Authored by: Betsy Fitzgerald, Erskine Academy
Grade Level: 5-8, 9-12 (adaptable for all these age groups)
Shoreland
Zoning
Authored by: Betsy
Fitzgerald, Erskine Academy
Grade Level: 5-8, 9-12 (adaptable for all these age groups)
The MLR performance indicators listed below are for illustrative purposes. Depending on the focus of the lessons as developed by individual teachers, these indicators may or may not be addressed. Conversely this is not a definitive listing of all of the performance indicators which could be addressed in this lesson.
MLR - Middle Grades: Social Studies: (Civics A - 2, 4, B - 1, C - 3), (Geography A - 2); Language Arts: (Reading A - 2, 4, 8, 9, 11), Information D - 5, 6), (Writing/Speaking E - 2, 3), (Research H - 1, 6, 7, 8, 9); Mathematics: (Data/Statistics C - 3), (Geometry E - 2), (Measurement F - 3), (Patterns G - 1), (Reasoning J - 1, 2), (Communication K - 2); Science: (Ecology B - 3), (Reasoning K - 6, 8, 9), (Communication I - 1, 4, 5, 6), (Implications M - 1, 3, 4, 6, 7)
MLR - Secondary Grades: Social Studies: (Civics A - 1, B - 2, C - 6), (Geography A - 1, B - 1), (History C - 1); Language Arts: (Reading A - 9, 11), Information D - 1, 3, 5), (Writing/Speaking E - 3, 4), (Patterns G- 1,4,5,7,9,10,11), (Research H - 1, 2, 4, 5, 8, 9, 10, 11, 12); Mathematics: (Data/Statistics C - 2), (Geometry E - 4), (Patterns G - 1), (Reasoning J - 1), (Communication K - 1); Science: (Ecology B - 4), (Reasoning K - 5, 6), (Communication I - 3, 4, 5, 6, 7, 8), (Implications M - 1, 2, 3, 4)
Maine Learning
Results Performance Indicators
Summary Sheet for Shoreland Zoning for both Middle
and Secondary Grades
Social Studies - Language Arts - Mathematics - Science
Task Description
Students will read and discuss selected options of the State of Maine's Shoreland Zoning Ordinance.
After discussion, students will be presented with applications for expansions within the shoreland zone.
In a mock hearing setting, students will have to present their proposed projects, answer questions about their projects, and reach decisions as to whether to allow the expansions to proceed, to deny the projects, or to suggest alternatives that would be allowable.
Student Products/Performances
Student understanding would be demonstrated through participation in a mock hearing format regarding a proposed expansion, or written opinions, or a combination of the above.
Resources
Mandatory Shoreland Zoning Act, Maine Department of Environmental Protection
Clearing of Vegetation in the Shoreland Zone, Maine Department of Environmental Protection
Non-Conforming Structures in the Shoreland Zone, Maine Department of Environmental Protection
Chapter 1000: Guidelines for Shoreland Zoning Ordinances, Maine Department of Environmental Protection
Manure Utilization Guidelines, Maine Department of AgricultureShoreland Zoning, Maine Townsman, May 1991
Shoreland Zoning Permit Forms, Prepared by Office of Comprehensive Planning, January 1991, included in MMA's Handbook for Local Planning Boards: A Legal Perspective, August 1982, rev. 1991.
Teacher-generated expansion proposal ideas:
"Why can't I cut those trees? They're on my land!"
They want to expand the camp and make it a year-round home, but it is in a Resource Protection area.
Criteria for Evaluating Quality of Product or Performance
Student work should demonstrate a level of understanding in keeping with the grade level. High school students should readily see the implications of too much expansion or the equability of expansions by neighbors.