Post-Unit Assessment (Optional)
Students show what they have learned about their watershed.
PROCEDURE
1. Ask students to create a watershed map for their community.
(15 minutes)
Or
Ask students: (10–15 minutes)
a. To state where the water that supports this community
comes from.
b. To state where this water goes.
c. To create a diagram and/or a narrative describing the
water’s journey.
Or
Ask students to do the following in writing: (20–30 minutes)
a. Create as extensive a list as possible of the watershed’s
native inhabitants.
b. Create as extensive a timeline as possible that reflects the
geological, natural and human history of their watershed
quest site.
c. Create two lists, each as extensive as possible, one listing
watershed challenges and the other listing success stories.
ASSESSMENT
1. Students have created a community watershed map.
2. Students have created a diagram and/or a narrative describing
how water moves through this community.
3. Students have created an inhabitant list, a timeline, a list of
challenges and a list of successes.
FOCU SI NG Q UE ST IO N
What is the water cycle?
What is a watershed?
And where is our watershed?
Who lives there?
MATE RI AL S
Paper
Pencil
TI ME
45-60 minutes
2
Post-Unit Assessment (Optional)
PRODUCT
Unacceptable
Beginning
to progress
Getting closer Meets standard Exemplary
Watershed
map
Map is neither
accurate nor
complete nor
neat
Map is either
complete or
neat, but not
accurate
Map is both
complete and
neat, but not
accurate
Map is neat,
complete and
accurate
Meets standard,
plus is rich
in detail and
carefully
executed
Water cycle
narrative
Includes neither
source nor
destination nor
water cycle
Includes either
source or
destination or
water cycle
Includes two of
the following:
source,
destination and
water cycle
Includes source,
destination and
water cycle
Meets standard,
plus is rich in
details and well
composed
Inhabitant list
0–6 species
noted
7–9 species
noted
12–15 species
noted
12–15 species
noted
16 or more
species noted
Watershed
timeline
0–1 points
on watershed
timeline
2–3 points
on watershed
timeline
4–5 points
on watershed
timeline
6–7 points
on watershed
timeline
8 or more
points on
watershed
timeline
Challenges/
successes
Created neither
a challenges
list nor a
successes list
Created either a
challenges
list or a
successes list
Created both a
challenges list
and a successes
list, but lists are
incomplete
Created both
lists, and lists
demonstrate a
full grasp
of challenges
and successes
Meets standard,
plus is rich
in detail and
carefully
executed
Evaluation Rubric
3
Post-Unit Assessment (Optional)
FURTHER REFERENCES
Additional educator resources for Jean-Michel Cousteau
Ocean Adventures can be found at pbs.org/oceanadventures.
For further information on questing, see Questing: A Guide to
Creating Community Treasure Hunts, by Delia Clark and Steven
Glazer (Hanover, NH: University Press of New England, 2004).
Quests have been published in Valley Quest: 89 Treasure Hunts in
the Upper Valley (White River Junction, VT: Vital Communities, 2001)
and Valley Quest II: 75 More Treasure Hunts in the Upper Valley
(White River Junction, VT: Vital Communities, 2004).
AUTHOR
Steven Glazer is the Valley Quest Coordinator for Vital Communities,
a regional nonprofit organization based in White River Junction, Vt.,
that works to engage citizens in community life and to foster the
long-term balance of cultural, economic, environmental and social
well-being in the region.
Vital Communities
104 Railroad Row
White River Junction, Vt. 05001
Phone: (802) 291–9100
E-mail: [email protected]
Web: www.vitalcommunities.org
CREDITS
Jean-Michel Cousteau Ocean Adventures is produced by
KQED Public Broadcasting and the Ocean Futures Society.
The exclusive corporate sponsor is The Dow Chemical Company.
Additional major support comes from: the William K. Bowes Jr.
Foundation, Ann Bowers and The Robert Noyce Trust, the William
and Gretchen Kimball Fund, the Harold K.L. Castle Foundation, and
the National Marine Sanctuary Foundation.
