|
|
Where does our water come from? A WebQuest for 9-12th Grade (Science) Designed by Helene Pollins, Neil Clifford, Denise O’Toole, Ed San Nicolas
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page This lesson was developed as part of the Clark County Summer School Proficiency and Success in Science (PASS) Institute.
This is a broad based inquiry question that will lead to many sub questions enabling students to develop competency in inquiry based learning. These subjects will cover many of the state science standards and district bench marks required for science proficiency. This lesson involves 9 – 12 grade science classes in a cross-curriculum format. The activities include chemistry, earth science and life science knowledge. These investigations can be simplified or made as complex as course requirements dictate. Students will need to be able to operate calculators, have basic graphing skills, ability to communicate verbally and written, have a working knowledge of pH scales, ability to work in groups, basic math skills and basic understanding of the water cycle. Science Standards Addressed
This lesson will allow students to interact within their groups as well as with other students as a means to obtain others input in to problem solving. Students understand that a variety of communication methods can be used to share science information (N.12.A). Students will be encouraged to use their creativity in presenting the information to the rest of the class. Formats for presentation will be up to the students and may range from a video production to a power point presentation. Research into a variety of sources is expected. Use of graphical representations and empirical data will be included in the presentations. Connecting questions will be expected. Attention Grabber: The statement, I’m thirsty, will be put on the board and a discussion of thirst will be discussed as it applies to people, animals and plants. Students will also discuss how the word thirst is used to describe more than a need to drink water. Prior knowledge will be determined by using the KWL method as a means of determining advancement in student understanding of the concepts. Sub questions will be developed by the students with the teacher acting as a facilitator. This lesson will be taught in conjunction with the water cycle and water quality themes.
The first day will consist of discussion of the basic question and sub questions, prior knowledge and a simple inquiry based activity. Groups will be assigned to investigate different questions that will be presented during the course of the unit.
Day two will consist of follow up inquiry based activity demonstrating the movement of water through different layers of earth will be shown. Using this model, students will be shown how ground water moves and then will be asked to extrapolate the movement of pollutants based on the movement of water. Some time will be allowed for group collaboration and goals set. Possible internet sources will be suggested for further exploration.
The teacher will assign students to groups. Groups will be expected to evaluate their own group members at the conclusion of the inquiry lesson. The members will evaluate their participation, each of their group member’s participation, award grades to themselves and their group members and then grade the group for an overall grade. The teacher will have the final say in the grading based on observations of group interactions, final presentation and demonstration of competency. Assimilation of knowledge by other groups is essential. Students will want the teacher to provide the answers to the inquiry. Students will turn to the teacher to settle any group disagreements. Students may have difficulty determining where to start on their inquiry or choosing a point to focus on. Students will need to be guided back to the main focus as there will be a tendency to focus too much on the sub questions. The teacher will need to be an entertainer and flexible enough to allow for more time if students are working a bit slower than anticipated. Teachers will need to act as facilitators guiding students instead of giving answers. Students will need to be given certain freedoms so the teacher will need to be comfortable enough and confident enough with the students to allow them to take the lead. Teachers will need to facilitate the use of computers for internet access and research as well as production of the final project. Art supplies, printers with ink, lab supplies, textbooks, hard copies of expectations, paper, LCD projector and access to network connections to pull up student presentations, teacher drop box created on the network as a means for students to save their works in progress and a means of student communication on the network will need to be implemented so that students may maintain communication with their group members.
The teacher will need to be cognizant of students who are lacking in the basic computer skills necessary to successfully complete this inquiry lesson. The teacher will need to create either a remediation program or a mentorship program with in the groups to assist these students in obtaining the necessary computer skills. There needs to be some type of student reflection built into the inquiry lesson that the teacher and student can evaluate. This has to be done during the process and at the end. Variations Students can come up with sub questions that are different from what we anticipated in class. Allow students freedom to explore their interests and go off in other directions that relate either directly or indirectly to the inquiry lesson. Students will need resources to complete this inquiry lesson. Some of the possibilities:
The following websites can be accessed by selecting the link:
http://water.usgs.gov/education.html
http://www.epa.gov/nerlesd1/chemistry/pharma/index.htm
http://epa.gov/nerlesd1/chemistry/pharma/images/drawing.pdf
http://www.epa.gov/nerlesd1/chemistry/pharma/poster-overview.htm
This inquiry lesson may be done with one teacher acting as facilitator. The computer education teacher will also be involved as a resource for the students conducting computer research and for the finished project. The computer teacher may want to collaborate with the science teacher in creating a dual grade for the project. The librarian may also be included as a means of discussing access to books for research and the proper citation of research material in the final project. Guest speakers will be invited into the classroom to provide outside resources for the students.
Activity 1: Pre-Test
Begin your webquest, by completing the quiz posted Grades 6-12 Fast Facts.
Activity 2: Scavenger Hunt
Directions: Search the h2ouniversity.org website to find the answers to the following questions under the link to grades 6-12. Write your answers in the space below each question.
1.
How much of the water on Earth is useable freshwater?
2.
The
3.
What is the maximum amount of precipitation an “official” desert can receive?
4.
What two Native American tribes were the first known groups to use the Las Vegas Springs and Las Vegas Creek?
5.
What percent of
6.
Where does the remaining water come from?
7.
Draw the molecular structure of water as shown on the website.
8.
List and in your own words briefly define the six processes of water treatment.
9.
What are the 3 major sources of water pollution in the
Activity 3: The Hydrologic Cycle
i. process in the cycle which creates the aquifer
ii.
process which contribute to cloud formation
Activity 4: Discover the wash
i.
Based on information you learned, create a letter to
ii.
Based on information you learned, create a letter to the editor of your favorite newspaper regarding your support or objection to the developer’s.
i.
Is it acceptable to use 27,000 gallons of water per month?
ii.
List and discuss several ways your family can conserve water. Specifically list the practice and gallons per month saved.
iii.
What are the benefits of conserving water?
iv.
Track your daily water consumption over 3 days.
1.
water consumption practices to consider: watering your lawn, toilet use, cooking, drinking, bathing, washing your car, washing dishes, washing clothing, etc.
2. review the www.h2ouniversity.org Grades 6-12 - Fast facts - Conservation link for water usage facts. Evaluation The success of the lesson will be determined by the information contained in their projects as well as observations of the process of the project and its research. A summative assessment will be given to the students at the completion of the unit. The students will demonstrate competency through oral or written communications. Much of the grading will be determined by peer evaluations of student participation and contributions to the final project. This basic unit is an interest grabber and covers a multitude of science concepts as well as state and local science standards. The following resources were used in creating this Web Quest:
http://www.h2ouniversity.org/html/index.html
http://water.usgs.gov/education.html
http://www.epa.gov/nerlesd1/chemistry/pharma/index.htm
http://epa.gov/nerlesd1/chemistry/pharma/images/drawing.pdf
http://www.epa.gov/nerlesd1/chemistry/pharma/poster-overview.htm
Also we would like to thank Dr. Kent Crippen, Cindy Kern, Carl Jarvinen, Ellen Ebert, Joan Taylor, Don Asay, Loretta Asay and all the other people who contributed to the PASS Institute but whose names we couldn’t remember but whose contributions we haven’t forgotten.
Last updated on June 23, 2006. Based on a template from The WebQuest Page First created Since Ever Since. |
