Water Monitoring and Pollution, Author(s): Barry Smith, Grade Level: 10-12, Subject Area: Science, Show the students four water samples in baby jars labeled A-D. (A-crystal clear, B-tap water shaken until cloudy, C-water brown with dirt, and D-sulfur water) Ask each student to write down where they think each came from and which ones they could drink safely. Teacher: Discuss each of the samples. A looks clear but it could contain chemical pollutants or microorganisms that make the sample poisonous.

Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Water Monitoring and Pollution	Author(s): Barry Smith
Grade Level: 10-12	School Address: 74 Cold Brook Street, Poland, New York 13431
Subject Area: Science	School Phone/Fax: 315 826-7900/7516

CONTENT KNOWLEDGE

Declarative	Procedural
Students will be able to examine water monitoring data, manipulate the data, and determine the condition of the water.	Students will be able to work together to use necessary resources and procedures (including technology) to collect data on a variety of water sources.
Students will be able to define the words associated with pollution and water monitoring.	Students will be able to employ various technological resources including but not limited to computers, software, and video projectors to complete and present their work.
	Students will be able to research and analyze water monitoring data from throughout the U.S. and world using a computer, software, and the Internet.

ESSENTIAL QUESTIONS

Why is it important to monitor our waters?
What variables need to be monitored?
What can be determined about the condition of a water supply based on the variables monitored?
What can be done to fix the problems that the data identifies?

INITIATING ACTIVITY

Show the students four water samples in baby jars labeled A-D. (A-crystal clear, B-tap water shaken until cloudy, C-water brown with dirt, and D-sulfur water) Ask each student to write down where they think each came from and which ones they could drink safely. Teacher: Discuss each of the samples. A looks clear but it could contain chemical pollutants or microorganisms that make the sample poisonous. B looks cloudy but it is just oxygen bubbles making it look cloudy. C looks dirty but would be OK to drink if necessary. D is unpleasant to smell and drink but many people do and it is perfectly safe. Before we can study water pollution and monitoring we need to develop a basic understanding and a common vocabulary.

Connection to State Learning Standards

Content Area: Science

Level: 10-12

Benchmarks: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

Benchmarks: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Standard: MST: Standard 1 - Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard: MST: Standard 2 - Students will access, generate, process, and transfer information using appropriate technologies.

Unit Theme:

Water Monitoring and Pollution

Standard: MST: Standard 7 - Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Standard: ELA: Standard 1 - Students will read, write, listen, and speak for information and understanding.

Benchmarks: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems.

Benchmarks: Listening and reading to acquire information and understanding involves collecting data, facts, and ideas. Speaking and writing to present information clearly, concisely, and comprehensively

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Terms pertaining to water monitoring and pollution.

capabilities and use of various types of computer software.

"Braintorm" definition of pollution and create a list of what variables need to be monitored.

Technology teacher or "student expert" gives a quick overview of the capabilities of a database, spreadsheet, and presentation program. (Such as those found in Microsoft office; Word, Excel and Power Point)

Complete a graphic organizer chart on water monitoring terms.

Student pairs will be assigned some data to enter and graph. They will also have to set up a presentation.

As a class we will brainstorm to come up with a definition of pollution and what variables need to be monitored. The students will then use classroom references to complete the graphic organizer chart

Using a computer attached to a monitor or a video projector the "expert" gives the class a brief description of what the software can be used for. Then a sample of data can be entered and various graphs can be drawn. The graphs can then be presented using Power Point or similar program.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Use classroom references to look up terms and procedures pertaining to water monitoring.

Use and care for probes properly.

Use computers, software, and other technologies proficiently.

Have students write down three sources they think would be good for obtaining information concerning water monitoring.

Teacher demonstrates how to hook-up, use, clean and store probes. The students will use the various probes to test samples in the lab. Students must also research how probes are used in the field to test water samples.

Students will collect, enter, graph, and present their own data.

The students will be reminded what they need to find (bland organizer) and then suggest 3 sources where they might find it. Take suggestions make sure the DEC and EPA are mentioned. (These as well as SOS for Kids! are excellent sources with many publications) Students then use classroom references to take notes on terms and procedures needed. Fill out the chart together when all are done. Teacher demonstrates how to make measurements with the various types of probes and how to care for them. The class then splits up and some test a variety of samples in the lab while the rest of the class researches how the data needs to be collected in the field. (i.e. proper placement and conditions) Pairs of students will collect water monitoring data from an out of state location via the Internet. The students will have to enter the data in a database, transfer it to a spreadsheet, and produce a variety of graphs. They will have to compare the graphs to ones plotted with our local dat a. They will then have to produce a presentation on Power Point and present it to the class. The Power Point presentation will include the purpose, data, analysis, results, and conclusions for their individual case study.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

The need for water monitoring and the terms and procedures involved with it.

Water pollution; its causes and effects.

[ ]Comparing

[ ]Classifying

[ ]Inductive Reasoning

[ ]Deductive Reasoning

[ ]Error Analysis

[ ]Analyzing Perspectives

[ ]Constructing Support

[ ]Abstracting

[ ]Other:

Field work assignment: Students are to go to a variety of water supplies and collect data. They must compare this data to previously collected data to look for changes. They must use reasoning skills to determine if the changes are part of an actual change or it the change is due to cyclic fluctuations. (Comparing and Reasoning)

Throughout the unit pollution will be discussed. It will be pointed out that scientists definition of pollution is quite different than the average persons. (Analyzing perspectives)

Case Study: The students will have to use reasoning skills to determine the problem with their water and offer possible solutions. They will also be required to support their answers during their presentation. Each student will get a different case study. This should make the presentations less boring.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Proper use of probes & accuracy of data collected during practical	Skill at using a spreadsheet to produce graphs	Accuracy & completeness of identifying the problem and suggesting solutions	Skill at using Power Point and quality of the verbal presentation of the Case Study
Weights	20%	20%	30%	30%
4	Proper care of probes and no more than 1 measurement out of acceptable range	All graphs done with each graph including all necessary information and all points plotted correctly	Proper identification of the water's problem and plausible solutions. Strong support of answers	Strong communication skills both verbal and written. Logical order and good flow to presentation
3	Proper care of probes but 2 or more measurements not in the acceptable range	All graphs done with no more than 1 major error. (misplaced points, poor trend line, missing title, label, or units)	Proper identification of the water's problem but implausible solutions. Good support of answers	Strong communication skills both verbal and written. Presentation choppy or not easy to follow.
2	Improper care of probes but no more than 1 measurement not in the acceptable range	1 or more graphs missing with no more than 1 major error	Improper identification of the water's problem or implausible solution with poor or no support	Poor communication skills. Logical order and good flow to presentation
1	Improper care of probes and more than 1 measurement not in the acceptable range	1 or more graphs missing and 2 or more major errors	Improper identification of the water's problem and implausible solution with poor or no support	Poor communication skills and the presentation is choppy or not in logical order

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]

Score Point 2	Score Point 1
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]

Have You Considered These Yet?

Learn to Learn Skills:

Students received peer tutoring on use of database, spreadsheet, and presentation software, and Internet use.

Assessment Modifications:

Individualized instruction for students with learning disabilities, modification of project requirements; assistance and consideration during assessment.

Unit Schedule/Time Plan:

Takes about 2 weeks of 80 minute blocks. The time can be greatly reduced if the students are familiar with spreadsheet and database use. It might also be easier to have the students collect water monitoring data from other states prior to the unit. Should set up time with other teachers to observe the presentations well in advance.

Equipment:

Probes or Water Testing Kits can be purchased from any science catalog such as those listed below.

-Laptop computer or certain graphing computers if the monitors are to be used

-Computer

-Microsoft Office or any other that includes database, spreadsheet, and presentation software

-Probes (pH, thermometer, dissolved oxygen, phosphates, nitrates should be checked plus there are many more tests you can do)

-Water Testing Kit if the probes are not available

References:

SOS for Kids! - Captain Planet helps kids Save Our Streams.

Stream Doctor

SOS for Kids!

Izaak Walton League of America, 707 Conservation Lane, Gaithersburg, MD 20878-2983

New York State Department of Environmental Conservation Division of Water, 50 Wolf Road, Albany, NY 12233-3508

Equipment Suppliers:

There are many others as well:

Pasco Scientific, PO Box 619011, 10101 Foothills Blvd., Roseville, CA 95661-9011 (800-772-8700)

Fisher Science Education, 485 S. Frontage Rd., Burr Ridge, IL 60521 (800-955-1177)