Submitted by: Susan Estes
School: J.R. Tucker High School
Summary
According to the American Museum of Natural History “Fresh water is the universal currency of life.” All living things need clean fresh water, and problems with a steady supply of clean freshwater are increasing rapidly. In this lesson, students will conduct water quality tests on local streams, research to determine the health of the streams, and share the information with the public.
TIPC Ratings
Research and Information Fluency:
TARGET – In this lesson, students will choose a water source (stream) near their home, church, etc. that they would like to investigate. First, they will generate questions regarding information they would like to know about their water source. Then the teacher will model how to conduct water quality tests using a kit provided by World Water Monitoring Day. Next, the students will borrow the water monitoring kits and test their water source. The stream must be shallow, no more than 5 inches deep, easily accessible and safe. Afterwards, they will conduct research about their water source using a variety of resources including interviews, books, and websites such as the Department of Environmental Quality, EPA, and the Henrico County government website. Students have been given prior instruction on determining the accuracy and validity of websites and they will have to choose the most appropriate resources to answer their questions. Some questions include: Where does freshwater come from? Where does it go? What is a watershed? What environmental and human factors would influence the quality of freshwater?After students gather information and research their stream, they will compare their data to data gathered by county scientists. Some information they will collect includes: pH, dissolved oxygen, temperature, turbidity, bacterial counts, and watershed of stream. Students will post these results on Google Earth, along with a photo of their stream.
Communication and Collaboration:
APPROACHING – Students will work in groups (selected randomly by teacher) and ask/answer questions. In addition to generating their own questions, students will collaboratively research answers to those questions as well as the questions given by the teacher. Then there will be a full class discussion based on the individual groups questions and answers. Next they will work in groups to generate ideas as to how to disseminate their information to the general public and/or public officials. They will have to determine the most appropriate audience, how to contact them, and their method of communication. Some options of public service announcements include: the HCPS TV channel, making Google Earth available to the public, putting up posters or glogsters in public places, websites, etc. Students will collaborate on the final projects using web based resources such as Google Docs, and SchoolSpace Discussion Boards.
Critical Thinking and Problem Solving:
TARGET – Students will be using critical thinking skills as they generate questions about their water source. After they gather information about their stream, students will compare their data to data gathered by county scientists. They will synthesis the information and ultimately decide if the water is safe. They will create a public service campaign based on their self-generated knowledge. They also must reflect on their experience after contacting someone in the community.
Creativity and Innovation:
TARGET – Students create a public service campaign based on their self-generated knowledge. Sudents reflect on the process after contacting general public and/or public officials. Students will have to determine the most appropriate audience, how to contact them, and their method of communication. Some options of public service announcements include: the HCPS TV channel, making Google Earth available to the public, putting up posters or glogsters in public places, websites, etc.
Student Artifact
