the Waterfront . . . . . . . . . . . . . . . . . . . . . . . . .
The Ohio RiverWalk . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Living Along the River . . . . . . . . . . . . . . . . . . . . . . . . . .
A Waterfront Feature Article . . . . . . . . . . . . . . . . . . . . .
Investigating the Waterfront’s Past and Present . . . . . . .
The Big Four Bridge . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Environmental Conditions of the
Ohio River and Waterfront . . . . . . . . . . . . . . . . . . . . . . .
Sculptures at Waterfront Park . . . . . . . . . . . . . . . . . . . .
A Flock of Finns Memoir . . . . . . . . . . . . . . . . . . . . . . . . .
Mathematical Problem Solving . . . . . . . . . . . . . . . . . . . .
Waterfront Park Math Trails of Sculptures . . . . . . . . . .
Waterfront Park Reflections . . . . . . . . . . . . . . . . . . . . . .
Waterfront Park Reflections . . . . . . . . . . . . . . . . . . . . . .
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Section Five—A Waterfront Vision: Inquiring
Minds Coming Alive
Teacher’s Guide to the
Waterfront Park Inquiry Notebook . . . . . . . . . . . . . . . . . . 47
Waterfront Park Inquiry Notebook—Intermediate . . . . 49
Middle School Waterfront Curriculum Guide
Acknowledgments
A special thank-you is extended to each person who played a major role in helping to make Louisville Waterfront Park
a place where teaching and learning come alive.
Project Director
Joan Cole
Interdisciplinary Studies Specialist, Curriculum and Assessment, Jefferson County Public Schools (JCPS)
Activity Designers
Joan Cole
Interdisciplinary Studies Specialist, Curriculum and Assessment, JCPS
Valeria Connor
District Science Resource Teacher, Curriculum and Assessment, JCPS
Donna Griffin
Environmental Resource Teacher, Curriculum and Assessment, JCPS
Lynn Earl Huddleston
District Science Resource Teacher, Curriculum and Assessment, JCPS
Janet Linde
Visual Arts Teacher, Bellewood Presbyterian Home for Children
Pamela Mitchell
District Instructional Coach, School Support, JCPS
Rhonda Niemi
District Mathematics Resource Teacher, Curriculum and Assessment, JCPS
Aimee Webb
District Writing Resource Teacher, Curriculum and Assessment, JCPS
Sharon Wuorenmaa
Arts and Humanities Specialist, Curriculum and Assessment, JCPS
Other Contributors
Derrick Houston
Support Staff, Curriculum and Assessment, JCPS
Pat Todd
Executive Director, Gheens Professional Development Academy, JCPS
Jacqueline Austin
Director, Curriculum and Assessment, JCPS
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Section
One
Louisville
Waterfront
Vision:
Coming Alive
4
River Song
by
Warren Woessner
Crossing late is best,
The bridge strung
Over the water
Like a huge harp.
Sun caught
In the black strings
Forms one pure note—
Trembling,
Falling as we rise,
Reach out,
Strain to hear
The perfect sound
That must be fading
Just above our heads
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F
Introduction
From natural wonders to one-of-a kind, manmade sights, the Louisville Waterfront and the Ohio River
offer adventure and the opportunity to explore the boundaries and landmarks of the river. JCPS and
the Friends of the Waterfront are committed to collaborating with those who are directly involved with
the maintenance and survival of the Louisville Waterfront and the Ohio River. The three new Waterfront Curriculum Guides have been designed to educate both young and old about the value of the river
and its waterfront and about the importance of their survival.
The series of planned activities guide both students and adult learners through uncharted Ohio River
expeditions. The activities introduce students to past events, time periods, people, and issues that still
affect the lives of Ohio River Valley residents. Students’ active involvement with the Waterfront will
contribute to their success in school and in their community.
The Waterfront Park Inquiry Notebook activities focus students’ efforts on meeting national and state
academic expectations through higher-level learning in supportive and authentic work environments—at school and along the river. The tasks cover all content areas and meet current standards for
instructional excellence.
Among the activity notebook’s key features are:
• concrete, quality work examples that are aligned to the Kentucky Core Content for
Assessment.
• concrete, quality work examples that are based on and/or support the use of JCPS
Core Content Guides.
• concrete, quality work examples that embody curriculum integration and culturally
responsive teaching and learning.
• specific tasks to be completed at the school.
• specific activities that promote school and community collaboration.
• specific activities that require students, teachers, and other educators to tap the
school’s and community’s most valuable resources.
• materials and a list of resources that can be used to assist in creating quality learning opportunities that support the teaching and learning of literacy skills.
• tasks that promote students’ using a variety of technological means to produce professional-quality products that demonstrate what they have learned.
• tasks that allow students to explore the use of their multiple intelligences and talents.
• specific tasks that ask students to draw on their cultural and historical perspective.
As students and teachers venture into this great outdoor learning environment, as well as into their
indoor learning environment, each learner’s unique capabilities will be identified, nurtured, and supported. The Ohio River activates powerful and electrifying energy into the life and homes of community members each day. It helps to define the beauty of our city. One of the greatest champions of the
City Beautiful Movement was Frederick Law Olmsted, who understood the critical link between Louisville and the mighty Ohio River. The designers of the activities believe that the work in this guide will
activate students’ and adults’ interest in not only the river and the Kentuckiana community but also in
their personal development.
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Waterfront Park Facts
The Waterfront Park is an extensive, three-phrase beautification project of
Louisville’s waterfront. The project has placed the metro Louisville area among the
more progressive cities in the country.
The Waterfront Park is located in the hub of downtown metro Louisville, within
walking distance of a number of restaurants, shops, museums, and other
attractions.
An independent board of directors governs the Louisville Waterfront Development
Corporation. Its mission is to provide leadership in the building, maintaining, and
programming of the waterfront. The Waterfront Development Corporation was
created by an act of the Kentucky legislature in 1986. Thirteen years later, on July
4, 1999, Phase I of the park was completed. Since then it has been viewed as a
new “front door to the state of Kentucky.”
Each year an estimated 1.25 million people visit Waterfront Park for concerts,
fireworks displays, shows, festivals, and educational and recreational uses.
Waterfront Park has received international recognition and several notable
awards, including the 2002 Phoenix Award Grand Prize for Excellence, the
highest environmental award in the nation, and the American Society of
Landscape Architects Honor Award, the most prestigious landscape design award
in the world.
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Waterfront Park Venues
The Louisville Waterfront Park is open to the public. Field trips do not have to be scheduled in advance unless you
want to reserve picnic tables for lunch. For field-trip groups of more than 50 people, the Waterfront Development Corporation asks that you call ahead to notify the staff of your arrival and that you dispose of any refuse left by the group.
Leave the park cleaner than you find it. Buses may drop off students at the Public Gardens, the Great Lawn, or Linear
Park. The following brief summaries are designed to assist you in your planning.
Adventure Playground
The Adventure Playground is a riverfront wonderland for
toddlers through preteens. A steamboat, tugboat, barge,
bridge structure, pyramid, and sandbox offer opportunities for creative and active play. The water-play area features water cannons, tunnels, bubblers, and showers from
water-spouting fish. A cushiony play surface covers the
area, and a comfortable seating area allows parents to keep
an eye on things.
Brown-Forman Amphitheater
The Brown-Forman Amphitheater seats approximately
2,000 people and offers an intimate venue for small concerts and group events. Lunchtime concerts make this a
great place to spend a stress-free hour away from the office. Views of the river and downtown are exceptional.
Dancing Waters
Dancing Waters is an area where kids love to play in the
water and get soaked on a hot summer day. It is one of the
most popular attractions in the park.
Festival Plaza
Festival Plaza is a rectangular plaza immediately west of
the water features. This is an ideal site for large, public
gatherings such as festivals. There are many benches and
large concrete steps that are good for students to sit on
while reading, writing, or drawing. Supervision is a must
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near the water features. Tetra, a major piece of sculpture
by Charles O. Perry, is located here.
Great Lawn
The centerpiece of Waterfront Park is a massive 12-acre
green space. It is an ideal location for game playing and
conducting other large events. The Great Lawn is the site
for the annual event to celebrate Independence Day. Stadium-style seating is available on concrete stairs.
Harbor Lawn
The beautifully manicured Harbor Lawn is situated immediately east of the harbor. This is a charming site that is
ideal for small-group gatherings, weddings, blanket picnics, and athletic events. The Harbor Lawn:
• is one-half acre in size.
• has park benches available.
• is triangular with a slightly sloped surface.
• is surrounded by a concrete pathway.
Linear Park
Remarkable for both its landscape and botanical diversity,
Linear Park is ideal for small-group gatherings, school
field trips, and athletic events. Linear Park has:
• more than a mile of scenic, paved pathway within a 27acre area.
• semiprivate picnic groves with picnic-table seating for
50.
• park benches.
• two public parking lots that can accommodate 127
vehicles.
• restrooms.
• a children’s play area (not available for exclusive use).
Louisville Wharf
Interlocking paver blocks provide the nostalgia of an oldtime wharf, and the wharf offers splendid views of the
Ohio River. The larger concrete steps provide locations for
individual student work and group photographs. Supervision is a must near the Ohio River.
Phase II
Phase II added approximately 17 new acres to the original
55 acres of Waterfront Park. The Adventure Playground,
which opened in July 2003, was the first part of Waterfront Park Phase II to open. Phase II also includes the
Brown-Forman Amphitheater, boat docks, additional
walking paths, picnic areas, parking areas, green space,
and an esplanade along the river. The centerpiece of Phase
II is the Big Four Bridge, which can be seen from throughout the park.
Phase III
Overlook (Place de Montpellier)
An area reminiscent of a Parisian garden, this site affords
dramatic views of the river and Waterfront Park and features:
• Gracehoper, a major piece of sculpture by Tony Smith.
• a one-acre expanse.
• park benches.
Phase III will include an exciting pedestrian walkway over
the Ohio River and additional walkways, picnic areas,
meadows, and lawns. In addition, Phase III will offer
groves of trees and great views of the river and downtown
Louisville. A spiral walkway will connect from the park to
the bridge, and benches along the pathway will offer a
place to rest and watch people and the river.
Public Gardens
The grand entry way into Waterfront Park, the Public Gardens, with its shade-casting trees and public benches, offers wonderful opportunities for street-fair displays and
programs designed to attract pedestrians.
Sculptures
Several notable sculptures located in Waterfront Park include the whimsical Flock of Finns by Marvin Finn,
Gracehoper by Tony Smith, and Tetra by Charles O. Perry.
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Dear Teachers,
W
Waterfront Park—Louisville’s beautiful, new front door—is an inviting
and exciting place to relax, have fun, and learn. The park offers
teachers and students more than 55 acres of green space along the
Ohio River—an outdoor classroom where students can participate in
hands-on learning activities that integrate Louisville’s rich history into
twenty-first century lessons. Activities in mathematics, science,
language arts, social studies, and other subject areas are included in
this new and improved Waterfront Curriculum Guide produced by the
Friends of the Waterfront and written by JCPS teachers and curriculum
specialists.
The best part of the revised guide is that it is grade-level specific, it is
matched to Kentucky Core Content, and it supports students’ meeting
the Kentucky Academic Expectations. The guide includes suggestions
for vocabulary study, activities to complete before and after your class
visits the park, and complete directions for each activity. Students will
be able to experiment with nature and to collaborate with their
classmates on a variety of authentic assessments. Students also will be
able to construct products using man-made materials and natural
resources, and they will have opportunities to reflect on what they
have learned.
We encourage you to incorporate the activities from the Waterfront
Curriculum Guide into your lesson plans. The guide is a valuable
resource that provides new and unique opportunities for teaching and
learning.
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Section
Two
A Waterfront
Vision:
Waterfront Park
Coming Alive
11
Activity
Planning a Trip to the Waterfront
Venue
Waterfront Park Attractions
Grade Level
Middle
Students will research and design a
brochure depicting various Waterfront attractions of their choice. (e.g.,
Festival Park, Great Lawn, Louisville
Wharf, Linear Park, Harbor Lawn,
Public Gardens, Belle of Louisville,
Belvedere)
Kentucky Core Content
Connections
Reading, Writing, and Social Studies
for Assessment
Directions
Pre-Waterfront Park Learning Experiences
1. Activate students’ prior knowledge by using the following Waterfront
Curriculum Guide resources: The Waterfront Park Venues and The
Ohio River Walk Map.
2. Brainstorm on chart paper the characteristics of a brochure, including
text features.
3. Have students research their favorite waterfront venues using the
Internet, reference books, and library resources (e.g. Festival Plaza,
Great Lawn, Louisville Wharf, Linear Park, Harbor Lawn, Public Gardens, Belvedere, Waterfront Park, The Big Four Bridge).
4. Have the class develop an itinerary that will help tourists organize their
time when visiting the waterfront.
5. Have students design a waterfront brochure with an itinerary that addresses the following:
a. Five facts a tourist may find helpful about Waterfront Park
b. Five waterfront venues with their names and a brief description of
each
c. A map of Waterfront Park that assists the tourist with the location
Reading
RD-M-x:0.6-8 Research, skim, scan, and identify information that is supported by fact.
Writing
Technology Connections
• Students will design a brochure using the Internet.
• Students will locate and read and analyze other
brochures of interest.
WR-M-1.4 Transactive Writing
Social Studies
Accommodation
SS-M-4.1. Mapping (landmarks)
Students work with a research partner to enhance comprehension and writing skills.
Core Content Vocabulary
Assessment
characteristics, content, format, text features, research
Students present and explain their brochure to the class
and may include the brochure in their writing portfolio.
Resources
Waterfront Curriculum Guide, computer with access to
Internet, paper, markers, magazines, newspapers
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Note
This brochure should be shared with the Waterfront
Development Corporation and may be included in their
portfolio.
Activity
Waterfront Park Safety Issues
Grade Level
Middle
Kentucky Core
Content Connections
Practical Living, Arts and Humanities, and Social Studies
Kentucky Core
Content for
Assessment
Practical Living
PL-M-1.6.1 Health and safety hazards (e.g., firearms, traffic,
transportation, horseplay) encountered by adolescents can be
life threatening.
PL-M-1.6.2 Traffic and transportation related safety practices
(e.g., wear seat belts, use life
vests) on the ground and in the
water contribute to reduction in
injuries and death.
PL-M-1.6.3 Using safety strategies
(e.g., walking in opposite direction of violence, staying calm in
dangerous situations), and
wearing protective gear (e.g.,
helmets, knee pads, elbow
pads) reduce the incidence of
injury or death.
PL-M-1.6.4 Following basic firstaid procedures when responding to a variety of lifethreatening emergencies (e.g.,
choking, shock, poisons, burns,
temperature-related emergencies, animal and insect bites)
helps reduce the severity of injuries.
PL-H-1.6.1 Responsible use (e.g.,
obeying laws regarding drinking
and speeding) of machinery,
motorized vehicles, and watercraft can decrease accidents.
PL-H-1.6.2 Practicing safety procedures (e.g., use seat belts, life
vests, and helmets; avoid overcrowding vehicles) and eliminating daredevil stunts can save
lives.
Directions
Activity A
1. Inform the students that it is important that their well-being be a priority that
is addressed daily. Discuss what safety is by introducing or reviewing safety
vocabulary and discussing the importance of school rules.
2. Tell students that they will use the school parking lot or the outside eating
area to learn more about safety issues. Explain why the school parking lot
or the outside eating area is an important part of their school. Introduce the
importance of being responsible, law-abiding citizens and of reducing injuries and life-threatening emergencies.
3. Have students read social studies or practical living textbook chapters and
trade books that address rules and responsibilities. Ask students to highlight
words, phrases, and sentences that provide information about health and
safety hazards; traffic- and transportation-related practices on the ground
and in the water; using and practicing safety strategies; adhering to safety
rules; and basic first-aid and emergency procedures.
4. Divide students into groups, and assign one of the following tasks related to
school-parking-lot or outside-eating-area safety issues.
a. Divide a white sheet into squares, and make a cloth wall hanging that
illustrates the school campus with highlighted safety elements (e.g.,
fences, lights). Words, phrases, and sentences may be added to stress
the importance of safety.
b. Develop a list of safety procedures and/or practices for the outside
school campus. Divide a large poster into squares, and illustrate those
safety procedures/practices.
5. Have groups share their illustrations and/or lists and highlight what they
have learned about safety.
6. Ask students to surf the Internet or use appropriate developmental resources
to gather information related to Louisville Waterfront Park water safety and
recreational safety. Ask them to create one of the following by organizing
their composition on using elements and principles of design to demonstrate
what they have learned.
• Waterfront Park Safety Workbook
• Waterfront Park Safety Slide Presentation
• Waterfront Park Safety Poster
• Waterfront Park Safety Brochure
• Waterfront Park Safety PowerPoint Presentation
Note to Teacher
The JCPS Arts and Humanities Core Content Guides provide activities that
may help students create some of the above products.
Activity B
1. Inform the students that they will visit Waterfront Park and that it is important
that they follow safety procedures to eliminate accidents and injuries during
their visit.
2. Provide visuals of Waterfront Park to give students a glimpse of the area.
Have students compile a list of accidents and/or safety issues that may occur at the waterfront, and discuss the dos and don’ts during their visit.
Waterfront Park Learning Experiences
Review safety procedures before students begin to explore Waterfront Park.
continued on page 14
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Activity
Waterfront Park Safety Issues
continued from page 13
PL-H-1.6.3 There are strategies (e.g., not sharing personal
eating, drinking, and grooming utensils; regular medical
and dental check ups; proper use of machinery; adhering to safety rules for firearms use and storage) that
help adolescents and adults avoid health and safety hazards.
PL-H-1.6.4 There are emergency procedures (e.g., CPR,
first-aid) for responding to emergency situations (e.g.,
overdose, drowning, car accidents, heart attacks, seizures).
Social Studies
SS-M-1.1.2 Democratic governments function to preserve
and protect the rights (e.g., voting), liberty, and
property of their citizens by making, enacting, and
enforcing appropriate rules and laws (e.g., constitutions,
laws, statutes).
SS.M.-1.3.2 In order for a democratic form of government
to function, citizens must assume responsible role (e.g.,
performing community service, voting in elections) and
duties (paying taxes, serving in the armed forces) for its
functioning)
Arts and Humanities
AH-M-4.1.31 Describe, analyze, and/or interpret works of
art using visual art terminology (subject matter, ideas,
elements of art, principles of design).
AH-H-4.1.31 Describe, analyze, and/or interpret works of
art using visual art terminology. (1.13, 2.22,2.23,2.24).
AH-M-4.1.32 Art Elements—line, shape, color (tints and
shades) and color groups (monochromatic), form, texture, space (positive/negative and perspective), and
value (light and shadow))
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AH-M-4.1.33 Principles of Design—repetition, pattern,
balance (symmetry/asymmetry), emphasis (focal point),
contrast (light/dark), rhythm, proportion, and movement.
AH-M-4.1.34 Identify and describe a variety of art media,
art processes, and subject matter to communicate ideas,
feelings, experiences, and stories (1.13, 2.22,2.23)
AH-M-4.1.35 Media—two dimensional—crayon, pencil,
fabric, yarn, paint (tempera, watercolor), ink, and pastels.
AH-M-4.1.37 Art Processes—two-dimensional painting,
fabric design, printmaking, and mosaics.
AH-M-4.1.39 Subject Matter—landscape, portrait, still
life, abstract, and nonobjective.
first-aid, hazard, Heimlich maneuver, prevention, responsibility, risk, rules, shock, violence, behavior, recreational
Resources
Waterfront brochure and map, safety chart, KWL variety
of art media, trade books, social studies textbooks
Section
Three
A Waterfront
Vision:
Teaching
and Learning
Coming Alive
15
Activity
A Waterfront Vision of Change
Venue
Waterfront Development Corporation
and Waterfront Park
Grade Level
Middle
Core Content
Connections
for Assessment
Reading
RD-M-x.3.07 Identify a fact or opinion
RD-M-x.0.6 Formulate questions to
guide reading.
Writing
Core Content
Vocabulary
text features, article
Resources
chart paper, Waterfront Park Curriculum Guide (first edition), Middle and
High School Language Arts Core Content Guides: Lesson on Text Features,
overhead, transparencies highlighters
Accommodations
Students who need additional help
can read and word process their article/editorial with a teacher or partner.
Directions
1. Begin the lesson by sharing a brief history of Waterfront Park. Include
in the discussion why the Louisville Waterfront Development Corporation (WDC) was established and its present role.
2. Guide students in understanding that the waterfront is an urban park
established to help Louisville reclaim its waterfront and that it was designed to draw people to the Ohio River.
3. Brainstorm with students various text features (e.g, white space, headings, subheadings, charts, graphs, captions) on paper. Brainstorm with
students the characteristics of an article.
4. Use the overhead to show students an article regarding Waterfront
Park. Identify and highlight text features and characteristics of an article. Review facts and opinions.
5. Assist students in recognizing facts and opinions in the article, and discuss the importance of recognizing facts and opinions.
6. Divide students into groups, and tell them that they will work together
during their visit to Waterfront Park. Tell them that they will have an opportunity to explore Waterfront Park to learn more about it as well as to
develop their opinions about Waterfront Park.
Note
Contact a representative to greet students, answer questions, and share
thoughts about the exciting things at Waterfront Park. Set up a specific time
and place so the students can interview the representative.
1. Ask each group to explore Waterfront Park and to use their Waterfront
Park Inquiry Notebook to develop a set of five I Wonder questions
about the WDC, Waterfront Park Phase I and II, and the park’s future.
Inform students that their questions will be used to gather information
from a WDC representative.
2. Reassemble students at the specified place at least 30 minutes before
the interview is to take place. Provide time to review and revise questions before the interview session.
3. Introduce the representative, and facilitate the session. Assign a student
to express appreciation for the representative’s time. Ask students to
take notes that can be used to help complete the next assignment.
Post-Waterfront Park Learning Experiences
1. Ask students to write an article about their favorite Waterfront Park
venue.
2. Remind students to include text features, facts, and opinions in their article.
3. Have students share their articles/editorials with the class. The article
may be included in students’ writing portfolios.
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Activity
Environmental Conditions of the Ohio River and Waterfront
Venue
Waterfront Park and Surrounding Areas
Grade Level
Middle
Connections
Writing and Social Studies
for Assessment
Practical Living
PL-M-3.1.5 Environmental issues (e.g.,
pollution) should be considered
when making consumer decisions
(e.g., recycling, reducing, reusing).
Social Studies
SS-M-1.3.2 In order for the U.S. government to function as a democracy,
citizens must assume responsibilities
(e.g., performing community service,
voting in elections) and duties (paying taxes, serving in the armed
forces) for its functioning.
Science
Directions
Pre-Waterfront Park Learning Experience
1. Have students create a three-column chart with the titles reduce, reuse,
and recycle to show ways that consumer decisions impact environmental conditions (e.g., quality of the air, water, and earth).
2. Divide students into teams, and allow them to debate the responsibilities
of citizens in preserving and protecting healthy environmental conditions. Such debates may include the following:
a. Driving cars that get good gas mileage vs. driving an SUV
b. Preserving more land to protect biodiversity vs. developing private
property
c. The responsibility of generating less waste vs. spending money as
we please
Waterfront Park Learning Experience
1. Instruct students to survey Waterfront Park by looking for evidence of
people’s impact on environmental conditions.
2. Instruct students (in small groups) to make recommendations concerning
ways in which those environmental conditions could be improved at
Waterfront Park.
1. Relate the information collected during the pre-field-trip research to the
actual experience at the waterfront.
2. Have students use information collected during the pre-field-trip and
field-trip survey to write a persuasive letter to Louisville Metro Government about what efforts need to be made to improve environmental
conditions at the waterfront. Tell students to support their recommendations with data from Web sites and observations collected at the waterfront.
SC-M-3.5.4 The number of organisms
an ecosystem can support depends
on the resources available and abiotic
factors (e.g., quantity of light and water, range of temperatures, soil composition). Given adequate biotic and
abiotic resources and no diseases or predators, populations (including humans) increase at rapid rates. Lack
of resources and other factors, such as predation and
climate, limit the growth of populations in specific
niches in the ecosystem.
SC-M-3.2.1 All organisms must be able to obtain and use
resources, grow, reproduce, and maintain stable internal
conditions while living in a constantly changing external environment.
Writing
Practical Living: consumer, economic choices
Social Studies: responsibilities, duties, rights,
Science: ecosystem, organism, population, abiotic factor,
biotic factor,
Writing: transactive, editorial, letter
Resources
A River Ran Wild by Lynn Cherry
American Environmental Heroes by Phyllis Stanley
Our Common Ground: the Water, Earth, and Air We Share by
Molly Bang
Urban Roosts: Where Birds Nest in the City by Barbara Bash
Where Once There Was a Wood by Denise Fleming
Heron Street by Ann Turner
eNature.com
Biodiversity and Conservation Web Site
http://darwin.bio.uci.edu/~sustain/bio65/lec01
/b65lec01.htm
2001 Kentucky Water Resources Annual Symposium Session 2: Ohio River
www.uky.edu/WaterResources/SYMP01-OR.HTML
Strategic Plan for Conservation of Fish and Wildlife Service Trust Resources in the Ohio Valley Ecosystem
www.orve.fws.gov/stratplan.html
17
Activity
Accommodations
1. Students can work with peer assistants
to collect data from the Internet.
2. Peer assistants can work with partners
at the waterfront to help make connections with the pre-field-trip research
and the field trip.
3. Students can develop storyboards
demonstrating various aspects of environmental conditions:
a. How consumer decisions impact
environmental conditions
b. How plants and animals are impacted by sharing the waterfront
with people
c. Biotic and abiotic factors that impact environmental conditions
Assessment
Directions
1. Discuss with students the complexity of issues involved in land use
when conflicting needs arise between humans and wild plants and
animals. These conflicts may interfere with organisms’ abilities to
obtain and use resources in their environment (e.g., regulation and/
or behavior), thereby altering environmental conditions. Use
eNature.com to research threatened and endangered species, specifically, the role that humans play in removing a habitat or rendering it unhealthy or unusable. Search the biodiversity and
conservation Web site for information about how people have impacted the environment through loss of biodiversity. For additional
information, go to
http://darwin.bio.uci.edu/~sustain/bio65/lec01/b65lec01.htm.
2. Research changes in biotic and abiotic factors that impact plant and
animal populations due to urban development along the waterfront.
Go to the following Web sites for information on the Ohio River Valley:
a. Strategic Plan for Conservation of Fish and Wildlife Service Trust
Resources in the Ohio River Valley Ecosystem
b. 2001 Kentucky Water Resources Annual Symposium Proceedings Session 2: Ohio River
Choose all or any of the assessments
based on the field learning experiences.
1. Environmental issues (e.g., pollution)
should be considered when making
consumer decisions (e.g., recycling,
reducing, reusing).
1. Using a graphic organizer, compare land set aside for human use
a. How does buying recyclable goods
vs. land set aside for native species. In this comparison, make a
impact the environment?
census of the biodiversity observed in each area.
b. What is meant by the consumer
2. Using a graphic organizer, list biotic and abiotic factors that impact
decision to reduce?
the population of plants and animals at Waterfront Park.
c. How does reducing affect the envi3. Have students use the information gathered to draw conclusions
ronment?
about the impact of human use on the native species and their envid. What is the environmental impact
ronment.
of reusing goods?
2. In order for the U.S. government to
function as a democracy, citizens must
assume responsibilities (e.g., perform1. Read Heron Street aloud to the class. Discuss the role of humans in
ing community service, voting in elechabitat depletion and loss of biodiversity. Discuss how this process
tions) and duties (e.g., paying taxes,
impacts the environmental conditions and, therefore, the populations
serving in the armed forces) for its
and ecosystems of the affected area.
functioning. Give an example of a con2. Have students analyze data gathered at Waterfront Park and design
flict between rights and responsibilia plan for increasing the number of native species that the ecosysties that impacts the environment.
tems at the waterfront can support, while balancing the needs of
3. The number of organisms an ecosyspeople.
tem can support depends on the resources available and on abiotic factors
(e.g., quantity of light and water, range
of temperatures, soil composition).
a. What resources are available at the waterfront to
support organisms in that ecosystem?
b. What factors limit the number of organisms that can
be supported in the waterfront ecosystem?
18
Activity
Poetry at the Waterfront
Venue
Waterfront Park Phase I and II
Grade Level
Middle and High
Kentucky Core
Content Connections
Reading and Writing
for Assessment
Reading
RD-M-x.0.1 Identify author’s purpose in literary, informational,
persuasive, and practical/workplace materials.
RD-M-x.0.10 Connect information
from a passage to students’ lives
and/or real world issues
RD-H-x.0.2 Interpret literal ad nonliteral meanings of words.
Directions
1. Gather a collection of poems about rivers. Allow students ample time to
browse through the poetry. While they are browsing, ask students to select poems with which they identify. Ask them to record their choices in
their Inquiry Notebook. Remind them to include the author’s name. Ask
students to consider the author’s purpose as they record and reread their
poems. (Is it to entertain? To make a statement? To persuade?)
2. Allow students to make a sketch based on the poem(s) they chose. Tell
students that they will gather sensory details, ideas, and thoughts during
their visit at Waterfront Park. Tell students that the purpose is to let nature
serve as their inspiration.
purpose
1. Find a place that allows students to view the Ohio River, its traffic, and
Waterfront Park, and ask students to review the poems and sketches they
included in their Inquiry Notebook. Allow some time for sharing.
2. Direct students to walk around Waterfront Park gathering found items,
sensory information, and other ideas. Remind students to return the items
to nature. Students should record their ideas in their notebooks if there
are items that they can pick up.
3. Gather students and distribute at least two notecards to each student. Ask
students to write down one word on each notecard. Inform students that
the words they write should reflect the ideas and observations that they
just made.
4. Ask students to randomly place the notecards on the ground near the
group. Shuffle the cards and redistribute them. Ask students to gather in
small groups to create a found poem with the words that they have. Remind them to add words, phrases, and poetic devices as necessary.
5. Allow time for students to draft and share their group found poetry.
Resources
Writing
WR-M-1.3 Literary Writing
Core Content
Vocabulary
River-related poems from:
www.wright.edu/~martin.kich
/Rivers/Poems.htm
www.vsavt.org/yae/Projects
/river_poems.htm
www.portables1.ngfl.gov.uk/ljbills
/river.htm
1. Provide time for groups to reassemble. Ask students to discuss what they
learned from their experience at the waterfront.
2. Ask students to brainstorm topics that were addressed during the visit. Tell
them that they will extract a poem from the experience.
3. Tell students to look through their notebooks and cards for the best words
and circle them. Find words that give the most important and accurate
information, use interesting language, and create vivid pictures for the
reader.
4. Have students begin drafting. Remind them to think about an overall purpose for their poem. Tell students to include poetic devices that make their
poems more interesting.
5. Provide a final opportunity for students to share their published poems.
Consider a final reading outside—even back at Waterfront Park.
19
Activity
The Ohio RiverWalk
Venue
Seven-Mile Walk
Directions
Grade Level
From a Historical Perspective
Activity can be adapted for any
grade level.
Connections
Mathematics, Social Studies, Arts
and Humanities, and Practical Living
for Assessment
Mathematics
MA-M-2.1.5 U.S. Customary and
metric units of measurement
MA-M-3.2.1 Organize, represent,
analyze, and interpret sets of data.
MA-M-3.2.2 Collect and interpret
displays of data (e.g., table, circle
graph, line plot, stem-and-leaf
plot, box-and-whiskers plot).
MA-M-3.2.3 Find mean, median,
mode, and range; recognize outliers, gaps and clusters. of data.
1. Take students on a seven-mile walking experience. Follow the path to
and from the Wharf and Chickasaw Park.
2. Ask students to write their observations and what they learn in their Inquiry Notebook as they travel to places along the Ohio River.
3. Instruct students to answer these questions as they walk:
a. Which historical places are identified on the maps or along the path?
b. Which map is the most interesting?
c. Which hot spot would you like to learn more about?
d. What impact do the various activities have on your physical health
and well-being?
e. Describe the art elements and color schemes that are present.
1. Refer to The Ohio RiverWalk activity.
1. Have students create a graph/data display using data collected from
the Ohio RiverWalk Observation Sheet to represent one of the following:
a. Differentiation between natural and manmade resources
b. Classification of objects
c. Comparisons and/or predictions using a data display
d. Measurements of central tendency of the data
sort, nonstandard and standard units of measurement,
data, data displays, measures of central tendency, curve of
best fit
Resources
Waterfront Park Curriculum Guide (first edition) page 29,
calculators, art supplies (drawing paper/pencils), measuring tools, graph paper, notebooks/pencils
Accommodations
1. Have students complete the Ohio River Walk Observation Worksheet with a partner.
2. Shorten length of Ohio River Walk, if needed.
Assessments
1. Consider using the assignment listed under the PostWaterfront Park Learning Experience as an assessment.
2. Have students create a group project that summarizes
their observations during the river walk.
20
Activity
Living Along the River
Venue
RiverWalk
Directions
Connections
1. Review elements of a short story.
2. Participate in daily reading activities about animals and plants living
along a waterfront.
3. Have students observe pictures of various animals and plants, and
discuss the way animals and plants have adapted to a particular environment. Introduce science-related vocabulary.
Science, Reading, Writing, and Arts
and Humanities
Grade Level
Middle
for Assessment
Writing
Reading
RD-M-1.0.11 Explain the meaning of a
passage taken from texts appropriate
for middle-level students
RD-M-1.0.12 Identify characteristics of
short stories, novels, poetry, and
plays.
RD-M-1.0.13 Describe literary elements (e.g., characterization, settings, plot, theme, point of view) in
a passage.
Science
1. Provide literature and other resources that will help students develop a
clearer picture of how the waterfront looked in the past.
2. Ask students to imagine that they were the first persons ever to visit the
Louisville waterfront, and write a description in their Waterfront Park
Inquiry Notebook of what they believe they would see and hear.
3. Ask students to make observations to discover new information, and
ask students to spend about 30 minutes taking pictures of animals
and their habitats.
4. Ask students to meet at a designated place after the 30 minutes.
5. Ask students to spend a few minutes and share with each other what
they learned about:
a. how animals and plants have adapted to the waterfront environment.
b. how basic needs of animals and plants are met at Waterfront Park
and/or along the waterfront.
7. Ask students to compare how the waterfront looked many years ago
to the way it is now by listing the description in their notebook. Remind students to think about the different kinds of animals and plants
that probably inhabited this area.
SC-M-3.2.1 All organisms must be able
to obtain and use resources, grow,
1. Facilitate discussion on changes that have occurred along the river
reproduce, and maintain stable interand on how these changes have affected the plants and animals.
nal conditions while living in a con2. Facilitate students’ completing the chart, Living Along the River, by
stantly changing external
asking them to identify specific survival needs for the animals (e.g.,
environment.
rabbits need grass).
SC-M-3.2.2 Regulation of an
3. Review the elements of a short story. Ask each student to select an
organism’s internal environment inanimal that will be the main character in his or her Waterfront Park
volves sensing the internal environshort story. Remind students to use the photos taken at the waterfront
ment and changing physiological
to help illustrate their story.
activities to keep conditions with in
4. Ask students to reflect on and review their waterfront learning experithe range required to survive. Mainences as they develop their stories. (See JCPS Middle and High Lantaining a stable internal environment
guage Arts Core Content Guide Short Story Units.)
is essential for an organism’s survival.
SC-M-3.2.3 Behavior is one kind of response an organism
AH-M-4.1.42 Effectively use a variety of art media, promay make to an internal or environmental stimulus. A
cesses, and subject matter to communicate ideas, feelings, and experiences. [PE] (1.13,2.22)
behavioral response requires coordination and communication at many levels including cells, organ systems,
and organisms. Behavioral response is a set of actions
determined in part by heredity and in part from experishort story, story structure, population, producers, consumers, decomposer, food chain, food web, photosyntheence.
sis, abiotic factor, biotic factor, niche
Arts and Humanities
AH-M-4.1.41 Create art for specific purposes using the
elements of art and principles of design to communicate
ideas [PE] (1.13,2.22)
Resources
Textbooks and other written texts about animals that live
along the river, Living Along the River chart, art supplies,
writing tools
21
Activity
A Waterfront Feature Article
Venue
Grade Level
Directions
Reading
1. Using an overhead transparency, show students the purposes of subheadings.
Have students analyze the subheadings on the transparency titled Development of the Waterway. Inform students that the subheadings are from the text
included in the Waterfront Curriculum Guide. Explain how using subheadings
appropriately will help them write a feature article about the future of the Louisville waterfront.
2. Divide students into working groups of four. Provide copies and assign a specific section of Development of the Waterway to read and ask students to
highlight the main idea of each paragraph.
3. Using their Waterfront Park Inquiry Notebooks, have students develop I Wonder questions about the future of Louisville’s waterfront. Tell the students that
you have planned a visit to Waterfront Park so that they can learn more
about the future of their waterfront and capture the essence of how the waterfront environment has changed over a period of time.
RD-Mx.0.9 Reflect on and
evaluate what is read.
Note to Teachers
Middle
Kentucky Core
Content
Connections
Reading and Writing
Kentucky Core
Content for
Assessment
Writing
Core Content
Vocabulary
article, author’s purpose, conclusion, newspaper article
Resources
Development of the Waterway
(Waterfront Curriculum Guide
[first edition]), Waterfront Park
Inquiry Notebook, Feature Article
... Reflection, Internet, Louisville
Waterfront articles, JCPS Core
Content Guides (CCGs)
22
The students will need copies of Development of the Waterway during their visit
to Waterfront Park, and you should assign someone to take photographs during
the visit.
1. Find a place that allows students to view the Ohio River and its traffic and
Waterfront Park, and ask students to review the pictures included in Development of the Waterway and to discuss changes that have occurred.
2. Provide time for students to explore Waterfront Park and seek answers to their
I Wonder questions.
3. Ask students to work in small groups and share their I Wonder questions and
responses, and ask group members to address their questions.
1. Provide time for small groups to reassemble. Ask students to discuss what they
learned about the Ohio River and the Louisville waterfront, including Waterfront Park.
2. Ask students to brainstorm topics that were addressed during the sharing of
their I Wonder questions.
3. Provide a copy and review Analyzing a Feature Article (a CCGs worksheet).
Provide a copy of a Waterfront Park article to the students and lead the class
in completing the worksheet.
4. Ask each student to search the Internet to locate a newspaper article about
the Louisville waterfront or Waterfront Park; then have the students analyze
the article.
5. Allow time for students to share what they learned about writing a feature article and about the topic of their article.
6. Discuss the writing process involved in writing a feature article.
7. Inform students that they will compose a feature article about the Louisville
Waterfront expansion. Spend time conferencing with the students.
8. Have students refer to their feature article and answer the questions on the
reflection sheet, Feature Article ... Reflection from the Middle School Reading
and High School English Core Content Guides.
9. Share publishing opportunities with the students. Refer to the CCGs.
Activity
Investigating the Waterfront’s Past and Present
Venue
All Areas of Waterfront Park
Grade Level
Directions
1. Define and discuss Core Content Vocabulary in the Waterfront Park Inquiry Notebook. Show examples of primary sources, secondary sources, timelines, and artifacts. Have students brainstorm ways these tools can be used to interpret history.
Kentucky Core
2. Examine timelines about the history of Louisville, Kentucky, and the United States.
These can be found in Understanding Blackacre: The Educational Experience, on the
Content Connections
JCPS Center for Environmental Education Web site. Identify events that influenced the
Social Studies and Writing
growth of Louisville and Waterfront Park using timelines.
3. Create a photographic timeline of life on the Louisville waterfront with captions using
Kentucky Core
various Web sites from the resources index.
Content for
4. Examine historic photos found in the University of Louisville’s Photo Archive as priAssessment
mary sources of historic information to identify factors that influenced the waterfront’s
Social Studies
growth and development.
SS-M-5.1.2 Primary sources, sec- 5. Write a paragraph describing how Louisville’s waterfront changed during the followondary sources, artifacts, and
ing years: 1778, 1825, 1860, 1900, and 1950. Include how people were
time lines are essential tools
dressed, what transportation they used, any work that was being done, what buildin the study and interpretaings were near the waterfront, any bridges that existed, and the wharf using phototion of history.
graphs from the archive.
Middle
Writing
WR-M-1.4 Transactive Writing.
Core Content
Vocabulary
Social Studies: primary source,
secondary source, artifacts,
time lines
Writing: transactive, informational
Resources
1. Investigate how each Waterfront Park venue is designed to be used and how you
observe it being used. Use a map of Waterfront Park to make sure that all areas are
explored and observations are recorded.
2. Walk to the wharf where the Belle of Louisville is docked, and record observations
of how that area is used by individuals and businesses. Identify ways in which
people use the river (e.g., for recreation, for transportation).
1. Add observations made at Waterfront Park to the timeline created during pre-fieldtrip preparation. Use the Waterfront Development Corporation’s Web site to gather
information on the recent past at the waterfront and on the history of Waterfront
Park.
2. Use all information gathered to create a brochure describing the waterfront’s past
and present that would be useful to visitors at Waterfront Park. Use photos from previously recommended Web sites.
University of Louisville Photo
Archives available online at
http://www.louisville.edu
/library/ekstrom/special/moi
/louphots.html
“A Concise History of Louisville, 1945–1995,” with links
to “A Town Revolution—Born and River-Bred: 1778–
1825,” “Growth and Strife: 1826–1870,” “Victorian City
Southern-Style: 1870–1900,” and “Progress and Adversity: 1900–1945” found at http://www.cathedralheritage.org/concisehistory/hist1945-95.html
Waterfront Development Corporation Web site
www.louisvillewaterfront.com
History of the Belle of Louisville
www.belleoflouisville.org/history.php?gs=
JCPS Center for Environmental Education Web site—click
on publications for Blackacre at www.jcpsky.net/ee/
Accommodations
1. Assign peer assistants for students who need help with
navigating the Internet.
2. Have students work in small groups during the prefield-trip work, dividing responsibility for the research
into different historical periods to reduce the total
workload for each individual.
Assessment
Use the assessments below that correspond to the work
completed by your students.
1. Primary sources, secondary sources, artifacts, and
timelines are essential tools in interpreting history.
a. List an example of a primary source and the kind of
information that could be gathered from it.
b. Explain how a secondary source is different from a
primary source.
c. Explain the purpose of a timeline.
2. Louisville’s waterfront in 1780 was very different from
the waterfront of today.
a. Describe a scene at the waterfront in 1780 that includes information about work, business, recreation,
transportation, dress, and any other historical perspective you gained from your research.
b. Describe the same location that you observed during
your recent visit to the waterfront by identifying at
least two ways in which the location has changed
since 1780.
23
Activity
The Big Four Bridge
Venue
Big Four Bridge
Directions:
Grade Level
Reading and Conversation—Activity A
Middle
1. Begin a discussion about how students feel when crossing bridges by asking these questions:
a. Which bridges have you crossed?
b. How did you feel the first time you crossed a big bridge?
c. How did it look?
d. Where were you going and why?
e. What do you know about the bridges that connect Louisville to Indiana?
2. Read aloud The History of the Big Four Bridge.
3. Ask students to identify words that are unfamiliar to them (e.g., piers, toxic,
promenade, deteriorated, span).
4. Ask students these open-ended questions:
a. What did you learn about the bridge?
b. What would you like to know about the bridge?
Kentucky Core
Content Connections
for Assessment
Reading
RD-M-1.0.11 Explain the meaning
of a passage taken from texts appropriate for middle-level students.
RD-M-2.0.13 Identify supporting
details and explain their importance in a passage.
RD-M-2.0.14 Summarize information from a passage.
Core Content
Vocabulary
anecdote, audience, purpose, form,
symbolic language, figurative language
Resources
The History of the Big Four Bridge,
“Big Four Study Gains $750,000,”
drawing paper, pencils, colored pencils, markers, Internet, other Big
Four news articles
Reading and Conversation—Activity B
1. Have students work in small community reading and conversation groups
and complete the following tasks:
a. Read aloud the article “Big Four Study Gains $750,000,” published in
The Courier-Journal, Louisville, Kentucky, December 1, 2003.
b. Discuss the following questions:
• What did you think about the story?
• Is this story important to you? Explain your answer.
• Who are Anne Northup, Clinton Deckard, David Karem, Tom
Gallquin, and Don Cox?
• What is their involvement with the Big Four Bridge?
• How do you feel about the way they handled the situation?
2. Provide an opportunity for students to use the Internet to peruse online news
stories that provide details about the future of the Big Four Bridge and/or
what has occurred since the publication of the article.
1. Spend a few minutes reviewing what students have learned about the Big
Four Bridge.
2. Ask students to spend a few minutes looking at the bridge and its surrounding environment and to write five descriptions using figurative language to
capture what they observed in their Waterfront Park Inquiry Notebook.
3. Ask students to spend a few minutes visualizing how the bridge and its surrounding environment may look in the future. Have students write five descriptions using figurative language to describe how the future appearance
of the bridge and its environment will look.
4. Ask students to use their descriptions to compose a poem that provides a
perspective of the old and new look of the Big Four Bridge.
1. Ask students to select a Big Four Bridge news story acquired from the
Internet and to make a list of the most important details.
2. Ask students to list possible ideas for a narrative poem that has been inspired by the news story.
3. Ask students to select one of their poetry possibilities and to create a first
draft of the poem based on the news story about the Big Four Bridge.
24
Activity
The Big Four Bridge
The History of the Big Four Bridge
The Big Four Railroad Bridge is east of the J.F. Kennedy
Bridge that carries I-65 traffic. The Big Four Bridge was
built in 1895 to link Louisville, Kentucky, with
Jeffersonville, Indiana, and it was designed to carry two
railroad tracks. The span (length) of the bridge is 2,530
feet, and it is 24 feet wide. The bridge is supported by six
truss spans, and the piers are made of stone masonry and
concrete and are thought to be directly built on rock. On
May 22, 1925, the privately owned bridge was offered to
the city of Louisville for $1 million. The offer was not accepted, and the Kennedy Bridge was built instead. The
bridge was rebuilt in 1930 and finally closed to traffic in
1968. During its construction, 61 people died. The term
Big Four represents the Chicago, Cincinnati, Cleveland,
and St. Louis railways.
This idea was dismissed because of the following problems:
1. The steel truss must be cleaned to remove all of the
lead-based paint (toxic) and repainted.
2. The steel must be tested for “fatigue.”
3. The masonry piers would need a two-foot-thick layer
of reinforced concrete to increase their strength.
4. Finally, the cost of building a new bridge is less than
redesigning this one.
The Big Four Bridge has been rusting since 1968.
During 1933, a committee, The Louisville Bridge Study,
was formed to investigate all the possible options for
opening a new bridge to car traffic. They researched the
possibility of rebuilding the Big Four Bridge a second time
for car traffic.
25
Activity
Venue
Waterfront Park and Surrounding
Areas
Grade Level
Middle
Connections
Social Studies, Science, Practical
Living, and Writing
for Assessment
Practical Living
Directions
1. Have students create a three-column chart with the titles reduce, reuse,
and recycle to show ways that consumer decisions impact environmental conditions (e.g., quality of the air, water, and earth).
2. Divide students into teams, and allow them to debate the responsibilities of citizens in preserving and protecting healthy environmental conditions. Such debates may include the following:
a. Driving cars that get good gas mileage vs. driving an SUV
b. Preserving more land to protect biodiversity vs. developing private
property
c. The responsibility of generating less waste vs. spending money as
we please
PL-M-3.1.5 Environmental issues
(e.g., pollution) should be considered when making consumer decisions (e.g., recycling, reducing,
reusing).
1. Instruct students to survey Waterfront Park looking for evidence of
people’s impact on environmental conditions.
2. Instruct students (in small groups) to make recommendations concerning ways those environmental conditions could be improved at the waterfront.
Social Studies
SS-M-1.3.2 In order for the U.S. government to function as a democracy, citizens must assume
responsibilities (e.g., performing
community service, voting in elections) and duties (paying taxes,
serving in the armed forces) for its
functioning.
1. Relate the information collected during the pre-field-trip research to the
actual experience at the waterfront.
2. Have students use information collected during the pre-field-trip and
field-trip survey to write a persuasive letter to Louisville Metro Government about what efforts need to be made to improve environmental
conditions at the waterfront. Tell students to support their recommendations with data from Web sites and observations collected at the waterfront.
Science
SC-M-3.5.4 The number of organisms an ecosystem can
support depends on the resources available and abiotic
factors (e.g., quantity of light and water, range of temperatures, soil composition). Given adequate biotic and
abiotic resources and no diseases or predators, populations (including humans) increase at rapid rates. Lack
of resources and other factors, such as predation and
climate, limit the growth of populations in specific
niches in the ecosystem.
SC-M-3.2.1 All organisms must be able to obtain and use
resources, grow, reproduce, and maintain stable internal
conditions while living in a constantly changing external environment.
Writing
Practical Living: consumer, economic choices
Social Studies: responsibilities, duties, rights
26
Science: ecosystem, organism, population, abiotic factors,
biotic factors
Writing: transactive, editorial, letter
Resources
A River Ran Wild by Lynn Cherry
American Environmental Heroes by Phyllis Stanley
Our Common Ground: the Water, Earth, and Air We Share by
Molly Bang
Urban Roosts: Where Birds Nest in the City by Barbara Bash
Where Once There Was a Wood by Denise Fleming
Heron Street by Ann Turner
eNature.com
Biodiversity and Conservation Web Site
http://darwin.bio.uci.edu/~sustain/bio65/lec01
/b65lec01.htm
2001 Kentucky Water Resources Annual Symposium Session 2: Ohio River
Strategic Plan for Conservation of Fish and Wildlife Service Trust Resources in the Ohio Valley Ecosystem
Activity
Accommodations
Directions
1. Students can work with peer assistants to collect data from the
Internet.
2. Peer assistants can work with partners at the waterfront to help make
connections with the pre-field-trip
research and the field trip.
3. Students can develop storyboards
demonstrating various aspects of
environmental conditions. Show:
a. how consumer decisions impact
environmental conditions.
b. how plants and animals are impacted by sharing the waterfront with people.
c. biotic and abiotic factors that
impact environmental conditions.
Assessment
1. Discuss with students the complexity of issues involved in land use
when conflicting needs arise between humans and wild plants and
animals. These conflicts may interfere with organisms’ abilities to obtain and use resources in their environment (e.g., regulation and/or
behavior), thereby altering environmental conditions. Use
eNature.com to research threatened and endangered species, specifically, the role that humans play in removing a habitat or rendering it
unhealthy or unusable. Search the biodiversity and conservation Web
site for information on how people have impacted the environment
through loss of biodiversity. For additional information, go to
http://darwin.bio.uci.edu/~sustain/bio65/lec01/b65lec01.htm.
2. Research changes in biotic and abiotic factors that impact plant and
animal populations due to urban development along the waterfront.
Go to the following Web sites for information on the Ohio River Valley:
a. Strategic Plan for Conservation of Fish and Wildlife Service Trust
Resources in the Ohio River Valley Ecosystem—
b. 2001 Kentucky Water Resources Annual Symposium Proceedings
Session 2: Ohio River—www.uky.edu/WaterResources
/SYMP01-OR.HTML
Choose all or any of the assessments
based on the field learning experiences.
1. Environmental issues (e.g., polluWaterfront Park Learning Experiences
tion) should be considered when
1. Using a graphic organizer, compare land set aside for human use vs.
making consumer decisions (e.g.,
land set aside for native species. In this comparison, make a census of
to recycle, to reduce, to reuse).
the biodiversity observed in each area.
a. How does buying recyclable
2.
Using
a graphic organizer, list biotic and abiotic factors that impact
goods impact the environment?
the population of plants and animals at Waterfront Park.
b. What is meant by the consumer
3. Have students use the information gathered to draw conclusions about
decision to reduce?
the impact of human use on the native species and their environment.
c. How does reducing affect the
environment?
d. What is the environmental im1. Read Heron Street aloud to the class. Discuss the role of humans in
pact of reusing goods?
habitat depletion and loss of biodiversity. Discuss how this process im2. In order for the U.S. government
pacts the environmental conditions and, therefore, the populations and
to function as a democracy, citiecosystems of the affected area.
zens must assume responsibilities
2. Have students analyze data gathered at Waterfront Park and design a
(e.g., performing community serplan for increasing the number of native species that the ecosystems at
vice, voting in elections) and duthe waterfront can support, while balancing the needs of people.
ties (e.g., paying taxes, serving in
the armed forces) for its functioning. Give an example of a conflict
between rights and responsibilities that impacts the environment.
3. The number of organisms an ecosystem can support
depends on the resources available and on abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition).
a. What resources are available at the waterfront to
support organisms in that ecosystem?
b. What factors limit the number of organisms that can
be supported in the waterfront ecosystem?
27
Activity
Sculptures at Waterfront Park
Venue
Waterfront Park
Grade Level
Middle
Connections
Reading, Writing, Mathematics, and
Arts and Humanities
for Assessment
Directions:
1. Research the history of the art and sculpture on display in Waterfront
Park:
a. Flock of Finns (Marvin Finn), located at Preston and Witherspoon
b. GraceHoper (Tony Smith), located on the Overlook next to the
Great Lawn
c. Tetra (Charles O. Perry), located at the entrance of Festival Plaza
2. Research the Mobius Strip in preparation for studying the sculpture,
Tetra.
Have students complete the Sculptures at the Waterfront Park worksheet.
Mathematics
Post-Waterfront Park Learning Experience
MA-M-1.2.3 Apply ratios, proportional reasoning, and percents (e.g.,
1. Research artists who are noted for artwork related to mathematical eleconstant rate of change, unit pricments.
ing)
2. Select one of the artists, and write an article about the artist and how
MA-M-2.1.1 Basic geometric elements
his or her artwork is related to mathematical elements.
that include points, segments, rays,
lines, angles, and planes.
MA-M-2.1.2 Two-dimensional shapes including circles,
regular polygons, quadrilaterals (square, rectangle,
geometric elements, proportion, geometric shapes, conrhombus, parallelogram, trapezoid), and triangles
gruence, symmetry, similarity, patterns, two-dimensional
(acute, obtuse, right, equilateral, scalene, isosceles)
shapes, angles
MA-M-2.1.4 Congruence, symmetry, and similarity
MA-M-2.2.1 Identify characteristics (e.g., sides, vertices,
angles, faces, edges, congruent parts) of two-dimenResources
sional and three-dimensional shapes
pen/paper, calculators, measuring tools, drawing tools
MA-M-2.2.2 Use appropriate tools and strategies (e.g.,
combining and subdividing shapes) to find measures of
Accommodations
both regular and irregular shapes
1. Students complete the Sculptures at the Waterfront
MA-M-2.2.4 Estimate measurements in standard units
Park worksheet with a partner.
MA-M-2.2.6 Estimate and determine measurements of
2. Modify the number of required questions on the Waterangles
front Park worksheet, if needed.
MA-M-2.3.3 How proportional figures are related (scale
drawings, similar figures)
Assessments
MA-M-4.2.4 Use variables to describe numerical patterns
1. Have students select their favorite Waterfront Park
sculpture and write a poem about its artistic and geoWriting
metric elements.
2. Have students create their own sculpture and write a
poem that describes its geometric and artistic elements.
Reading
RD-M-2.0.13 Identify supporting details and explain their
importance
RD-M-2.0.14 Summarize information from a passage
Arts and Humanities
AH-M-4.1.32 Art Elements: line, shape, color (tints and
shades) and color groups (monochromatic) form: texture; space (positive/negative and perspective); and
value (light and shadow)
28
Worksheet for the Appendix
Sculptures at Waterfront Park
Name: _____________________________________________________________________________________________
Date: ________________________________
Directions:
As you visit each sculpture(s), study the sculpture and then answer each set of questions in your notebook.
Note:
Please be respectful of the artist. Do not touch the sculpture as you complete your assignments!
1. Walk to the first sculpture, Tetra (Charles O. Perry), located at the entrance of Festival Plaza.
a. Sketch the sculpture in your notebook.
b. From your study of the Mobius Strip, does it appear as if Charles O. Perry modeled his sculpture after this famous mathematical phenomenon? Why or why not?
c. How many circles are contained in Tetra? Assume the artist has been commissioned to continue the pattern in
order to make a taller sculpture. How many circles would be contained if the pattern were repeated five times?
Ten times? N times? Write an algebraic expression representing your pattern.
d. Find the approximate height of Tetra using either a proportion (if it is a sunny day) or right triangle trigonometry.
Show how you arrived at your answer.
2. Walk to the second sculpture, GraceHoper (Tony Smith), located on the Overlook next to the Great Lawn.
a. Sketch the sculpture in your notebook.
b. Your friend could not attend the field trip but is interested in art. Using mathematical terms (e.g., types of lines,
geometric shapes, angles, length, width), describe the sculpture in words. Remember: Please do not touch!
c. GraceHoper needs a fresh coat of paint for a new look. Calculate the approximate surface area of the sculpture. Show how you arrived at your estimate. Remember: Please do not touch!
d. Find the approximate height of GraceHoper using either a proportion (if it is a sunny day) or right triangle trigonometry. Show how you arrived at your answer.
3. Walk to the third sculpture, Flock of Finns (Marvin Finn), located at Preston and Witherspoon.
a. Study the Flock of Finns sculpture for mathematical geometric elements and shapes (e.g., lines, angles, twodimensional shapes, congruence, similarity, proportion). Describe five geometric characteristics you find in the
sculptures. Identify the parts of the sculpture to which you refer.
b. Find the approximate height of two parts of the Flock of Finns sculpture using either a proportion (if it is a sunny
day) or right triangle trigonometry. Show how you arrived at your answer.
c. Choose one part of the Flock of Finns sculpture, and calculate approximately how much paint was needed by
Marvin Finn in his design. Identify the parts of the sculpture to which you refer, and show how you arrived at
your answer. Remember: Please do not touch!
d. Choose one part of the Flock of Finns sculpture, and sketch the sculpture to scale. Make sure you include the
scale you used in your drawing.
29
Activity
A Flock of Finns Memoir
Venue
Flock of Finns
Grade Level
Middle
Kentucky Core
Content
Connections
Arts and Humanities, Reading, and Writing
Kentucky Core
Content for
Assessment
Writing
WR-M-1.2 Personal Writing
Reading
RD-M-1.0.11 Explain the
meaning of passage taken
from texts appropriate for
middle level students
RD-M-1.0.14 Analyze the relationship between events in
a story and a character’s behavior.
Arts and Humanities
AH-M-4.1.32 Art elements:
color and color theory: primary and secondary hues,
values (tints and shades),
intensity (brightness and
dullness): color relationship: triadic, complementary, analogous.
Core Content
Vocabulary
memoir, revising, emphasis
(focal pattern), pattern, repetition, contrast, variety,
movement, rhythm, proportion, principles of design, art
elements, three-dimensional,
sculpture, processes
Resources
Flock of Finns chart paper,
Waterfront Park Inquiry Notebook, memoir examples, an
illustration of a sculpture
30
Directions:
1. Ask students if they have visited Waterfront Park and, if so, what their favorite
place or object to visit is.
2. Talk to students about a special sculpture that is significant to you, and tell them
why it is significant. Provide an illustration of that sculpture during your talk. Allow
students to ask questions and/or to respond to your explanation.
3. Introduce or review what a memoir is by:
a. reading a memoir about your favorite part of the Flock of Finns sculpture.
b. discussing the following questions:
• What is the one main idea that I want you to know about the sculpture?
• What information do I provide that helps you understand the relationships?
• What details do I include in my memoir about the sculpture?
• What details are included that make the sculpture seem real to you?
• What descriptive words or ideas are used to help you get a mental picture
of the sculpture?
• How is the importance of my relationship to the sculpture portrayed?
4. Tell the class that they will have an opportunity to visit A Flock of Finns at Waterfront Park.
5. Provide a copy of the book Flock of Finns. Ask students to select three sculptures
that they would like to observe at Waterfront Park. Read the accompanying text.
6. Discuss how patterns and texture are defined on a flat surface to make an object
have more dimension.
7. Have students discuss the following:
a. The design of the sculpture
b. The relevance of its name
c. Why they are attracted to the three parts of the sculpture
1. Ask each student to spend five minutes viewing each of the three parts of the
sculpture that he or she selected.
2. Ask students to answer the question “How are patterns and texture used on a flat
surface to make the sculpture resemble a real creature?” Ask students to enter their
response in their Waterfront Park Inquiry Notebook.
3. Ask students to answer the following questions to keep them focused on the elements of a memoir:
a. What is the object?
b. What descriptive words, phrases, or ideas does the writer use to describe the
object? (adjectives)
c. What memories does he or she share about him- or herself and the object?
d. How does the writer show the importance of the object? Through thoughts
and/or feelings? Through details and description? How did he or she choose
this object to be important in his or her piece?
e. What insights should the writer share? (How does he or she feel or think about
the object now?)
f. Inform the students that these notes will help them to identify that “one” special
part of the Flock of Finns sculpture and to write a memoir.
Assessment:
1. Refer to the JCPS Middle and High School Language Arts Core Content Guide
Memoir Unit.
2. Have each student use his or her notes to create a rough draft of a memoir.
3. Asks students to use the Peer Conferencing Form to revise his or her piece.
Activity
Mathematical Problem Solving
Venue
Waterfront Park
Grade Level
The activity is most appropriate for
grades eight and nine but can be
adapted for other grades.
Connections
Directions:
1. Arrange students in groups of three, and provide their group assignment.
2. Ask each group to review its task and assigned roles (e.g., counter,
timekeeper, recorder). More than one person should count the assigned
data.
3. Review assignments, including group location for data collection, using
the Waterfront Park map.
Social Studies: Research population
trends over the years, and make
Direct students in collecting group data.
correlations with the group’s assigned data collection.
Writing: Students create a transactive
Have students complete the Problem Solving at the Waterfront Park
writing piece using their group’s
worksheet using the data collected by the class.
data.
Mathematics: Data collection and
analysis
Science: Collect litter around the school or at Waterfront
Resources
Park, and use the data to make predictions on the
notepads, pencils, timers/stopwatches, maps of Waterfront
amount of litter for the entire year.
Park, graphing calculators, Internet access
Kentucky Core Content for
Assessment
Mathematics
MA-M-3.2.1 Organize, represent, analyze, and interpret
sets of data
MA-M-3.2.2 Collect and interpret displays of data (e.g.,
table, circle graph, line plot, stem-and-leaf plot, boxand-whiskers plot)
MA-M-3.2.3 Find mean, median, mode, and range; recognize outliers, gaps and clusters of data.
MA-M-3.3.3 How data gathering, bias issues, faulty data
analysis, and misleading representations affect interpretations and conclusions about data (e.g., changing the
scale on a graph, polling only a specific group of people,
using limited or extremely small sample size).
MA-M-4.2.5 Represent and use functions through tables,
graphs, verbal rules, and equations
MA-M-4.3.2 How the change in one variable affects the
change in another variable (e.g., if rate remains constant, an increase in time results in an increase in distance).
Accommodations
Students complete the Problem Solving at the Waterfront
Park worksheet with a partner.
Assessment
Students create a transactive writing piece using their
group’s data.
data, mean, median, mode, range, outliers, gaps, clusters,
sampling, functions, graphs, slope
31
Activity
Waterfront Park Math Trails of Sculptures
Venue
Waterfront Park Sculptures
Grade Level
Middle
Connections
Writing, Arts and Humanities, and
Mathematics
for Assessment
Writing
WR-M-1.3
Directions:
1. Have students research the history of the artists and their sculptures that
are on display in Waterfront Park:
a. Flock of Finns (Marvin Finn), located at Preston and Witherspoon
b. GraceHoper (Tony Smith), located on the Overlook next to the
Great Lawn
c. Tetra (Charles O. Perry), located at the entrance of Festival Plaza
2. Review the math trail with students using a map of Waterfront Park. Assign small groups of students to start the math trail at different points on
the worksheet so that they will be spread throughout the park. Remind
students that Problems 1, 3, 6, 8, 9, and 13 are good starting points.
Have students complete the Sculptures at the Waterfront Park worksheet(s).
See APPENDIX.
Arts and Humanities
AH-M-4.1.32 Art Elements: line,
Have students research an artist who is noted for artwork related to mathshape, color (tints and shades) and
ematical elements. Ask students to write their findings.
color groups (monochromatic)
form, texture, space (positive/negative and perspective), and value
(light and shadow)
AH-M-4.1.39 Subject Matter: landscape, portrait, still life,
abstract, and nonobjective
proportion, slope, geometric elements, two-dimensional
AH-M-4.2.31 Describe and compare the characteristics
shapes, area, volume, measurement (metric, standard,
and purposes of works of art representing various culnonstandard), and patterns
tures, historical periods, artists, and/or styles.
Mathematics
MA-M-1.2.3 Apply ratios, proportional reasoning, and
percents (e.g., constant rate of change, unit pricing).
MA-M-2.1.1 Basic geometric elements that include points,
segments, rays, lines, angles, and planes.
MA-M-2.1.2 Two-dimensional shapes including circles,
regular polygons, quadrilaterals (square, rectangle,
rhombus, parallelogram, trapezoid), and triangles
(acute, obtuse, right, equilateral, scalene, isosceles).
MA-M-2.1.4 Congruence, symmetry, and similarity.
MA-M-2.2.1 Identify characteristics (e.g., sides, vertices,
angles, faces, edges, congruent parts) of two-dimensional and three-dimensional shapes.
MA-M-2.2.2 Use appropriate tools and strategies (e.g.,
combining and subdividing shapes) to find measures of
both regular and irregular shapes.
MA-M-2.2.4 Estimate measurements in standard units.
MA-M-2.2.6 Estimate and determine measurements of
angles.
MA-M-2.3.3 How proportional figures are related (scale
drawings, similar figures)
MA-M-4.2.4 Use variables to describe numerical patterns.
32
Resources
pen/paper, calculators, measuring tools, drawing tools
Accommodations
1. Have students complete the Sculptures at the Waterfront Park worksheet with a partner.
2. Modify the number of required questions on the Waterfront Park worksheet.
Assessment
1. Ask students to select their favorite sculpture from Waterfront Park and to write about its artistic and geometric elements.
2. Ask students to create their own sculpture and to write
an article that describes the geometric and art elements
used.
3. Have students research famous landmarks for mathematical applications. Ask them to write five questions
that could be used for a math trail using the landmark.
Name: _____________________________________________________________________________________________
Date: ________________________________
Directions
As you visit each Waterfront Park venue, be respectful of the environment and the other guests in the park. Please do not
touch the sculptures you might encounter on the trail, and remember that there is a recommended age limit for using the
equipment in the children’s play area. Use your notebook to answer the questions. Show all mathematics calculations
including any sketches, models, steps, and formulas used in obtaining your answer.
1. Phase I of the Waterfront Park Development, established in 1999, consists of 55 acres. It includes Festival Plaza,
the Great Lawn, the Louisville Wharf, Linear Park, Harbor Lawn, Public Gardens, and the Overlook. Approximately
1.25 million people visit the park each year.
a. An average of how many people visit per day?
b. What is the average population density (in acres) per day in the park? (Use your answer from part a.)
c. What are the approximate square feet of Waterfront Park per person per day? (1 acre = 43,560 square feet)
d. What is the approximate square yardage per person per day?
2. Walk to the first sculpture, Tetra (Charles O. Perry), located at the entrance of Festival Plaza.
a. How many circles are contained in Tetra? Assume the artist has been commissioned to continue the pattern in
order to make a taller sculpture. How many circles would be contained if the pattern were repeated five times?
Ten times? N times? Write an algebraic expression representing your pattern.
b. Find the approximate height of Tetra using either a proportion (if it is a sunny day) or right triangle trigonometry.
Show how you arrived at your answer.
3. Next to the Festival Plaza is the Waterplay feature, a symbolic representation of Louisville’s commercial past that
functions as a dramatic recreation of the Portland Canal Lock. The water in this area is taken from the Ohio River
and filtered through a 90-foot-diameter holding tank.
a. Calculate the circumference of the holding tank.
b. If the holding tank has a height of ten feet, what is the holding capacity of the tank?
4. Two sloping walkways (with a slope of 4.7 percent) connect the upper-level plaza of the Waterplay feature with the
riverfront promenade. Give two possible measurements that could represent the rise/run of a set of stairs with a 4.7
percent slope.
5. As you complete the math trail, calculate the slope of the three sets of stairs from three different locations in Waterfront Park. Rank the steps from the least steep to the steepest.
6. On one side of the wall of the Waterplay feature is a list of corporate and individual donors for the Waterfront Park
Development. If the donors
were randomly chosen, find
the following probabilities:
a. The probability that someone contributed
$10,000
b. The probability that someone contributed
$10,000,000
c. The probability that someone contributed at least
$250,000
33
7. The Overlook is approximately one acre in size. Since 1972, the Kentucky Derby Festival Chow Wagon has attracted about 15,000 people at any given time. If the entire group of 15,000 people stood on the Overlook at
one time, how many people would there be per square foot?
8. Walk to the second sculpture, GraceHoper (Tony Smith), located on the Overlook next to the Great Lawn.
a. Your friend could not attend the field trip but is interested in art. Using mathematical terms (types of lines, geometric shapes, angles, length, width), describe the sculpture in words. Remember: Please do not touch!
b. GraceHoper needs a fresh coat of paint for a new look. Calculate the approximate surface area of the sculpture. Show how you arrived at your estimate. Remember: Please do not touch!
c. Find the approximate height of GraceHoper using either a proportion (if it is a sunny day) or right triangle trigonometry. Show how you arrived at your answer.
9. The Great Lawn measures 12 acres, including stadium-style concrete seating. Estimate how many blades of grass
are contained in the Great Lawn. Explain how you arrived at your answer. Please do not pick any blades of grass!
10. Next to the Great Lawn is Linear Park, 27 acres of landscape and botanical diversity. It includes picnic seating for
50 people. Locate a picnic table, and design a new picnic table with approximately the same surface area but one
that would accommodate more people.
11. During the math trail, examine the Big Four Bridge on the Ohio River. Compare and contrast the designs, including
the mathematical features of the bridge.
12. Locate one of the cylindrical-shaped trashcans in the park. Calculate how many soda cans it would take to fill one
of the trashcans, assuming the cans are not dented or crushed. While walking to the trashcan, make sure that you
pick up any litter for disposal!
13. Walk to the third set of sculptures, Flock of Finns (Marvin Finn), located at Preston and Witherspoon.
a. Study the Flock of Finns sculpture for mathematical geometric elements and shapes (e.g., lines, angles, two-dimensional shapes, congruence, similarity, proportion) Describe five geometric characteristics you found in the
sculptures. Identify the sculpture(s) being referenced.
b. Find the approximate height of two parts of the Flock of Finns sculpture using either a proportion (if it is a sunny
day) or right triangle trigonometry. Show how you arrived at your answer.
c. Choose one part of the Flock of Finns sculpture, and calculate approximately how much paint was needed by
Marvin Finn in this design. Identify the sculpture being referenced, and show how you arrived at your answer.
Remember: Please do not touch!
d. Choose one part of the Flock of Finns sculpture, and sketch the sculpture to scale. Make sure you include the
scale you used in your drawing.
14. Walk to the Children’s Play Area. Describe five real-world applications of mathematics in the park. Two of the applications should include a mathematical formula (e.g., area, volume, slope).
If you have an opportunity to go to the newly opened Phase II of Waterfront Park, proceed to the Adventure Playground
for children. (You will need a car or bus to visit the Adventure Playground.) It is a wonderful park with play equipment
and seasonal water activities.
Describe the use of mathematics in this park using five real-world applications. Two of the applications should include a
mathematical formula (area, volume, slope, etc.). Don’t forget to observe the variety of stairs, slides, walkways, and
seating areas for mathematical applications!
34
Activity
Waterfront Park Reflections
Venue
Grade Level
Middle
Connections
Reading and Writing
for Assessment
Reading
RD-M-X.0.8 Make predictions, draw
conclusions, and make generalizations about what is read.
RD-M-x-.0.10 Connect information
from a passage to students’ lives
and/or real world issues.
RD-M-1.0.14 Analyze the relationship
between events in a story and a passage.
Writing
Core Content
Vocabulary
Directions:
1. Provide a copy of The Wind in the Willows, and ask students to read
it silently.
2. Ask students to identify words that are new and challenging (e.g., sinuous, gurgle, babbling, insatiable). Discuss the meaning of these words.
Introduce the core content vocabulary.
3. Use these words to help explain how the characters of a memoir focus
upon the relationship of a writer and a person, place, object, or animal.
1. Read the passage aloud as the students sit by the waterfront. Before
the read-aloud, ask students to listen for what they believe is the writers’
intent in this passage.
2. Use the following questions to generate dialogue after the reading:
a. What is the passage about?
b. What is the relationship between the subject and the writer?
c. What is the writer’s purpose? In other words, what does the writer
want from this relationship?
d. What is the one impression that the writer wants you to have about
his subject?
e. How does the writer show how important his subject is in the passage?
3. Ask students to find a special place or object at Waterfront Park and to
write a passage that makes personal connections just as Grahame has
done.
4. Reassemble students, and provide time for sharing their passages.
memoir, author’s purpose
Resources
Ask students to write a memoir that focuses upon their relationship with a
special place or object at or along Waterfront Park.
The Wind in the Willows by Kenneth
Grahame
35
Activity
Waterfront Park Reflections
Venue
Waterfront Park
Grade Level
Middle
Connections
Writing
for Assessment
Writing
Core Content
Vocabulary
reflection, significance, essay
Resources
CCGs Middle School Personal Essay
Unit
Accommodations
Students who need additional help
should have a conference with their
teacher and peer partners.
36
Directions:
This lesson would be of benefit to students if it were taught after a visit to
Waterfront Park. Set the purpose for writing by involving students in an
open-ended discussion about the places that they enjoyed visiting while at
Waterfront Park. Refer to the CCGs Middle School Personal Essay Unit.
1. Discuss the following questions:
a. What are the characteristics of the places you enjoyed?
b. What influences the mood of a certain place?
c. What are cities supposed to look, sound, and smell like?
d. What role does humankind play in creating a sense of place?
e. What role does nature play in creating a sense of place?
2. Explain to students that since they had the opportunity to visit Waterfront Park, the Waterfront Development Corporation (WDC) would like
to know about their Waterfront experience. Inform the students that
WDC staff would like to read the students’ personal essays about the
park because the government officials and other community leaders
and organizations have invested time and resources to make Waterfront Park a major Louisville attraction.
3. Ask students to share their feelings and thoughts and any suggestions
for Waterfront Park improvements in their personal essay.
4. Ask students to write a personal essay about their trip to Waterfront
Park and to mail letters to WDC and/or city leaders.
5. Share students’ personal essays with WDC staff, the mayor, and other
government officials.
Section
Four
A Waterfront
Vision: Colors,
Shapes, Sounds,
and Textures
Coming Alive
37
Activity
Charting the Waterfront
Grade Level
Middle
Directions
Connections
Pre-Waterfront Park Experiences
Arts and Humanities and Social
Studies
for Assessment
Arts and Humanities
AH-M-4.1.41 Create artwork using
the elements of art and principles
of design [PE] (1.13, 2.22)
AH-M-4.1.32 Art elements – line,
shape, form, texture, and color
(primary and secondary hues) and
color groups (warm, cool, neutral)
AH-M-4.1.34 Describe a variety of
media and art processes used to
produce two-dimensional (2-D)
and three-dimensional (3-D) artwork. (1, 13, 2.22)
AH-M-4.1.35 Media – crayon, pencil,
paint, fabric, yarn, clay, paper,
papier-mâché (used to produce artworks)
AH-M-4.1.39 Analyze how an artist
uses various media and processes to
communicate meaning in a work of
art. (1, 13, 2, 23)
Social Studies
The social studies teacher and the art teacher should collaborate to ensure
that students complete the tasks successfully.
1. Ask students to examine the Waterfront Curriculum Guide’s Ohio River
Navigation Charts (first edition), and have students identify and discuss
how:
a. factors affect where human activities occur along the Ohio River.
b. technology has caused physical changes in the waterfront over the
past years.
c. physical environment promotes and limits human activities.
2. Ask students to identify and classify the features listed on the map as
physical characteristics (e.g., Twelve Mile Island, Six Mile Island) or as
human characteristics (e.g., Louisville Water Company intake, Belle of
Louisville).
3. Provide photographs and illustrations of the navigation charts that illustrate the physical and human characteristics, and generate a discussion of how elements of art and principles of design were used to
create the charts.
1. Provide a copy of A Glimpse of Waterfront Park and the brochure Louisville Waterfront Park: A Guide to the Waterfront Neighborhood. Review the makeup of each, and allow time for students to read each.
2. Inform students that they will have a specified time to explore Waterfront Park and to visit each venue.
3. Ask students to sketch a map of Phase I or Phase II using a pencil and
drawing paper.
4. Ask students to reassemble, and provide time for them to write in their
notebooks their personal reflections about Waterfront Park.
1. Provide time for students to find articles and other printed materials to
SS-M-4.1.1 Maps (e.g., map projecgather more information about and illustrations of Waterfront Park and
tions—Mercator and Robinson),
its venues.
globes, photographs, models, and
2. Ask students to create a poster-size chart of Waterfront Phase I or II.
satellite images are representations
Instruct students to include the following map features:
of Earth with different characterisa. Text features/Reading tools
tics and uses.
b. Human and physical features with labels
SS-M-4.1.2 Different factors (e.g., riv4. Tell students that they may choose to incorporate a variety of materials
ers, dams, developments) affect
to add color, texture, and pattern to their work.
where human activities are located
5. Ask students to write an entry in their notebook that addresses: What I
and how land is used in urban, ruLearned and Why.
ral, and suburban areas.
SS-M-4.2.1 Places can be made distinctive by human activities (e.g., building houses,
stores, roads, railroads, irrigation) that alter physical
features
SS-M-4.2.2 Places and regions change over time as new
technologies, resources, and knowledge become available.
SS-M-4.4.1 Technology assists human modification of the
physical environment (e.g., damming a river, irrigating a
desert, cooling or heating a living area).
38
Activity
Waterfront Reflections
Grade Level
Middle
Connections
Arts and Humanities and Writing
for Assessment
Arts and Humanities
Directions
1. Ask the school’s art specialist to introduce or review the art elements,
principles, media, and processes related to Impressionist artists.
2. Provide opportunities for students to learn more about Impressionist
artists using the following:
a. The Internet
b. Reference books
c. Class textbooks
3. Ask students to list on chart paper five things that they learned, and
post the paper on the wall.
4. Allow students time to read their classmates’ findings.
5. Inform students that they will have an opportunity to create drawings
that have characteristics similar to those of an Impressionist-style work
of art.
of design. [PE] (1.13, 2.22)
AH-M-4.1.42 Use a variety of media
and art processes to produce twodimensional (2-D) and three-dimensional (3-D) artwork [PE]
(2.22)
1. Ask students to take a walk through Waterfront Park and to look at the
AH-M-4.1.32 Art elements: line,
different kinds of plants. Tell students that they have 30 minutes to exshape, form, texture, and color
plore the park.
2. Ask students to select a plant to be the focal point of the drawing that
they will create.
AH-M-4.1.35 Media- crayon, pencil,
3. Ask students to use crayons, oil pastels, or water colors in their attempt
to color the picture in the manner of an Impressionist artist using short,
papier-mâché (use to produce artchoppy strokes of color and applying colors side by side for the eye
works)
to “mix” together.
AH-M-4.1.39 Analyze how an artist
uses various media and processes to
communicate
Ask students to write a personal narrative about their experience as an artAH-M-4.1.39 Subject Matter: landist at Waterfront Park.
scape, portrait, still life, abstract,
and nonobjective
AH-M-4.2.31 Describe and compare
the characteristics and purposes of works of art representing various cultures, historical periods, artists, and/
or styles.
Writing
crayon, elements of art, form, line, media, pencil, principles of design, paper, pastels, primary color, processes,
secondary color, shape, texture
Resources
drawing paper, pencils, crayon, oil pastels, water colors,
reading and art materials about Impressionist artists
39
Activity
Living Along the River
Grade Level
Middle
Connections
Arts and Humanities and Science
for Assessment
Directions
1. Ask students to use their viewing frame to “frame” a section of the waterfront area to draw where animals or people are living along the
river.
2. Ask students to select a living thing to be the focal point of the composition.
3. Ask students to add texture and value to their pictures to help communicate how people and other living things live along the Ohio River.
Arts and Humanities
the elements of art and principles of design. [PE] (1.13,
2. 22)
AH-M-4.1.42 Use a variety of media and art processes to
produce two-dimensional (2-D) and three-dimensional
(3-D) artwork. [PE] (2.22)
AH-M-4.1.32 Art elements—line, shape, form, texture,
and color (primary and secondary hues) and color
groups (warm, cool, neutral)
AH-M-4.1.35 Media—crayon, pencil, paint, fabric, yarn,
clay, paper, and papier-mâché (used to produce artworks)
AH-M-4.1.39 Analyze how an artist uses various media
and processes to communicate meaning in a work of art.
(1.13, 2.23)
media, texture, art processes
Resources
pencils, drawing paper, viewing frame
Environmental Art
“From prehistoric times, peoples have transformed the
environment, shaping their tools from stone, and, in
their cave wall paintings megaliths and stone circles,
seeking ways to connect with the forces of nature.
Since those times, artists and designers have been profoundly influenced by the images, colors, patterns,
structures and systems of nature around them.”
Clive Adams
Director of the Centre for Contemporary Art and the
Natural World
Environmental art emerged in the 1960s in response to
the environmental movement and takes many forms
and has many purposes. Listed below are five purposes:
1. To restore damaged ecosystems
2. To naturalize plantings (create a native plant landscape)
3. To interpret historical, social, and environmental
information as in markers, plaques, and signs to
help people understand and appreciate nature
4. To be a metaphor, image, or installation revealing
patterns and relationships
5. To be reflective, to heal, and to celebrate a bond
with the earth
40
Activity
Waterfront Environmental Conditions
Grade Level
Middle
Connections
for Assessment
Arts and Humanities
Directions
1. Ask students to find an area where there is sufficient evidence of pollution, and then ask them to list or sketch what they observe.
2. Ask students to reassemble and discuss the impact humans are having
on the waterfront environment (Science Connection).
3. Ask students to select and draw a polluted area of Waterfront Park.
Ask them to choose a focal point for their drawing that will have the
greatest effect on a viewer.
4. Direct students in selecting a purpose for their artwork (to express their
own view, to persuade someone, or to make a point); then, ask them
to choose a color scheme that will help emphasize that purpose in the
design of their artwork.
5. Provide time for students to lightly sketch on drawing paper the polluted
area that they have observed.
AH-M 4.1.41 Create artwork using
of design [PE] AH-M (1.13, 2.22)
AH-M 4.1.42 Use a variety of media
and art processes to produce twodimensional (2-D) and three-dimensional (3-D) artwork. [PE]
(2.22)
1. Ask students to use chalk to complete their drawings. Inform them of the
AH-M 4.1.32 Art elements—line,
need to protect the colors by spraying them with hair spray before matshape, form, texture, and color
ting them.
2. Provide an opportunity for student work to be displayed throughout the
school to promote the importance of eliminating the waterfront pollution
AH-M 4.1.35 Media—crayon, pencil,
problems.
AH-M:4.1.39 Analyze how an artist uses various media
and processes to communicate meaning in a work of art. focal point
(1.13, 2.23)
AH-M 4.2.32 Purpose of Art—expressive (express emoResources
tions and ideas), narrative (describe and illustrate expe- paper, colored chalk, pencil, hair spray
riences), functional (decorate objects) (1.13, 2.23)
John James Audubon
1785–1851
John James Audubon was the premiere wildlife artist of our country in his time. He created a portfolio of 435 lifesize prints. Later bird artists and naturalists such as Roger Tory Peterson and David Sibley are still compared to
Audubon.
Audubon was born in what is now Haiti, and at a young age he developed an interest in birds, nature, and drawing. He came to the United States in 1803 and settled at a location near Philadelphia, Pennsylvania. There he studied and drew birds. Eventually, he and his wife, Lucy, traveled down the Ohio River and settled in western Kentucky.
He continued to draw birds and to create an impressive portfolio. Later, he and his wife traveled down the Mississippi River to live for several years. In 1826, he sailed with some of his drawings to England where his work was a
huge hit. After publishing Birds of America, Audubon wrote and published other successful books.
Although he was a hunter, Audubon’s illustrations of birds, nature, and wildlife helped to develop a concern for conservation. He was concerned with the destruction of birds and their habitats.
He eventually settled in New York City, where he is buried.
41
Activity
Ohio RiverWalk
Grade Level
Middle
Connections
Arts and Humanities
for Assessment
Arts and Humanities
Directions
1. After the RiverWalk tour, divide students into small groups.
2. Have students list highlights of the tour and brainstorm to generate
ideas as to what makes the RiverWalk or the waterfront so special.
3. Using the information they generate, have students design a brochure
to attract more people to travel the RiverWalk to Waterfront Park.
4. Review elements of art, purposes of art, and principles of design.
5. Remind students to employ art elements and principles of design to create their brochure.
of design [PE] (1.13, 2.22)
AH-M 4.1.32 Art elements—line, shape, form, texture,
AH-M 4.1.33 Principles of design—organization of visual
compositions: emphasis (focal point), pattern, balance
(symmetry), contrast (light/dark)
AH-M 4.1.35 Media—crayon, pencil, paint, fabric, yarn,
clay, paper, papier-mâché (used to produce artworks)
AH-4.2.32 Purpose of Art— expressive (express emotions
and ideas), narrative (describe and illustrate experiences), functional (decorate objects) (1.13, 2.23)
art elements, principles of design, media
Resources
drawing paper, pencil, colored pencils
42
Activity
Signs of Animals
Grade Level
Middle
Connections
for Assessment
Arts and Humanities
Directions
1. Allow time for students to observe various animal habitats at Waterfront Park and to write in their Waterfront Park Inquiry Notebook to
write descriptive phrases or to draw pictures to illustrate what they
observed.
2. Discuss why the designs of animals’ habitats are unique. Ask students
to sketch an appropriate habitat for one of the animals.
3. Explain that the design of the habitat should be functional and should
illustrate the animal’s lifestyle and that the design also should be aesthetically pleasing.
4. Tell students that the design of the habitat should incorporate the
background of the animal’s entire living area.
5. Have students use colored pencils to complete their drawings.
of design [PE] (1.13, 2.22)
AH-M-4.1.32 Art elements – line,
Refer to JCPS Core Content Guides High School Poetry Unit, and plan
AH-M-4.1.33 Principles of design –
lessons that support student’s composing a poem about what they portray
organization of visual composiin their drawing.
tions: emphasis (focal point), pattern, balance (symmetry). Contrast
(light/dark)
AH-M-4.1.35 Media- crayon, pencil, paint, fabric, yarn,
clay, paper, papier-mâché (used to produce artworks)
AH-M-4.2.32 Purpose of Art – expressive (express emotions and ideas), narrative (describe and illustrate experiences), functional (decorate objects) (1.13, 2 23)
media, realism/naturalism
Resources
newsprint or drawing paper, poster board, pencil, colored
pencils, Waterfront Park Inquiry Notebook
43
Activity
Capturing the Past and Present
Grade Level
Middle
Connections
Arts and Humanities, Reading, and
Writing
for Assessment
Arts and Humanities
of design [PE] (1.13, 2.22)
AH-M 4.1.42 Use a variety of media
and art processes to produce twodimensional (2-D) and three-dimensional (3-D) artwork. [PE]
(2.22)
AH-M 4.1.32 Art elements – line,
AH-M 4.1.33 Principles of design –
organization of visual compositions: emphasis (focal point), pattern, balance (symmetry), contrast
(light/dark)
AH-M 4.1.34 Describe a variety of
media and art processes used to
produce two-dimensional (2-D)
and three-dimensional (3-D) artwork. (1.13, 2.22)
AH-M 4.1.35 Media – crayon, pencil,
paint, fabric, yarn, clay, paper, and
AH-M 4.2.32 Purpose of Art – expressive (express emotions and ideas),
narrative (describe and illustrate
experiences), functional (decorate
objects) (1.13, 2.23)
Reading
Directions
Activity A
1. Provide photographs and reading materials that address life along the
Louisville waterfront and the Ohio River from many years ago to the
present.
2. Ask students to examine each photograph and to highlight information
about the past and present life along the waterfront.
3. Discuss what life was like years ago compared to life along the Louisville waterfront and the Ohio River today. Ask students to list those comparisons on a T-chart labeled Past and Present.
4. Use the photographs and the T-charts to discuss how those photographs, like all photographs, communicate change, and how these
photographs tell a story about what changes have occurred.
Activity B
1. Show and discuss Faith Ringold’s story quilts.
2. Assist students in creating a story quilt that illustrates and tells the story
about the changes that have occurred along the Louisville waterfront.
1. Organize students into groups of four. Ask students to select a view of
Waterfront Park that will be the focal point of a drawing for a story
quilt.
2. Tell each student that he or she will be responsible for one square of a
four-square Waterfront Park story quilt. Encourage students to work together to come up with ideas for a story that conveys what they read,
saw, heard, and/or felt.
3. Ask each student to sketch his or her drawing and to write a first draft
of his or her part of the story. Remind each group that each member’s
individual drawing and writing should communicate part of the group’s
story.
1. Have students review their work to ensure that their drawings communicate their story. Ask students to add color to their drawings and to
write their story on their quilt pieces with markers.
2. Assist student groups in arranging their pieces to produce a finished
story quilt.
3. Use the following questions to generate class discussion:
a. What events led to the changes that occur along the Louisville waterfront?
b. How have those changes affected your community?
c. Does your story quilt relate to those changes and to their affect on
your community? If so, explain how.
RD-M-1.0.14 Analyze the relationship
between events in a story and a
character’s behavior.
RD-M-2.0.14 Summarize information from a passage.
Writing
elements of art, media, principles of design, processes,
purpose of art, styles
Resources
drawing paper, pencil, colored pencils, markers, reference
books, Waterfront Curriculum Guide (first edition), story
quilts by Faith Ringold
44
Activity
The Art of Public Sculpture
Venues
Festival Plaza featuring Tetra by
Charles O. Perry; Overlook featuring
GraceHoper by Tony Smith; Harbor
Lawn entrance featuring Flock of
Finns by Marvin Finn
Grade Level
Middle School
Connections
Directions
1. Have students select the sculpture in which they are most interested
after observing three sculptures.
2. Have students select a view of the sculpture and focus on the negative spaces using their viewing frame.
3. Ask students to draw only the negative shapes while viewing the
spaces.
4. Ask students to use pencils, colored pencils, or markers to add color,
pattern, or texture to the negative shapes that they drew.
Arts and Humanities
Kentucky Core Content for
Assessment
Arts and Humanities
AH-M-4.1.41 Create artwork using the elements of art and
principles of design. [PE] (1.13, 2.22)
AH-M-4.1.32 Art elements—line, shape, form, texture,
AH-M-4.1.33 Principles of design— organization of visual
compositions: emphasis (focal point), pattern, balance
(symmetry), contrast (light/dark)
AH-M-4.1.35 Media—crayon, pencil, paint, fabric, yarn,
clay, paper, and papier-mâché (used to produce artworks)
AH-M-4.1.39 Analyze how an artist uses various media
and processes to communicate meaning in a work of art
(1.13, 2.23)
crayon, color (primary and secondary hues) and color
group or relationship (warm, cool, neutral), drawing,
form, line, pattern, processes, sculpture, shape, space, texture
Resources
pencils, drawing paper, viewing frame
The Journey of the River
The river is born in a boggy place,
A small trickle of muddy water.
Gradually it starts to grow,
To twist and wind into a meander.
The fish dart through the sapphire stream,
In and out of the bottle green weed.
The water grows until it reaches the cliff’s edge.
The waterfall approaches,
The water thunders down,
Like a curtain falling into foam.
Now the river slows,
Hissing like a snake,
And ends its journey,
As a still pond.
By Shaun
45
Section
Five
A Waterfront
Vision: Inquiring
Minds Coming
Alive
46
Teacher’s Guide to the
Waterfront Park Inquiry Notebook
What is the purpose and value of
using the Waterfront Park Inquiry
Notebook?
The Waterfront Park Inquiry Notebook is a curriculum tool
that:
• takes students on many new adventures that await them
at Waterfront Park.
• moves students from memorizing facts and vocabulary
definitions to developing an in-depth understanding of
subject-matter concepts.
• drives teachers and students through class discussions
or debriefing sessions to meaningful learning.
• creates an opportunity for teachers to guide students’
writing and thinking process—that is, their conceptual
thinking.
• Explanations generated based on data—“What I
Learned and Why”
• Reference consulted
• Personal reflections
Prompts
Why should prompts be given to students?
Prompts are good because they:
• help students think about what they are going to write
in their notebook.
• help students to keep focused on what they have
learned.
• can be used to assess student understanding of a concept.
• lead students down paths of new learning.
Examples of Prompts
The use of the notebook will help to build a community of
learners who are eager to share and discuss their findings
with each other. Using the Waterfront Park Inquiry Notebook allows students an opportunity to assess immediately
what they have learned before their visit to, during their
adventures at, and after their visit to our community’s Waterfront Park. The notebook should not be turned in for a
grade. Rather, teachers should use the notebook to determine individual student progress of in-depth concept understanding. This type of assessment cannot occur by
reading a single sentence or entry. The entire notebook
must be analyzed over time. Invaluable information about
a student’s thinking and writing is provided through the
analysis of the notebook.
Entries
What kind of topic entries should students write about in
their notebook?
• Student-generated questions (e.g., “I Wonder” questions, “What I Want to Know”)
• Predictions
• Materials used and procedures followed
• Data and observations collected during exploration/investigations
• Drawings, tables, charts, labeled diagrams
• Analysis of data such as patterns, relationships, connections, comparisons
•
•
•
•
•
•
•
•
•
•
•
The question I am investigating is______________.
I predict____________.
What I did was__________.
Today I learned__________.
One thing I did well was_____________.
One problem I had was_________.
I wonder_____________.
What if______________?
What I learned relates to my everyday life _________.
New ideas I have after this investigation are _______.
Questions I now have are__________.
Use the following questions to assess student progress:
What evidence of progress is there in each student’s:
• predictions?
• recording and organization of data?
• drawings, diagrams, charts, and graphs?
• questions?
• reflection upon his or her work?
• use of content vocabulary?
• use of notebook as an informational resource?
• self-assessment?
• ability to articulate information from his or her own
notebook during class discussion?
47
The design and use of the Waterfront Park Inquiry Notebook clearly promotes student self-assessment. Students
can use their chronological entries to reflect on the
progress of their own thinking, learning, and writing. Students should periodically take time to analyze their process from cover to cover just as teachers should. Often,
the notebook becomes a timeline that reflects the student’s
development. Students, parents, and teachers can celebrate this accomplishment together.
A teacher’s view of the value of
student notebooks
I have used a lot of forms of assessments with my students
over the years, but I have found notebooks to be the best
form of formative assessment. It is very important to remember that a student has total ownership in his or her
notebook. It is a place where students can write what they
are thinking and record information in a way that makes
sense to them. A grade should never be given for notebook entries. The teacher should write only positive comments in the notebook. When students continue to get
positive comments in their notebook they will become
comfortable writing authentically. This opens a window
for the teacher to see a true picture of what a student is
thinking.
This is what makes the notebook such a powerful tool for
the teacher and student. The thinking, writing, and reflecting by the student are authentic. This allows a teacher
to have in-depth knowledge of a student’s understanding
48
of conceptual information. It allows the teacher to assess
if the student has gone beyond surface learning (only
memorizing) to truly internalizing concepts.
Of course, as the teacher reads the notebooks, he or she
is assessing student understanding of concepts and is
looking for misconceptions. This helps guide teachers’
planning of future lessons to help students clear up misconceptions and/or to continue to internalize concepts. A
teacher once said to me, “An inquiry notebook is like a
positive x-ray into the mind of a student.”
Lynn Earl Huddleston
District Science Resource Teacher
Curriculum and Assessment
JCPS Gheens Academy
JEFFERSON COUNTY PUBLIC SCHOOLS
Inquiring Minds
Learning About One of Our Greatest Community Resources
Inquirer’s Name:
Name of Inquirer’s School:
Grade Level of Inquirer:
Name(s) of Inquirer’s Teacher(s):
www.jcpsky.net
Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities
49
Dear Students,
Welcome to the Waterfront Park of Discovery! Your teacher has organized activities that
are fun, yet challenging. These activities are connected to what your teacher expects you
to learn and to be able to do. It will be challenging for you at times because many of the
concepts introduced and activities in which you will be engaged will lead you to new
adventures and unknown trails of learning directly related to real-life experiences. It is our
goal that you enjoy learning about our community’s waterfront and its Waterfront Park.
Many people have worked hard to make sure you have a great time when visiting Waterfront Park. Presently, Phase I and Phase II are complete and open. Each phase offers
adventures that we believe will have a lasting effect upon your life, and we believe that it
is important for you to capture those moments. Therefore, we would like for you to use the
Waterfront Park Inquiry Notebook while exploring and/or researching the Ohio River, its
waterfront, and Waterfront Park.
You will be involved in a variety of group work, individual work, hands-on activities, and
reading and writing activities. We hope that you will use your Waterfront Park Inquiry
Notebook to capture your most meaningful experiences that occur at school and during
your visit to Waterfront Park.
Check out the following to learn more about your Waterfront Park Inquiry Notebook.
The Waterfront Park Inquiry Notebook Five Ps
Prompts
Predictions
Personal Reflections
Planning
Product
Use prompts to guide your thinking and writing.
Make predictions to guide your work in gathering evidence that
can be used to help complete your prompts.
Keep a positive attitude when writing about your personal experiences and communicating what you have learned.
Take time to plan what you will write about and how you will
write about it. Use time wisely when writing your entries.
Reflect on and/or revisit the think-abouts so that your entries (your
products) capture what you have learned from your experiences.
What is the purpose and value of using the Waterfront Park Inquiry Notebook? The
Waterfront Park Inquiry Notebook will:
1. guide you on many new adventures.
2. be a writing tool that captures special moments for you when you are visiting special
places.
3. help you make connections with real issues that affect your life.
4. provide you with opportunities to enhance your reading, writing, and thinking skills.
5. assist you in learning meaningful things.
50
Entries
Use the following entries to guide your thinking and writing in your notebook:
• Student-generated questions (e.g., “I Wonder” questions, “What I Want to
Know”)
• Predictions
• Materials used and procedures followed
• Data and observations collected during explorations/investigations
• Drawings, tables, charts, labeled diagrams
• Analysis of data such as patterns, relationships, connections, and comparisons
• Explanations generated based on data “What I Learned and Why”
• Reference consulted
• Personal reflections
Prompts
Use the prompts to help you think about how to write in your notebook to share
what you have learned.
Examples of Prompts
•
•
•
•
•
•
•
•
•
•
The question I am investigating is______________.
I predict____________.
What I did was__________.
Today I learned__________.
One thing I did well was_____________ ; one problem I had was_________.
I wonder_____________.
What if______________.
What I learned relates to my everyday life_______________.
New ideas I have after this investigation are____________.
Questions I now have are__________.
Think-Abouts When Using Your Waterfront Park Inquiry Notebook
•
•
•
•
•
•
•
•
•
Predictions
Recording and organizing data
Drawings, diagrams, charts, graphs
Questions
Reflections
Use of content vocabulary
Use of notebook as an informational resource
Self-assessment
A celebration of achievement
51
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Middle School level - Friends of the Waterfront

Transcription

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