Draft Interpretive Plan Join the adventure! - Captain John Smith ...

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2) Research and classify plants and animals. 3) Act out the Bay food web and diagram the flow of energy through it. 4) Discuss the impact of pollution, loss of underwater grasses, and over-fishing on the Bay’s animal resources. 5) Identify and classify plants and animals found in a pond ecosystem and analyze data. http://www.doe.virginia.gov/VDOE/LFB/lessonplans/foodwebs/index.html Modern Settlements • Maryland’s Chesapeake Bay Landscape Long Ago and Today Organization : John Smith 400 Grades: 4 – 5 Students will be able to: 1) Use geographic tools to locate places and describe the human and physical characteristics of those places. 2.) Describe geographic characteristics of Maryland/United States using resources, such as photographs, maps, charts, graphs and atlases. 3. Describe similarities and differences of regions by using geographic characteristics. http://www.johnsmith400.org/MD_CHESAPEAKE_BAY_LONG_AGO_TODAY.pdf Watermen The Captain Salem Avery House (Shady Side, MD) produced an activity guide entitled “The Seasons of the Chesapeake Watermen” – www.chesapeakewaterman.org The Bay and Smith • The Chesapeake Bay in Captain John Smith's Time Organization: John Smith 400 Grade(s): 4 - 6 Students will analyze primary sources in order to assess the presence of various animals and the quality of the Chesapeake Bay habitats in the 1600s. Students will compare the Chesapeake Bay of the 1600s with that of today. http://www.johnsmith400.org/The_Chesapeake_Bay_in_1608.pdf • Captain John Smith's Chesapeake Bay Organization: Virginia Department of Education Grade(s): 3 - 6 Compares and contrasts the Chesapeake Bay of today with the Chesapeake Bay of John Smith's day. http://www.doe.virginia.gov/VDOE/watershed/lessonplans/johnsmith/index.html 131
Restoration Efforts • The Chesapeake Bay: A Time for Change Organization: National Geographic Grade(s): 9 - 12 In this lesson, students will conduct research on the Chesapeake Bay, from Captain John Smith's explorations of the Bay and its tributaries and his interactions with Native Americans in the early seventeenth century to the present, and examine how these changes over time can help illuminate the interrelationship between people and place. They will then apply a similar approach to their local area. Through an examination of a timeline of change, students will make connections between the present interaction with place and its future and consider ways they can help shape the future course of both the Chesapeake Bay watershed and their own community. http://www.nationalgeographic.com/xpeditions/lessons/04/g912/chesapeake.html • Making the Grade: Health Indicators in the Chesapeake Bay Watershed Organization: National Geographic Grade(s): 9 - 12 Using the Chesapeake Bay, the largest estuary in the United States, and its watershed as a model, this lesson will focus on how the sciences can identify clues about the health of the environment and the ways in which geography can help make connections between human actions and environmental conditions. Students will use online tools and resources to examine data concerning key indicators of the health of the Chesapeake Bay watershed and the factors that affect them. They will examine how industrial and residential runoff affects the Bay, identify the importance of underwater Bay grasses, and describe how decreased oyster production in the bay both is caused by and contributes to poor water quality. By cross-referencing the data, students will piece together an overall "report card" for the Chesapeake Bay, and then compare their findings with those of the Chesapeake Bay Foundation in its latest State of the Bay report. Students will learn about efforts to preserve and restore the Bay's health, such as the Chesapeake Bay Program, a major multi-organizational restoration effort, and then apply what they have learned about identifying and solving problems to develop a local action plan for preserving or restoring a resource in their own communities. http://www.nationalgeographic.com/xpeditions/lessons/14/g912/chesapeakescience.html Wildlife • Aquatic Invaders Organization: National Geographic Xpeditions Grade(s): 6 – 8 132
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Captain John Smith Chesapeake Natio
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o o o o o o o A Visit to Baltimore
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Captain John Smith Chesapeake Natio
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explorers, Captain John Smith, and
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colonies, and influenced colonial a
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Currently, any adventurer can attem
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• will provide an opportunity to
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communities with other societies as
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As noted in journal entries and wri
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SECTION 3: INTERPRETIVE STRATEGY In
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connections between people and the
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• Although surveying in the 17th
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Today, the Chesapeake Bay is a nati
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Art and Culture Enthusiasts Photogr
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Urban and Suburban Audiences 5 More
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photographing natural scenery (up 1
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supply and demand for rooms, averag
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Be motivated to experience the Bay
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Chickahominy, and the concierge arr
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watermen haul in their net, describ
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this story at the park’s Trail Ce
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Chesapeake Bay. They have a renewed
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Gateways, land management agencies,
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National Oceanic and Atmospheric Ad
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Chesapeake Bay Indian Tribes and De
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A spectrum of commercial services -
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impacts. The Trail interpretive pro
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Notes Extended to 9/09 Project Titl
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Notes Project Title Year Initiated
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Preliminary Action Plan The followi
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On-going On-going. Develop an Webba
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On-going. On-going. Some new water
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On-going. Some programs are in plac
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National Geographic & partners are
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On-going. On-going. On-going. On-go
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Tools and Guidelines for Implementa
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potable water and food may be acqui
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Porter, Frank W. Indians in Marylan
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APPENDIX O: Template for Captain Jo
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esources of the Nation.” National
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accurately follow the historic rout
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APPENDIX C: SUMMARY REPORT, 2007-20
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*The health conscious (exercise, et
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*There is a long-term history of Am
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*Weather and the seasons affect the
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through the environment. An example
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*Patuxent River Park *Jug Bay *Park
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*Nanticoke Indian Association Museu
Page 98 and 99: *Feel a sense of empowerment to pro
Page 100 and 101: *Coastal Zone Management/Department
Page 102 and 103: *Publicize during 2008 celebration.
Page 104 and 105: *Create websites to communicate inf
Page 106 and 107: *From Point Lookout State Park meet
Page 108 and 109: CAPTAIN JOHN SMITH CHESAPEAKE NATIO
Page 110 and 111: *Note: For our purposes, the term
Page 112 and 113: APPENDIX D: TRAIL-RELATED RESOURCES
Page 114 and 115: Interpretation Potential Public or
Page 128 and 129: what they knew about their homeland
Page 130 and 131: closer to fresh arable land. Someti
Page 132 and 133: Pennsylvania. Like the Massawomeck,
Page 134 and 135: and essentially superior to the way
Page 136 and 137: proportion that he seemed the goodl
Page 138 and 139: coal, and rich soil were deposited
Page 140 and 141: The forests by the Bay were home to
Page 142 and 143: APPENDIX G: TEACHER/EDUCATIONAL RES
Page 144 and 145: 1) Identify and describe a shallop.
Page 146 and 147: This lesson primarily covers the pe
Page 150 and 151: In this activity, students will exp
Page 152 and 153: Enforcement of Nondiscrimination on
Page 154 and 155: APPENDIX I: VISITATION DATA FROM IN
Page 156 and 157: Trap Pond State Park, Laurel, DE Mo
Page 158 and 159: Washington, DC 20230 Phone: 202- 48
Page 160 and 161: Maryland Office of Tourism Developm
Page 162 and 163: La Plata, MD 20646 Phone: 301-609-7
Page 164 and 165: 8601 Georgia Avenue, Suite 612 Silv
Page 166 and 167: Virginian Eastern Shore Water Trail
Page 168 and 169: interpretive kiosk is already in pl
Page 170 and 171: APPENDIX M: SITE-SPECIFIC INTERPRET
Page 172 and 173: APPENDIX N: TEMPLATE FOR CHESAPEAKE
Page 174 and 175: explorations of Chesapeake Bay reso
Page 176 and 177: APPENDIX O: TEMPLATE FOR CAPTAIN JO
Page 178 and 179: and opportunities to explore their
Page 180 and 181: law. B. NPS Appropriations: Nothing
Page 182 and 183: • Education: Serving as outdoor c
Page 184 and 185: Raise Funds Develop a fundraising p
Page 186 and 187: Interviews Interview community lead
Page 188 and 189: organization. Implementing plans, r
Page 190 and 191: • Support and acknowledge their e
Page 192 and 193: Local Government Grants—Many loca
Page 194 and 195: Donors generally give large gifts t
Page 196 and 197: • Existing access, parking, and m
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Inform boaters about the availabili
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nonprofit organizations. As the tra
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Liability One issue that almost all
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enhance their experience—and dire
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Wayside exhibits can heighten inter
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Map Folders or Brochure Produce a s
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On a website, provide a Resource li
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Orientation exhibits can be standar
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Maintain Facilities Clean and repai
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• Be considerate of others Paddli
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• Sierra Club Inner City Outings:
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Make sure the work crews receive tr
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What Is the CBGN Grant Program? --
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Grants projects that actively invol
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Gateways Network Graphics Standards
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Curriculum-Based: Proposed programs
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public education of and access to t
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• Attachments must be on 8 ½" x
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are to carry out the project. You m
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Telephone: 202-442-8800 Richmond, V
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will then be required to supplement
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