A Collaborative EffortA Collaborative Effort

Title: Introduction to WaterClass: Environmental ScienceGrade: 11-12Timeframe: 1 Double-blocked period, 47 minutes each (96 minutes total)

Knowledge Gap Topic Stream Flow and Water uses

Subject Matter/Key Vocabulary

This lesson is designed to educate students on water issues and sources of freshwater. Key vocabulary for this lesson is watershed, groundwater, recharge zone, aquifer, surface water, precipitation, condensation, transpiration, evaporation, and runoff.

Essential Question/Over-Arching Concept/Key Understanding

Essential question #1: How does elevation determine flow of a stream?

Curriculum Connections OGT standards Local standards

Life Science Standards, Benchmark B:Explain how humans are connected to and impact natural systems.Life Science Standards, Benchmark E:Explain the interconnectedness of the components of a natural system.Life Science Standards, Benchmark F:Explain how human choices today will affect the quality and quantity of life on earth.

Instructional Objectives O1) Students will explain how water is used in the home and around the worldO2) Students will identify ways to conserve waterO3) Students will explain why water is a limited resource on earthO4) Students will label a diagram of the hydrologic cycleO5) Students will outline the relationship between ground and surface water

Materials Power point presentationCopy of notes for studentsLarge sheet of paper (1 per class)Marker

Additional DocumentsWater, Water Power point

Introduction focus event varies with teacher

The lesson would first be introduced at the beginning of the water quality unit. The lesson would serve to introduce the concept of a finite amount of water on the planet and how it is being currently used globally and at home. Students are asked to describe where their drinking water comes from and how clean it is. This is to engage students in the concept of water quality and water quantity.

Development major parts of unit/

lesson

The questions written in purple are to stimulate class discussions through a think-pair-share format. Students would first jot down their thoughts on the questions then would share their responses with partner. After responses are shared, the partner groups would volunteer to share their ideas with the class which the teacher would record on the large sheet of paper at the front of the room.

Rigor/Relevance Quadrant(s) link to rigor/relevance

document

A: It focuses on introduction of material and learning key vocabulary.B: Students are asked to address possible solutions to the problem of global water shortages

Product/Artifacts/Student Evidence of Understanding

Student responses to the questions asked will be formative assessments of their current understanding. A summative assessment will be given in

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program

the form of a newsletter assignment and a final exam.Accommodations

plan B differentiated instruction

This class is a collaborative class with many lower level students who struggle in areas of reading, writing and organization. Because of the demographic, student notes were provided so students could focus only on the subject matter and not writing or organizing their thoughts. In a higher level class or an AP class, the teacher may wish to have the student’s research responses to key questions through an independent study.

Formative Assessment/Feedback

measure of progress

Progress is evaluated through student questions about the material and student responses to teacher questions. The depth of questions and responses will indicate if the student has understanding.

Final Evaluation project rubric oral or paper quiz/test portfolio

At the end of the unit, students will be asked to write a water newsletter to share the information they have acquired, with their parents and teachers.

Water NewsletterTeacher Reflection

complete after lessonThe assessment piece of the lesson did not produce the results I was hoping to achieve. The students would likely have done better on a written test or quiz over the material. The newsletters were not up to the standard that these students could achieve. It may have been that the assignment was too close to the end of the year that they did not take it seriously. The notes portion of the lesson went very well and students asked probing questions about water quality. Student responses were more in-depth than either of the teachers (myself and the collaborative teacher) had seen from this class to this point.

Designers/Email: knights@gjps.org

Additional Comments:

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program

Create Your OwnNewspaper Assignment

Directions: Create a newspaper to inform others about what you have been learning in class about water quality. All portions of the newspaper must relate to water quality. The newspaper must meet the requirements listed below and is due on ___________________________.

You will be graded using the following criteria:

Format- o Must be two pages (1 page front & back) using 12 pt font or smaller-

(headings may be 16 pt. and the main title may be up to 40 pt font) _____/3 pts

o Must look like a newspaper (headings, captions, columns, etc)_____/2pts

Pictures-o Must contain a minimum of 5 pictures, one picture must be from our trips to

the creek or a picture of you at a local (Gahanna) waterway (1pt. each picture, up to 5)________/5 pts

Grammar- 1 point will be deducted for each error up to 5 points _____/5ptso Contains no spelling errorso Contains no grammatical errorso Contains no punctuation errors

Creek Test Summary and Results- o Must include descriptions and results of at least 5 creek tests that were done

in class o Tests may include: turbidity, nitrates, phosphates, temperature, stream flow,

stream depth, dissolved oxygen, macroinvertebrates in each taxa found, etc) (1pt. for each test description/result, up to 5) _______/5pts

Choose three of the following options to include in your newspaper:oDebate summary and highlights of each side’s arguments

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program

oAdvertisement for a water-related product or serviceoAdvice column including at least 2 questions and responses about water issues

(in the style of Dear Abby)oCartoon depicting water quality issue with a “reader’s reaction” to the cartoon

(to show your understanding of the cartoon’s meaning)oWeather forecast related to water cycle oLetters to the editor voicing opposition or support of a water issue (think about

debates)

Choice #1-____________/5o Shows clear understanding of the issue ____/2 ptso Relevancy of choice to water unit’s I Cans _____/2 ptso Creativity of presentation of your choice _____/1 pt

Choice #2-____________/5o Shows clear understanding of the issue ____/2 ptso Relevancy of choice to water unit’s I Cans _____/2 ptso Creativity of presentation of your choice _____/1 pt

Choice #3-____________/5o Shows clear understanding of the issue ____/2 ptso Relevancy of choice to water unit’s I Cans _____/2 ptso Creativity of presentation of your choice _____/1 pt

Designing Watershed-based Education and Extension Efforts through a Mental Models Research ApproachUSDA-CSREES National Integrated Water Quality Program