Water Quality Lesson 1

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Overview of Lesson 1 of the Investigate the State Water Quality curriculum

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  • In this first lesson, students use what they already know to develop a definition and characteristics of water quality.
  • Students are guided through a series of experiences that involve making observations of and predictions about several water samples. This activity helps students think about ways of judging water quality. Students conclude this lesson by learning about the investigation (Driving Question) they will conduct on their river in the following weeks.
  • Students are guided through a series of experiences that involve making observations of and predictions about several water samples. This activity helps students think about ways of judging water quality. Students conclude this lesson by learning about the investigation (Driving Question) they will conduct on their river in the following weeks.
  • Students are guided through a series of experiences that involve making observations of and predictions about several water samples. This activity helps students think about ways of judging water quality. Students conclude this lesson by learning about the investigation (Driving Question) they will conduct on their river in the following weeks.
  • Students are guided through a series of experiences that involve making observations of and predictions about several water samples. This activity helps students think about ways of judging water quality. Students conclude this lesson by learning about the investigation (Driving Question) they will conduct on their river in the following weeks.
  • In this first activity students begin to reflect on their own perceptions about water quality. In examining jars of water with varying degrees of clarity and unknown contents students share what they believe to be the indicators of water quality.
  • In this first activity students begin to reflect on their own perceptions about water quality. In examining jars of water with varying degrees of clarity and unknown contents students share what they believe to be the indicators of water quality.
  • In this first activity students begin to reflect on their own perceptions about water quality. In examining jars of water with varying degrees of clarity and unknown contents students share what they believe to be the indicators of water quality.
  • Sharing in small groups and then with the whole class, students rationalize and discuss their decisions about water quality and finally define it.
    This activity and resulting definition is one that will be re-visited as students gain more information and understanding throughout the investigation.
  • Sharing in small groups and then with the whole class, students rationalize and discuss their decisions about water quality and finally define it.
    This activity and resulting definition is one that will be re-visited as students gain more information and understanding throughout the investigation.
  • Sharing in small groups and then with the whole class, students rationalize and discuss their decisions about water quality and finally define it.
    This activity and resulting definition is one that will be re-visited as students gain more information and understanding throughout the investigation.
  • Within the curriculum for lesson one you will find a list of the materials needed to create the “water-quality” jars.
    A Driving Question Board can be a bulletin board or large poster space on a wall. It will be used to display class artifacts from the project and serve as a record of growth in understanding. The Driving Question Board podcast, and the curriculum materials, will give more details regarding this important focus point of the unit.
  • Within the curriculum for lesson one you will find a list of the materials needed to create the “water-quality” jars.
    A Driving Question Board can be a bulletin board or large poster space on a wall. It will be used to display class artifacts from the project and serve as a record of growth in understanding. The Driving Question Board podcast, and the curriculum materials, will give more details regarding this important focus point of the unit.
  • Within the curriculum for lesson one you will find a list of the materials needed to create the “water-quality” jars.
    A Driving Question Board can be a bulletin board or large poster space on a wall. It will be used to display class artifacts from the project and serve as a record of growth in understanding. The Driving Question Board podcast, and the curriculum materials, will give more details regarding this important focus point of the unit.
  • Within the curriculum for lesson one you will find a list of the materials needed to create the “water-quality” jars.
    A Driving Question Board can be a bulletin board or large poster space on a wall. It will be used to display class artifacts from the project and serve as a record of growth in understanding. The Driving Question Board podcast, and the curriculum materials, will give more details regarding this important focus point of the unit.
  • The classes definition of water quality is not expected to be completely accurate at this beginning point of the unit. It does however indicate their initial understanding and ability to base their reasoning on evidence, and will be used as a point of reflection as they build knowledge over time.
  • As you read through and plan for lesson two your individual classroom/school situation will have to be taken into consideration. If a visit to a local stream or river is possible, take some time to explore the area directly around the water and note features you can point out or should be aware of for safety considerations.
    If you’re using a video to introduce your river site, consider the features that you will bring to the students’ attention.
  • Water Quality Lesson 1

    1. 1. Investigate the State What is the Water Like in Our River? Lesson 1 What is Water Quality?
    2. 2. Learning Set 1 - Lesson 1 A Closer Look at Our River Question of the Day: What is Water Quality? Students develop a consensus definition of water quality based upon opinion, prior experience, and discussion.
    3. 3. Learning Objectives and Purpose
    4. 4. Learning Objectives and Purpose • Through visually exploring water quality samples, and group discussion, students will develop their own list of characteristics of water quality.
    5. 5. Learning Objectives and Purpose • Through visually exploring water quality samples, and group discussion, students will develop their own list of characteristics of water quality.
    6. 6. Learning Objectives and Purpose • Through visually exploring water quality samples, and group discussion, students will develop their own list of characteristics of water quality. • These initial experiences stimulate students to think about ways of judging water quality and lead to the announcement of the Driving Question they will investigate.
    7. 7. Learning Objectives and Purpose • Through visually exploring water quality samples, and group discussion, students will develop their own list of characteristics of water quality. • These initial experiences stimulate students to think about ways of judging water quality and lead to the announcement of the Driving Question they will investigate.
    8. 8. Overview of Activities
    9. 9. Overview of Activities • Explore “Water Quality” Jars • Four jars with a select group of ingredients added. • A fifth jar of local river water • Intent is to come up with ideas about what an indicator of “quality” is.
    10. 10. Overview of Activities • Explore “Water Quality” Jars • Four jars with a select group of ingredients added. • A fifth jar of local river water • Intent is to come up with ideas about what an indicator of “quality” is. • Discuss water quality in small groups and as a class. • First address ideas in groups, and then bring group ideas to a class-wide discussion. • Come to consensus on a definition of water quality.
    11. 11. Overview of Activities • Explore “Water Quality” Jars • Four jars with a select group of ingredients added. • A fifth jar of local river water • Intent is to come up with ideas about what an indicator of “quality” is. • Discuss water quality in small groups and as a class. • First address ideas in groups, and then bring group ideas to a class-wide discussion. • Come to consensus on a definition of water quality.
    12. 12. Student Actions
    13. 13. Student Actions • Students come to a consensus in small groups as to which of the water samples are usable for fishing, swimming, boating, or drinking.
    14. 14. Student Actions • Students come to a consensus in small groups as to which of the water samples are usable for fishing, swimming, boating, or drinking. • Small groups share their consensus and the rationale for their decisions regarding water use.
    15. 15. Student Actions • Students come to a consensus in small groups as to which of the water samples are usable for fishing, swimming, boating, or drinking. • Small groups share their consensus and the rationale for their decisions regarding water use. • Class discussion leading to consensus on a definition of water quality.
    16. 16. Teacher Considerations
    17. 17. Teacher Considerations • Collect materials and set up the five water quality jars before the lesson begins.
    18. 18. Teacher Considerations • Collect materials and set up the five water quality jars before the lesson begins. • The river water sample is collected from the local river within 1-2 days of this lesson.
    19. 19. Teacher Considerations • Collect materials and set up the five water quality jars before the lesson begins. • The river water sample is collected from the local river within 1-2 days of this lesson. • Prepare a Driving Question Board (DQB) to be used throughout the unit. •See the podcast “DQB” for more detailed information.
    20. 20. Teacher Considerations • Collect materials and set up the five water quality jars before the lesson begins. • The river water sample is collected from the local river within 1-2 days of this lesson. • Prepare a Driving Question Board (DQB) to be used throughout the unit. •See the podcast “DQB” for more detailed information. • Copy student worksheet: • Exploring Water Quality
    21. 21. Lesson 1 Assessment • Students should be able to define water quality within the parameters of class consensus. • Assess students’ ability to state evidence and rationale for their decisions about determining water quality. • After the culminating discussion, students should be able to provide thoughtful answers to the worksheet questions that reflect their understanding of water quality.
    22. 22. Preparation for Next Lesson: What Can We Find at Our River?
    23. 23. Preparation for Next Lesson: What Can We Find at Our River? • The next lesson involves either a river walk or a video/presentation of a river. • If taking students to the river, make sure all permission forms, travel arrangements, etc. are addressed. • Go to the site to look for interesting features and safety considerations. • If using a video/presentation, either create one of your own of a local site, or review the one in the materials that is more generic.
    24. 24. For More Information • Review the curriculum guide: “What is the Water Like in Our River?” • Visit our web site: http://www.investigatethestate.org

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