Water Quality Lesson 3


Published on

Lesson 3 overview for the Investigate the State Water Quality unit.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Water Quality Lesson 3

  1. 1. Investigate the State What is the Water Like in Our River? Lesson 3 How Can We Ask Good Questions?
  2. 2. Learning Set 1 - Lesson 3 A Closer Look at Our River Question of the Day: How Can We Ask Good Questions? Students discuss and record the criteria for good questions and then develop sub-questions to help answer the Driving Question.
  3. 3. Learning Objectives and Purpose • Through the sharing and evaluation of other classmates’ questions, students will construct valid questions based on the criteria of a good question.
  4. 4. Overview of Activities • A class discussion centered around the need to ask more questions in order to answer the big DQ. Artifacts from the previous days’ work are used as examples. • This conversation should include a discussion as to why questions are an important part of science. • As students contribute reasons for asking questions, their ideas are recorded for ongoing reference.
  5. 5. Student Actions • Students create sub-questions that will help organize information during the investigation. • As a class, students develop a list of criteria for good questions. • Working first individually, and/or in small groups and as a class, questions are developed, critiqued and refined. They are then reviewed by the class and added to the Driving Question Board.
  6. 6. Teacher Considerations • Continue to link new questions to the driving question: “What is the Water Like in Our River?” • Be prepared to guide students to include all of the components of a “good question”.
  7. 7. Lesson 3 Assessment • Students develop questions that have no straight forward answer, require multiple resources to answer, relate to the driving question, develop understanding of science concepts and cannot be answered without data. • Students refine each of their own questions to meet the criteria of a good question.
  8. 8. Preparation for Next Lesson: Exploring Watersheds • The next lesson involves students building a model of a watershed. • If you are not familiar with the set-up of the model, try it out for yourself first to make sure the materials work well and you are comfortable with the process and procedures. • Watch the video on construction of this model. • Review lesson four in the curriculum materials. • Copy Student Worksheets: •What Happens to Water When it Rains? •What Direction Does the Water Flow?
  9. 9. For More Information • Review the curriculum guide: “What is the Water Like in Our River?” • Visit our web site: http://www.investigatethestate.org