Links:
WATER YOU TALKING ABOUT?
OBJECTIVE:
Students will test the water from local sources.
Students will evaluate their results and determine if there is a need for any action.
PRIOR LEARNING:
Students will have completed curriculum in lower middle grades which includes knowledge of water and water cycles.
MATERIALS:
Water testing materials or kit. (students should determine what materials they believe would be most useful.)
On hand : beakers, test tubes, pipettes, stir rods, general lab equipment.
WEBSITES/SUGGESTIONS:
http://www.engr.uga.edu/service/extension/publications/c819-9c.html
http://www.scienceteacherprogram.org/envsci/dugan03.html
http://www.dec.ny.gov/chemical/8705.html
ROLES IN LESSON:
STUDENT:
Students will observe potential sites and record activity surrounding those sites.
Decide where and what locations they will test the water. (School fountain, bathroom, bodies of water, homes, etc…)
Research pollutants of water and methods of detection for the pollutants.
Find and purchase materials. (Science catalogs, internet, etc.)
Design and conduct testing.
Report their findings in a formal lab.
TEACHER:
Assist in accessing water sites chosen. (Permits, permission, transportation, etc…)
Assist in purchase of materials for testing.
Monitor student progress and provide feedback along with checkpoints for work completion
Oversee testing process and review conclusions and reports.
WRAP UP:
Students will have conducted an investigation to determine the quality of water in areas they selected.
Students will complete and submit a lab report and conclusion of their findings.
ASSESSMENT:
Water You Talking About Rubric.
NEW YORK STATE STANDARDS:
STANDARD 1
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Key Idea 1:
The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
Major Understandings
1.2a Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.
1.2b Inquiry involves making judgments about the reliability of the source and relevance of information.
Key Idea 2:
Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Major Understandings
2.2a Development of a research plan involves researching background information and
understanding the major concepts in the area being investigated. Recommendations for
methodologies, use of technologies, proper equipment, and safety precautions should
also be included.
Major Understandings
2.3a Hypotheses are predictions based upon both research and observation.
2.3b Hypotheses are widely used in science for determining what data to collect and as
a guide for interpreting the data.
2.3c Development of a research plan for testing a hypothesis requires planning to avoid
bias (e.g., repeated trials, large sample size, and objective data-collection techniques).
LE REVIEW BOOK:
Topic 8 Scientific Inquiry and Skills
Topic 9 Laboratory Skills
EXTENSIONS:
Students can conduct experiments at different times of the year and make comparisons.
Students can run multiple trials.
Students can contact a custodian, the superintendent of schools, custodian, etc, mayor to report their findings.