Mark+Schmoll

Problem-Based Learning Lesson (Created Using a template from Cennamo, Ross, and Ertmer 2009) **Lesson Title:** How Good is Our Water? **Grade Level:** High School Students (9-12) **Related Lessons:** Pond Study, Drinking Water Analysis **Unit:** Water Quality **Content Standards:** Science as Inquiry (National Science Education Standards) · Understanding of scientific concepts · Skills necessary to become independent inquirers about the natural world · The dispositions to use the skills, abilities, and attitudes associated with science Life Science Content Standards Grades 9-12 (National Science Education Standards) · Matter, energy, and organization in living systems · Communication and Collaboration · Research and Information Fluency ** Before-Class Preparation: ** Prior to the lesson students will have completed a unit during which they have tested water quality in a local pond, charted the data, analyzed the data, and presented their findings in the form of a Powerpoint to the rest of the class. Students will also have tested water from local wells to determine if the levels of known toxins are within safe limits. By this point in the class students should have a good idea of the characteristics of water in ponds and drinking water. To prepare for this activity a class blog will be set up with the title “How Good is Our Water?”
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 * NETS-S in the Science Classroom: **
 * ACTION **
 * During Class: **

20 Minutes || The project will be introduced by the teacher explaining the project that will be done. · Students will be creating an essential question to be researched dealing with water quality in their life · They will then use online resources and experimental techniques that they have learned during the class to answer the question that they have posed · Once research has been done, students will post their findings on the class Wiki and present the information to the class || · Computers with online capability · Lab Probes · Lab Chemical Test Kits || 10 Minutes || Students will be given 10 minutes to work quietly on choosing a question that they will be able to research. This is a brainstorming session so students should write down any question that comes into their minds. || Paper, Pencil, Brains || 10 Minutes || Students will get into groups of 3 and each person will present their questions to the group. The group will offer suggestions on things that could be improved with the questions being posed. || || 10 Minutes || The teacher will give a brief presentation as a demonstration of what type of presentation the students will give when they have completed their project. || Online Computer, Projector || 50 Minutes x 3 Class Periods || On three non-consecutive days, students will work on researching their questions and doing experimentation on water samples that they have brought into class. The days are to be non-consecutive so that students have enough time to gather samples and formulate thoughts. || Water collection supplies, Online Computer, Water testing supplies || 50 Minutes x 2 Class Periods || Students will compile the information that they have gathered and formulate their thoughts into information that they can add to the class Wiki || Online Computer || 50 Minutes x 2 Class Periods || Students will take 5 minutes a piece to present what they have added to the class Wiki and what they have learned about water quality by the research that they have done || Online Computer, Projector ||
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**MONITOR** As students work it will be important for the teacher to be checking in with students to find out what they are accomplishing and if they are encountering any problems. Due to the flexible nature of the project, students will be creating their own plan. As they execute the plan, they need to be making sure that it will meet the requirements laid out in the rubric for the project. During class work time, the teacher will make sure that students are staying on task and meeting the requirements of the rubric.

**EVALUATION** Students will be evaluated on their diligence as they work and use class time, the portion that they add to the class Wiki, and the quality of their presentation. The project itself will also be evaluated and notes taken on a sample rubric to make sure that any glitches get worked out before doing the project with future classes. There will also be student survey given at the end of the project to get input on what parts of the project students liked and what they would like to see changed.