Students observed a local river through a walk or video in order to form hypotheses about the river's water quality. Working in small groups, they recorded observations and compared the river water to samples of different water quality. The groups then developed initial hypotheses about the river's water quality and shared them with the class. The teacher will assess the students' abilities to form testable hypotheses supported by evidence from their river observations.

1. Investigate the State
What is the Water Like in Our River?
Lesson 2
What Can We Find At Our River?

2. Learning Set 1 - Lesson 2
A Closer Look at Our River
Question of the Day:
What Can We Find at Our River?
Students make, record, and share
observations based on their river
walk or virtual tour. Small groups
develop an initial hypothesis to the
Driving Question.

3. Learning Objectives and Purpose
• Using observations and evidence obtained
from their river experience, students will
apply known characteristics of water
quality and formulate a hypothesis
regarding the water quality in their river.

4. Overview of Activities
• Take a river walk -OR-
• Watch a video/virtual tour of a local river
• Introduce the Classroom River Tank
• Hypothesis formation in small groups
• Review what makes a good hypothesis
• Groups form an initial hypothesis about the quality
of water in their river and then share that with the
class
• The class critiques responses based on supporting
evidence for each response

5. Student Actions
• Students make observations of their local
river by watching a video or visiting the
river for a river walk.
• Students record their observations on
their river maps, river observation
worksheets, or in their journals.
• Students share their observations.
• If assigned, students read and complete
student reader: Closer Look at Our River.

6. Student Actions (cont.)
• Students compare the river water with the
four “water quality” jars from lesson one.
• As a class, discuss the need for evidence
gathering to confirm their hypotheses.
• Students observe the classroom river tank
model throughout the investigation. From
this they develop questions to help in
clarifying their understanding of the
components and interactions of a river
ecosystem.

7. Teacher Considerations
• Create or locate a local river video or
virtual tour river video if the river walk is
not feasible.
• Signed permission notes are needed if
taking a river walk.
• Copy student worksheets:
• River Observations
• Student Reader: Closer Look at Our River

8. Teacher Considerations (cont.)
• Materials need to be gathered and utilized
in the set up of the river tank. This can be
done several weeks before the unit
begins. (All materials and tank set-up
instructions are included in the teacher
resource section of the unit and the video
found at the Investigate the State website.)

9. Lesson 2 Assessment
• Students develop testable hypotheses of their
river’s water quality that are supported by
evidence obtained through observations from
their river experience.
• Students note and discuss observations made
during their river experience that include
topography, living organisms, natural and
human-made constructions, and human
influenced physical characteristics of the river.

10. Lesson 2 Assessment (cont.)
• At the conclusion of this lesson make note of
students’ responses to any of the assigned
questions from the student reader. These
should reflect a growing understanding of the
components that affect water quality in their
river.

11. Preparation for Next Lesson:
How Can We Ask Good Questions?
• The next lesson involves student
questioning based on the criteria of a
good question.
• You may want to make a poster that
details the expectations for a “good
question”.
• Review the curriculum materials for lesson
three.

12. For More Information
• Review the curriculum guide:
“What is the Water Like in Our River?”
• Visit our web site:
http://www.investigatethestate.org