2. Learning Set 1 - Lesson 1
A Closer Look at Our River
Question of the Day:
What is Water Quality?
Students develop a consensus
definition of water quality based
upon opinion, prior experience, and
discussion.
4. Learning Objectives and Purpose
• Through visually exploring water quality
samples, and group discussion, students
will develop their own list of characteristics
of water quality.
5. Learning Objectives and Purpose
• Through visually exploring water quality
samples, and group discussion, students
will develop their own list of characteristics
of water quality.
6. Learning Objectives and Purpose
• Through visually exploring water quality
samples, and group discussion, students
will develop their own list of characteristics
of water quality.
• These initial experiences stimulate
students to think about ways of judging
water quality and lead to the
announcement of the Driving Question
they will investigate.
7. Learning Objectives and Purpose
• Through visually exploring water quality
samples, and group discussion, students
will develop their own list of characteristics
of water quality.
• These initial experiences stimulate
students to think about ways of judging
water quality and lead to the
announcement of the Driving Question
they will investigate.
9. Overview of Activities
• Explore “Water Quality” Jars
• Four jars with a select group of ingredients added.
• A fifth jar of local river water
• Intent is to come up with ideas about what an
indicator of “quality” is.
10. Overview of Activities
• Explore “Water Quality” Jars
• Four jars with a select group of ingredients added.
• A fifth jar of local river water
• Intent is to come up with ideas about what an
indicator of “quality” is.
• Discuss water quality in small groups and
as a class.
• First address ideas in groups, and then bring group
ideas to a class-wide discussion.
• Come to consensus on a definition of water quality.
11. Overview of Activities
• Explore “Water Quality” Jars
• Four jars with a select group of ingredients added.
• A fifth jar of local river water
• Intent is to come up with ideas about what an
indicator of “quality” is.
• Discuss water quality in small groups and
as a class.
• First address ideas in groups, and then bring group
ideas to a class-wide discussion.
• Come to consensus on a definition of water quality.
13. Student Actions
• Students come to a consensus in small
groups as to which of the water samples
are usable for fishing, swimming, boating,
or drinking.
14. Student Actions
• Students come to a consensus in small
groups as to which of the water samples
are usable for fishing, swimming, boating,
or drinking.
• Small groups share their consensus and
the rationale for their decisions regarding
water use.
15. Student Actions
• Students come to a consensus in small
groups as to which of the water samples
are usable for fishing, swimming, boating,
or drinking.
• Small groups share their consensus and
the rationale for their decisions regarding
water use.
• Class discussion leading to consensus on
a definition of water quality.
18. Teacher Considerations
• Collect materials and set up the five water
quality jars before the lesson begins.
• The river water sample is collected from the
local river within 1-2 days of this lesson.
19. Teacher Considerations
• Collect materials and set up the five water
quality jars before the lesson begins.
• The river water sample is collected from the
local river within 1-2 days of this lesson.
• Prepare a Driving Question Board (DQB) to
be used throughout the unit.
•See the podcast “DQB” for more detailed
information.
20. Teacher Considerations
• Collect materials and set up the five water
quality jars before the lesson begins.
• The river water sample is collected from the
local river within 1-2 days of this lesson.
• Prepare a Driving Question Board (DQB) to
be used throughout the unit.
•See the podcast “DQB” for more detailed
information.
• Copy student worksheet:
• Exploring Water Quality
21. Lesson 1 Assessment
• Students should be able to define water quality
within the parameters of class consensus.
• Assess students’ ability to state evidence and
rationale for their decisions about determining
water quality.
• After the culminating discussion, students
should be able to provide thoughtful answers
to the worksheet questions that reflect their
understanding of water quality.
23. Preparation for Next Lesson:
What Can We Find at Our River?
• The next lesson involves either a river walk
or a video/presentation of a river.
• If taking students to the river, make sure all
permission forms, travel arrangements, etc.
are addressed.
• Go to the site to look for interesting features
and safety considerations.
• If using a video/presentation, either create
one of your own of a local site, or review the
one in the materials that is more generic.
24. For More Information
• Review the curriculum guide:
“What is the Water Like in Our River?”
• Visit our web site:
http://www.investigatethestate.org
Hinweis der Redaktion
In this first lesson, students use what they already know to develop a definition and characteristics of water quality.
Students are guided through a series of experiences that involve making observations of and predictions about several water samples. This activity helps students think about ways of judging water quality. Students conclude this lesson by learning about the investigation (Driving Question) they will conduct on their river in the following weeks.
Students are guided through a series of experiences that involve making observations of and predictions about several water samples. This activity helps students think about ways of judging water quality. Students conclude this lesson by learning about the investigation (Driving Question) they will conduct on their river in the following weeks.
Students are guided through a series of experiences that involve making observations of and predictions about several water samples. This activity helps students think about ways of judging water quality. Students conclude this lesson by learning about the investigation (Driving Question) they will conduct on their river in the following weeks.
Students are guided through a series of experiences that involve making observations of and predictions about several water samples. This activity helps students think about ways of judging water quality. Students conclude this lesson by learning about the investigation (Driving Question) they will conduct on their river in the following weeks.
In this first activity students begin to reflect on their own perceptions about water quality. In examining jars of water with varying degrees of clarity and unknown contents students share what they believe to be the indicators of water quality.
In this first activity students begin to reflect on their own perceptions about water quality. In examining jars of water with varying degrees of clarity and unknown contents students share what they believe to be the indicators of water quality.
In this first activity students begin to reflect on their own perceptions about water quality. In examining jars of water with varying degrees of clarity and unknown contents students share what they believe to be the indicators of water quality.
Sharing in small groups and then with the whole class, students rationalize and discuss their decisions about water quality and finally define it.
This activity and resulting definition is one that will be re-visited as students gain more information and understanding throughout the investigation.
Sharing in small groups and then with the whole class, students rationalize and discuss their decisions about water quality and finally define it.
This activity and resulting definition is one that will be re-visited as students gain more information and understanding throughout the investigation.
Sharing in small groups and then with the whole class, students rationalize and discuss their decisions about water quality and finally define it.
This activity and resulting definition is one that will be re-visited as students gain more information and understanding throughout the investigation.
Within the curriculum for lesson one you will find a list of the materials needed to create the “water-quality” jars.
A Driving Question Board can be a bulletin board or large poster space on a wall. It will be used to display class artifacts from the project and serve as a record of growth in understanding. The Driving Question Board podcast, and the curriculum materials, will give more details regarding this important focus point of the unit.
Within the curriculum for lesson one you will find a list of the materials needed to create the “water-quality” jars.
A Driving Question Board can be a bulletin board or large poster space on a wall. It will be used to display class artifacts from the project and serve as a record of growth in understanding. The Driving Question Board podcast, and the curriculum materials, will give more details regarding this important focus point of the unit.
Within the curriculum for lesson one you will find a list of the materials needed to create the “water-quality” jars.
A Driving Question Board can be a bulletin board or large poster space on a wall. It will be used to display class artifacts from the project and serve as a record of growth in understanding. The Driving Question Board podcast, and the curriculum materials, will give more details regarding this important focus point of the unit.
Within the curriculum for lesson one you will find a list of the materials needed to create the “water-quality” jars.
A Driving Question Board can be a bulletin board or large poster space on a wall. It will be used to display class artifacts from the project and serve as a record of growth in understanding. The Driving Question Board podcast, and the curriculum materials, will give more details regarding this important focus point of the unit.
The classes definition of water quality is not expected to be completely accurate at this beginning point of the unit. It does however indicate their initial understanding and ability to base their reasoning on evidence, and will be used as a point of reflection as they build knowledge over time.
As you read through and plan for lesson two your individual classroom/school situation will have to be taken into consideration. If a visit to a local stream or river is possible, take some time to explore the area directly around the water and note features you can point out or should be aware of for safety considerations.
If you’re using a video to introduce your river site, consider the features that you will bring to the students’ attention.