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Water
Quality Curriculum
Key
Issues Curriculum
Implementation Plan
During the week you will
be working individually OR in a small group to design an environmental issue
investigation that you can use with your students.
- Your goal is to create an
implementation plan for your classroom. This packet guides you through the
planning process and will serve as a tool for implementation.
The Culminating Requirement:
on the final day of the Institute, each individual or small group will
showcase the best activity.
every member of the group
will have a participatory role in the showcase
individuals may group up
and present together
each group will have a
maximum of five minutes to present via:
skit, song, rap,
interactive activity, formal demonstration, other ideas … ?
Name(s): Karla Riggin
and Jenny Smithson
Sponsor(s): American
Electric Power
School(s), City, State:
Selma Middle School
1. For your
Environmental Issue, define:
Topic: Water Quality
Problem: E. coli,
ammonia, nitrate, and phosphorus are at level’s considered problematic,
according to the Indiana Department of Environmental Management, in the
Prairie Creek Reservoir.
Issue: What is the cause
and what are the effects of these elevated levels?
2-Using the Key Issues
Framework, list lessons/activities/standards that you and your colleagues may
be able to use for your
environmental issue.
|
Framework Step |
Activities, Labs,
Lessons, Extensions |
Standards Met
|
What
Content Area?
Who
Will Teach? When?
|
| |
|
|
1-Define
Environmental Issue and Related Terms |
Vocab word
sort activity; mini-lesson over vocab; Vocab BINGO |
LA—Reading: Vocab. Development 7.1.2 & 7.1.3 |
LA—Smithson: word sort; SCI—Riggin: mini-lesson/BINGO
March 2006 |
|
2-Determine
Environmental Issues of Concern to You |
Newspaper/Website activity (looking for local issues about water
quality); Water chemistry lesson; Aqua Venturer Timeline Website
Activity |
SCI—Living
Environment 7.4.9 & Physical Setting 7.3.16
LA—Reading: Comp 7.2.1,
7.2.2, 7.2.3, 7.2.6 |
SCI—Riggin:
Water chemistry, Aqua Venturer
LA—Smithson:
newspaper/website activity
March 2006 |
3-Analyze
the Players
|
Role play
players; Players Grid (revised for our issue); Concept Mapping (Lorax
lesson) |
SCI—Scientific Thinking 7.2.3, 7.2.6, 7.2.7, & 7.2.8; LA—Listening
Comp 7.7.1 & 7.7.2 |
SCI—Riggin:
Role play, grid
LA—Smithson: Concept Mapping
April 2006 |
4-Begin
Piecing Together the Big Picture
|
Student
Player Grid/T-Graph; Water Cycle Review; Reservoir Demo; Edible
Aquifer; Interactive Online Aquifer; Water Use/Consumption; Good to
the Last Drop (SEPUP Kit); Corn Economics Simulation |
SCI—Physical Setting 7.3.13 & 7.3.16, Common Themes 7.7.1, Living
Environment 7.4.6, Nature of Sci and Technology 7.1.5 & 7.1.9,
Mathematical World 7.5.3
LA—Reading Comp 7.2.3;
Literary Response/Analysis 7.3.3; Listening Comp/Speaking 7.7.1,
7.7.2, & 7.7.3
|
SCI—Riggin:
Water Cycle Review; Reservoir Demo; Edible Aquifer; Interactive
Online Aquifer; Water Use/Consumption; Corn Economics Simulation
LA—Smithson: T-graph; Corn
Economics Simulation
April 2006 |
|
5-Determine
what pieces of the Big Picture are still missing & Design Research
Questions |
Brainstorm
possible causes; create concept map of causes using Inspiration;
create research questions |
SCI—Nature
of Sci and Technology 7.1.3 & 7.1.4; Scientific Thinking 7.2.5 &
7.2.8
LA—Reading
Vocab 7.1.3; Reading Comp 7.2.3, 7.2.4, & 7.2.6; Writing Process
7.4.4, 7.4.5, & 7.4.6 |
LA—Smithson: Brainstorm possible causes; create concept map of
causes using Inspiration; create research questions
April 2006 |
|
6-Determine
research plans, sampling methods and create data collection
instruments |
Qualitative
Intro to Water Pollution (SEPUP Kit—lessons to prepare for data
collection); PPM Lab; Guest Speaker from Prairie Creek Reservoir;
write letters/surveys to homeowners on the reservoir, create
questions for online or personal interviews with Bureau of Water
Quality, local farmers, environmental scientists from Ball State
University; business owners; other players as identified by
students); obtain quantitative measurements from White River
Watershed Project |
SCI—Nature
of Sci and Technology 7.1.1, 7.1.3 & 7.1.8, Scientific Thinking
7.2.3, Living Environment 7.4.14
LA—Reading Comp 7.2.2,
7.2.3, 7.2.6, Writing Process 7.4.2, 7.4.3, 7.4.7, 7.4.8, 7.4.9,
7.4.10, Writing Applications 7.5.7; Lang Conventions 7.6.1-7.6.9,
Listening Comp 7.7.1 & 7.7.2 |
SCI—Riggin:
SEPUP Kit, PPM Lab, obtain quantitative data from White River
Watershed Project
LA—Smithson: Letters/surveys, interview questions
Guest Speaker: all
students meet 7th period
April 2006 |
|
7-Carry
out research plans and analyze data collected |
Testing our
water samples from the Prairie Creek Reservoir and its tributaries
with help from the White River Watershed Project and/or the Bureau
of Water Quality; Analyze quantitative water sample data from White
River Watershed Project as well as compare it to our data; Collect
survey data from homeowners, create graphs to show that data, and
analyze findings; complete interviews with key players, summarize
qualitative data, and analyze information obtained; determine
additional info needed, collect, and add to findings; make
conclusions about sources of pollution |
SCI—Nature
of Sci and Technology 7.1.3, 7.1.4, & 7.1.7, Scientific Thinking
7.2.7, Living Environment 7.4.14, Mathematical World 7.5.4
LA—Writing Process 7.4.4,
7.4.5, & 7.4.7, Speaking Techniques and Applications 7.7.5 & 7.7.10 |
SCI—Riggin:
water testing; analysis and comparison of quantitative data;
determine additional info needed; add additional data to findings;
making conclusions
LA—Smithson: Analyze qualitative data, determine additional info
needed
April/May 2006
|
8-Examine
possible solutions
|
Use
Inspiration to brainstorm possible solutions; post outline view of
all webs; Risk factor small group activity; Player role play scripts
and videotaping of performances |
SCI—Nature
of Sci and Technology 7.1.7, Scientific Thinking 7.2.5
LA—Writing Applications
7.5.4 & 7.5.7, Speaking Skills and Applications 7.7.3, 7.7.4, 7.7.5,
& 7.7.11 |
SCI—Riggin:
brainstorm and post outlines
LA—Smithson: post outlines,
role play scripts and videotaping of performances
May 2006 |
|
9-Choose
a solution by reaching consensus with all players |
Conflict
mediation training; Town meeting role play of players and
townspeople—invite administration, school board, town council,
American Electric Power (our sponsor), our local state
representative, and parents to attend |
SCI—Scientific Thinking 7.2.8
LA—Speaking Skills and
Applications 7.7.3, 7.7.4, 7.7.5, 7.7.6, & 7.7.11 |
SCI—Riggin:
conflict mediation training
SCI & LA—(4 class periods of
time) Riggin/Smithson: Town Meeting
May 2006 |
|
10-Make
recommendations and share findings
|
Student
guided discussions of how to share information with the community
and/or important players. Put plans into action. |
SCI—Scientific Thinking
LA—Speaking Skills and
Applications |
SCI & LA—Riggin/Smithson:
discussion and action on the discussion
May 2006 |
3-Using the Key Issues
Framework, list lessons/activities/standards that you and your colleagues may
be able to use for the
Silver City Simulation.
|
Framework
Step |
Activities,
Labs,
Lessons,
Extensions |
Standards
Met
|
What
Content Area?
Who Will
Teach? When?
|
| |
|
|
1-Define
Environmental Issue and Related Terms |
Define Terms on overhead;
Vocab BINGO |
LA—Reading: Vocab.
Development 7.1.2 & 7.1.3 |
Problem Solving Rotation
Class: Riggin
(once per grading period) |
|
2-Determine
Environmental Issues of Concern to You |
Newspaper Activity |
SCI—Living Environment 7.4.9
& Physical Setting 7.3.16
LA—Reading: Comp 7.2.1, 7.2.2,
7.2.3, 7.2.6 |
Problem Solving Rotation
Class Riggin
(once per grading period) |
3-Analyze
the Players
|
Player Grid; Role play of
Players |
SCI—Scientific Thinking
7.2.3, 7.2.6, 7.2.7, & 7.2.8; LA—Listening Comp 7.7.1 & 7.7.2 |
Problem Solving Rotation
Class Riggin
(once per grading period) |
4-Begin
Piecing Together the Big Picture
|
Economic Activity |
SCI—Common Themes 7.7.1,
Mathematical World 7.5.3
LA—Reading Comp 7.2.3; Literary
Response/Analysis 7.3.3; Listening Comp/Speaking |
Problem Solving Rotation
Class Riggin
(once per grading period) |
|
5-Determine
what pieces of the Big Picture are still missing & Design Research
Questions |
Create research question
using 6-step process and a random possible cause |
SCI—Nature of Sci and
Technology 7.1.3 & 7.1.4; Scientific Thinking 7.2.5 & 7.2.8
LA—Reading Vocab 7.1.3; Reading
Comp 7.2.3, 7.2.4, & 7.2.6; Writing Process 7.4.4, 7.4.5, & 7.4.6 |
Problem Solving Rotation
Class Riggin
(once per grading period) |
|
6-Determine
research plans, sampling methods and create data collection instruments |
Sticky note of research
question on one of three charts (Physical, Opinionnaire, Questionnaire);
interview the sick people; make surveys for group of 50 players |
SCI—Nature of Sci and
Technology 7.1.1, 7.1.3 & 7.1.8, Scientific Thinking 7.2.3
LA—Writing Process 7.4.2, 7.4.3,
7.4.7, 7.4.8, 7.4.9, 7.4.10, Writing Applications 7.5.7; Lang
Conventions 7.6.1-7.6.9, Listening Comp 7.7.1 & 7.7.2 |
Problem Solving Rotation
Class Riggin
(once per grading period) |
|
7-Carry
out research plans and analyze data collected |
Test water (physical,
biological, and chemical); Analyze data, make and present graphs of
survey data |
SCI—Nature of Sci and
Technology 7.1.3, 7.1.4, & 7.1.7, Scientific Thinking 7.2.7, Living
Environment 7.4.14, Mathematical World 7.5.4
LA—Writing Process 7.4.4, 7.4.5,
& 7.4.7, Speaking Techniques and Applications 7.7.5 & 7.7.10 |
Problem Solving Rotation
Class Riggin
(once per grading period) |
8-Examine
possible solutions
|
Salmonella sits on a Stool
activity; Silver City Water Testing Lab; Well Testing Lab (to find
point-source), Remediation Techniques & Expert Solutions; Calulating the
Cost of Remediation Options, Risk/Benefit Activities |
SCI—Nature of Sci and
Technology 7.1.7, Scientific Thinking 7.2.5
LA—Writing Applications 7.5.4 &
7.5.7, Speaking Skills and Applications 7.7.3, 7.7.4, 7.7.5, & 7.7.11 |
Problem Solving Rotation
Class Riggin
(once per grading period) |
|
9-Choose
a solution by reaching consensus with all players |
Town Meeting |
SCI—Scientific Thinking
7.2.8 LA—Speaking
Skills and Applications 7.7.3, 7.7.4, 7.7.5, 7.7.6, & 7.7.11 |
Problem Solving Rotation
Class Riggin
(once per grading period) |
|
10-Make
recommendations and share findings
|
Issue Action Plan |
SCI—Scientific Thinking
LA—Speaking Skills and
Applications |
Problem Solving Rotation
Class Riggin
(once per grading period) |
***Smithson has prep time during
the Problem Solving Rotation Class—she will support Riggin by helping out as
needed with role-play and supervision.
OPTIONAL:
Community Contacts:
Who (in the community) can help you
accomplish your curricular goals?
Complete the table below.
|
Contact
Name |
Contact
Information |
How can
they be helpful? |
Allie Craycraft-state
representative
|
|
Town Meeting guest to hear
about data collected and student solution from his constituents |
Mary Walsh, AEP or local
representive |
Community Relations Manager,
AEP One Riverside
Plaza, 19th floor
Columbus, OH 43215-2373 |
Sponsor invited to Town
Meeting |
Bureau of Water Quality
|
|
Quantitative data on water
testing if we can’t get it from the White River Watershed Project |
Environmental Scientists or
grad students from Ball State University; Hal Repkoe
|
|
Guest speaker and/or help
with small groups of students during water testing |
Community members such as
LeeAnn Barnard and Molly Ervin
|
|
Does the town of Selma have
well water or city water? Answer questions we need answered by
homeowners before we begin the unit. |
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