LPTP+Pat+Moore+and+Shana+Eaglefeathers


 * Title ****: Media Literacy and Hydro-fracking in the Catskill Watershed**


 * Authors **: Pat Moore and Shana Eaglefeathers of Margaretville Central School
 * Subject and Grade Level ****: Environmental Science (High school, grades 10-12)**
 * Time Needeted ****:** Ten 42 minute class periods

For additional free online lessons integrating media literacy and critical thinking into the curriculum, go to www.projectlooksharp.org

** Summary: ** Our study looked at applying our scientific critical thinking skills to the analysis of media regarding the process of hydrological fracturing used in natural gas extraction.

**Curriculum Goals: Students will:**
 * Objectives ****:**
 * understand the history and struct ure of the Catskill Watershed
 * review the water cycle and groundwater properties

**Media Literacy Goals:**
 * Students will be able to decode media messages
 * Students will evaluate media sources
 * Students will understand the difference between credible science and propaganda

**Other Goals:**
 * Students will learn to work with digital poster presentation tool**s**
 * Students will engage in project research utilizing media resources
 * Students will deliver a culminating public presentation


 * Vocabulary ****:**
 * hydro-fracking
 * marcellus shale
 * media
 * media literacy
 * media deconstruction
 * Materials ****:** See Resources


 * Lesson Steps ****:**
 * Watershed History - Use media clips that teach about the watershed but also were "selling the project to people" Ask critical questions about why the video was produced, by who, for what audience
 * Water cycle review - review content on the water cycle and properties of water tables. Students learned this in Earth Science, but may need a "refresher."
 * Media Specialist teaches media decoding skills
 * View web pages and media clips on hydrofracking.
 * Have students work in teams and research hydrofracking and possible effects on the catskill watershed using web sites, media clips, and potentially journal articles.
 * Students teams create media rich presentations showing both sides of the hydrofracking issue.
 * Present student work at Watershed Youth Symposium in March.

[|**The Marcellus Shale: Energy to fuel our future**] http://marcelluscoalition.org/
 * Additional Resources/Background Information ****:**
 * Internet Resources **

[|**Groudwater Protection Council Presentation**] http://www.jlcny.org/site/attachments/article/293/Groudwater%20Protection%20Council%20Presentation%20by%20Terry%20Engelder.pdf

[|**City Water Supply**] http://www.youtube.com/watch?v=SZas2r8B4QA&feature=related

[|**Latest NY Natural Gas Drilling News**] http://www.jlcny.org/site/index.php

[|**Marcellus an American Renewel**] http://www.youtube.com/watch?v=i0uMHdpSXKc

[|**Hydraulic Fracturing of Oil and Gas Wells**] http://www.earthworksaction.org/hydfracking.cfm

[|**NATURAL GAS HYDRO-FRACKING IN SHALE**] http://www.citizenscampaign.org/campaigns/hydro-fracking.asp


 * Email contact ****:** (optional)

 This lesson was produced during 2011- 2011 as part of a collaboration between Project Look Sharp (PLS) at Ithaca College and four NY State BOCES School Library Systems. The initiative brought together pairs of secondary science teachers and school librarians to develop models for integrating critical thinking and media literacy into secondary science content. The project was supported by federal LSTA funds awarded to the NY State Library by the Federal Institute of Museum and Library Services. To view additional lessons from this series go to: www.projectloksharp.org.