Students go on a web-quest for information on Save the Bay’s Bay Classroom website. They discover facts and information about the part of the San Francisco Bay, its history, the creatures that call it home, and ways they can help protect the bay. This easy activity requires little supervision and is thus offered as a great substitute teacher lesson plan or for one of those teaching days when you need a last minute lesson. Suggestions for making this lesson more interactive are provided.
Can identify the major events that contributed to the current state of the San Francisco Bay.
Can describe some of the plants and animals that live in the Bay.
Can explain the importance of the San Francisco Bay and its watershed to the state of California.
Can describe some things students can do to help protect and preserve the Bay.
Individual. An option for coming back together as a class to discuss students’ findings is provided.
See San Francisco Bay Watershed – Background.
None, although familiarity with the San Francisco Bay watershed is helpful.
Option 1 – Individual Web-quest
Plate Tectonics and Earth’s Structure
1. Plate tectonics accounts for important features of Earth’s surface and major geologic events. As a basis for understanding this concept:
f. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.
Shaping Earth’s Surface
2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:
a. Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape.
b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.
d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.
Ecology (Life Sciences)
5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:
e. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.