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Lesson Study Resource Kit

Clarifying Water Quality

A CPALMS Lesson Study Resource Kit for Math and Science Grades 6-7

Authors:

Lance King Melissa Dyehouse

Amanda Tazaz Robert Schoen Steve Blumsack Rachel Wilson

The development was sponsored by: CPALMS Inspire Helios

License & Terms: http://www.cpalms.org/terms/terms.aspx

http://www.cpalms.org/terms/terms.aspx


Table of Contents Description of the Toolkit ...............................................................................................................3

Table 1. Relevant Standards ................................................................................................................. 4 Section 1. Exploring Assessment Items ...........................................................................................5 Section 2. Exploring Curriculum Resources ......................................................................................8

The Institute for P-12 Engineering Research & Learning (INSPIRE) Water Filter Model Eliciting Activity (MEA) ....................................................................................................................................... 8 Formative Assessment: Comprehension Questions ........................................................................... 8 Formative Assessment: Classroom Discussion Questions ................................................................... 8 Lesson Study Reflection ....................................................................................................................... 8 Water Filter Model-Eliciting Activity .................................................................................................. 10 Initial Letter and Data ......................................................................................................................... 10 Comprehension Questions ................................................................................................................. 11 MEA Questions ................................................................................................................................... 11 Lesson Study Reflection ..................................................................................................................... 12 Second Letter and Data ...................................................................................................................... 13 Lesson Study Reflection ..................................................................................................................... 14 CPALMS Lesson Plan: Thirst of a Nation............................................................................................. 14 Questions to ponder .......................................................................................................................... 20

Section 3: Informational Texts, Videos, and Additional Lesson Resources ..................................... 21 Lesson Study Reflection ..................................................................................................................... 21 Video on Water Quality ...................................................................................................................... 21 Lesson Study Reflection ..................................................................................................................... 21 Additional Resources: ......................................................................................................................... 22 Lesson Study Reflection ..................................................................................................................... 22

Appendix ..................................................................................................................................... 22 CPALMS Rubric for Analyzing Resources: ........................................................................................... 22 CPALMS Unit Plan Development Tips ................................................................................................ 24 CPALMS Unit Plan Design Tool ........................................................................................................... 26


Description of the Toolkit This toolkit supports the development of an instructional unit on water quality and aligns with Florida’s Next Generation Sunshine State standards (NGSSS) science and Common Core State Standards for Mathematics and English/Language Arts for students in grades 6 and 7. The elements of this toolkit were assembled based upon their suitability for constructing a multi-day instructional unit on water quality that corresponds with the 5E Learning Cycle of engage, explore, explain, elaborate, and evaluate. The toolkit is organized into three main sections. Section 1 addresses formative assessment items that probe student prerequisite understanding and knowledge pertaining to the water cycle and water quality. Section 2 is devoted to the exploration of curriculum materials and lessons that have been designed to facilitate student learning about water quality. The Model Eliciting Activity (MEA) used in this tool kit (page 11-12, 14) was designed and developed by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University. The unit was modified for this tool kit. INSPIRE’s Water Filter MEA is the focal point of this toolkit, which is designed to integrate instruction in the subjects of science, mathematics, design, and English Language Arts. Section 3 contains links to ancillary resources, including informational text, videos, and lesson plans and activities that address prerequisite knowledge about water as well as water quality. Your task as a lesson study team is to analyze the materials that are included in this toolkit and evaluate how they can be incorporated in a 5-E instructional unit plan that complies with the Next Generation Sunshine State Standards for science and Common Core State Standards for English/Language arts and mathematics that are indicated in Table 1. Ultimately, your team will design a four-day unit on water quality that incorporates the materials provided in this toolkit. As you study these resources it is important to make note of any deficiencies or gaps that will need to be addressed and make modifications in the lesson resources and activities where needed. As you study these materials, be sure to respond to the prompts that are

indicated by the pointing finger icon . To assist your team in the evaluation of lesson materials in this toolkit, we have included a version of the CPALMS resource review rubric in the appendix. It is suggested that you score each lesson and/or activity with this rubric in order to facilitate team discussions of how the lesson materials can be organized and/or modified to support the teaching of the unit. The resources selected for this toolkit align with the following standards in the Common Core State Standards (CCSS) for Mathematics and English Language Arts, and the Next Generation Sunshine State Standards (NGSSS) for Science:


Table 1. Relevant Standards

NGSSS SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

NGSSS SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

NGSSS SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.

NGSSS HE.7.C.1 Comprehend concepts related to health promotion and disease prevention to enhance health.

LACC.7.RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LACC.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

LACC.7.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.

LACC.7.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Mathematical Practices

MACC.K12.MP.1.1 Make sense of problems and persevere in solving them.

MACC.K12.MP.2.1 Reason abstractly and quantitatively.

MACC.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.

MACC.K12.MP.4.1 Model with mathematics.


Section 1. Exploring Assessment Items The following items were selected from the released NAEP, TIMSS, & PISA items. Analyze and respond to each item individually before discussing them as a team. For each item, identify the knowledge that is being assessed and answer the following questions:

How did you respond to the item and how might students respond to it?

What insights or prerequisite knowledge about water will students need to

answer the item satisfactorily?

What preconceptions or misconceptions about water are addressed by the item?

What do you think students will find difficult about this item and why do you

think this is so?

At what point in your instructional unit would you implement this formative

assessment item?

The following two items from the 2009 NAEP refer to the diagram below.

1. Which process is represented by the #2 arrow in the diagram? A. Liquid water evaporating B. Cool air warming as it rises C. Clouds blocking the Sun's energy D. Water vapor condensing

2. Using your knowledge of the water cycle, explain why rainwater is not salty, even though ocean water is.

The next four items were released by PISA in 2006.


The figure above shows how water supplied to houses in cities is made fit for drinking.

Question 1: FIT FOR DRINKING S409Q01 – 01 02 03 11 12 13 99 It is important to have a source of good drinking water. Water found underground is referred to as ground water. Give one reason why there is less bacteria and particle pollution in ground water than in water from surface sources such as lakes and rivers. .......................................................................................................................................................... .......................................................................................................................................................... Question 2: FIT FOR DRINKING S409Q02 The cleaning of water often happens in several steps, involving different techniques. The cleaning process shown in the figure involves four steps (numbered 1–4). In the second step, the water is collected in a settling pond. In what way does this step make the water cleaner?

A. The bacteria in the water die. B. Oxygen is added to the water. C. Gravel and sand sink to the bottom. D. Toxic substances are broken down.

Question 3: FIT FOR DRINKING S409Q04 – 0 1 9 In the fourth step of the cleaning process, chlorine is added to the water.


Why is chlorine added to the water? .......................................................................................................................................................... .......................................................................................................................................................... Question 4: FIT FOR DRINKING S409Q06 – 01 02 11 12 99 Suppose that the scientists involved in the testing of water at the water plant discover that there are some dangerous bacteria in the water after the cleaning process is completed. What should people at home do with this water before drinking it? .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... The next item is from the 2007 TIMSS. Describe one way that groundwater can become polluted. .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... ..........................................................................................................................................................


Section 2. Exploring Curriculum Resources The Institute for P-12 Engineering Research & Learning (INSPIRE) Water Filter Model Eliciting Activity (MEA) To provide context for the unit and particularly the MEA, students will read a fictional book, Saving Salila’s Turtle, from the Engineering is Elementary project, Boston Museum of Science. This book discusses pollution in the Ganges River from the viewpoint of a young girl trying to save a turtle. After reading the book, students will respond to the comprehension and formative discussion questions.

Image source: Museum of Science, Boston. Engineering is Elementary. http://www.mos.org/eie/salila.php

Formative Assessment: Comprehension Questions These questions can be answered individually by students.

1. Why does Salila want to filter the water?

2. How can a water filter help Salila solve her problem?

3. What are some issues to think about when designing a water filter?

Formative Assessment: Classroom Discussion Questions These questions can be used as part of a classroom discussion.

1. Why is clean water important?

2. What are some ways that water gets dirty?

Lesson Study Reflection Individually, read the book Saving Salila’s Turtle and answer the comprehension and

discussion questions listed above. While reading the story, jot down any notes about how you think students would respond to the story. Then, in your team, share your answers and discuss your notes. Next, as a team, examine the text for one or two chapters that may be suitable for close and critical reading. If you are using the lesson study support system, you can analyze these passages by submitting the selection to the qualitative tool for analyzing text complexity that is included in the informational text section. Once your team has selected a passage for close reading, go back through the selected chapters and follow the close and critical reading (CCR) techniques by answering each group of guiding questions below (CCR questions).


The following CCR questions come from Michigan’s Mission Possible Project (http://www.missionliteracy.com/index.html). More detail about CCR techniques can be found here: http://www.missionliteracy.com/page78/assets/Close%20and%20Critical%20Reading%20bookmarks%20June%202010.pdf. CCR questions group 1: What does the text say? Underline the most important words or phrases in the text that describe an idea. How would you summarize or determine a shortened version of the text containing only the main points? What are the most important ideas or events? CCR questions group 2: What techniques of craft and structure does the author use in the text? What genre does the selection represent? How does the piece open(exposition, lead, etc.)? From what point of view/perspective was this written? What role does dialogue play in the text? How would you use graphic organizers to display the structure of various types of text? CCR questions group 3: What does the text mean? Respond to the following questions: What would make the text more believable? What would make the text more effective? How would changing the perspective change the meaning? CCR questions group 4: What does the text mean to me? Respond to the following questions: How does this relate to my life? What were my feelings when I read this? In one or two paragraphs, write about how water quality affects your daily life. Finally, answer the following discussion questions in your team:

How do you think students would react to this story?

What are some issues that students might have in understanding the story?

How do you think students’ background or prior knowledge might help them to

better understand the story?

Thinking of the issues discussed in your group, how might you help to resolve some

of these issues for your students?

What other discussion and comprehension questions might help you to understand

whether your students understand the book?

http://www.missionliteracy.com/page78/assets/Close%20and%20Critical%20Reading%20bookmarks%20June%202010.pdf



Water Filter Model-Eliciting Activity This lesson will allow students to work in teams to develop a model, or procedure, to select the best water filter for Salila’s turtle. Model-eliciting activities (MEAs) are open-ended activities for which students can utilize problem-solving, communication, teamwork, mathematical modeling, and content knowledge to solve a realistic problem.

The Water Filter MEA was developed by the Institute for P-12 Engineering Research & Learning (INSPIRE), Purdue University and is used with permission.

Initial Letter and Data Dear Engineering Team, My name is Salila. I am a fifth grade student from New Delhi. Yesterday, I saw a turtle on the bank of the Ganges River. The Ganges is a large river that runs near my home. I looked at the turtle and noticed a shiny rainbow in the water—oil! I was worried about the turtle swimming in oily water and decided to take it home with me. Right now, I have the turtle in a fish bowl. But I have a problem. I know that the water in the fish bowl will not stay clean for long. I cannot change the water in the fish bowl, because the Ganges water is dirty. I need to clean the water with a filter. I have built several water filters. I do not know how to rank the filters. I would like your engineering team to look at test results from my filter designs. The chart below describes the color of the filtered water. It also describes the particles that remain in the filtered water. I included how much each filter cost to build and how long the filter took to clean ¼ cup of dirty water. Please use this data to help me develop a procedure to rank the filters so it does not take too long to clean dirty water. Finally, your team must decide how clean the water must be for my turtle to be safe. Here is a list of the materials that I used to create my filters:

Window Screen Gravel Sand Cheesecloth Coffee Filter Paper Cotton Balls

Here are the results of the filter tests that I have done so far.


Table 1: All Filter Test Results

Filter (Salila) 1 (Salila) 2 (Salila) 3 (Salila) 4 (Salila) 5

Color Grade Light

orange/orange Clear Light orange Yellow/light

orange Orange/brown

Precipitates Grade

Few small particles present Particle-free

Few small particles present

Particle-free/ few small particles present

Small particles present

Cost $5.50 $13.00 $6.75 $9.50 $5.50

Time to Filter 1/4 Cup (s) 8 35 15 25 6

Materials In Filter

(Top) Screen Cotton Sand Screen Sand

Gravel Filter Paper Gravel Sand Cheesecloth

Cheesecloth Filter Paper Cotton Gravel

(Bottom)

Please write a letter to me that tells me how to rank all of my filter designs. In your letter, send in the

work which shows me how your team ranked the filter designs. Don’t forget to tell me why you think your way of ranking water filter designs will help me pick the best design.

Several of my friends have created filters for me. They promised to keep making new filters. Your procedure will help me compare their filters to my filters. Thank you for your help! If my kachua could talk, she would thank you too.

Salila

Comprehension Questions What does Salila want your team’s help with and why?

How is your team going to think like engineers?

MEA Questions You have been asked to solve a problem.

What do you need to create a solution to the problem?

Who will use your solution?

What things need to be included in your solution?

What might be difficult about solving this problem?


Lesson Study Reflection Step 1: In your lesson study team, read the initial letter and think about your responses to the

Comprehension and MEA questions. Then in your team, discuss your reflections and answer the following questions:

Do you feel ready to create your solution?

What questions do you have?

What else do you want your students to know at this point?

How is this different from other problems your students have solved?

Step 2: As a team, work through the Water Filter MEA. Reflect on how you worked through the problem and think about how your students might approach it and where they might encounter difficulties. Next, in your team, discuss the following questions:

How did you solve this problem and how might students solve this problem?

Was it difficult to write a precise procedure?

How did you organize the data?

What are some issues that students might have in understanding the problem?

Thinking of the issues discussed in your group, how might you help to resolve some of these issues

for your students?

Step 3: Following your team’s discussion, trade your MEA letters/procedures with another lesson study team. Read the other team’s procedure and individually note your answers to the following questions:

Is the procedure clear?

What steps are ambiguous?

How can you help the other team improve their procedure?

Then, as a team discuss the following questions:

How can you facilitate peer editing in your classroom?

What other lessons can be brought into MEAs by encouraging peer editing?

What strategies could you use to improve students’ solutions?


The Water Filter MEA was developed by the Institute for P-12 Engineering Research & Learning (INPSIRE), Purdue University and is used with permission.

Second Letter and Data Dear Engineering Team, You must have worked very hard! I got your letter telling me how to rank my filter designs to clean the water in my kachua’s bowl. Your procedure was very helpful. That is good, because I need more help from your team! My friends came up with two more filter designs to help me clean the dirty water in the bowl. I have included my filter design results in the data table with the new results. The new results are under the numbers ‘(Friend) 6’ and ‘(Friend) 7’ in the table. Here is a list of the materials used in the filters:

Window Screen Gravel Sand Cheesecloth Coffee Filter Paper Cotton Balls

Write another letter to me that tells me how to rank all of the filters. In your letter, send me the work which shows me how your team chose to rank them. Your team might need to change the old procedure if it does not work for filter designs ‘(Friend) 6’ or ‘(Friend) 7.’ My friends are still making more filters. I will use your team’s procedure to help me compare all of the filters, both old and new. Thank you for all your help.

Salila

Table 2: All Filter Test Results

Filter (Salila) 1 (Salila) 2 (Salila) 3 (Salila) 4 (Salila) 5 (Friend) 6 (Friend) 7

Color Grade Light orange/

orange Pure

(clear) Light

orange Yellow /light

orange Orange/ brown

Light orange/ orange orange

Precipitates Grade


Particle-free


Particle-free/ few small particles present

Small particles present Particle-free


Cost $5.50 $13.00 $6.75 $9.50 $5.50 $9.50 $5.25

Time to Filter 1/4 Cup (s) 8 35 15 25 6 20 7

How many cups until the filter stops

working? 5 10 8 3 2 10 10

Materials In Filter

(Top) Screen Cotton Sand Screen Sand Screen Screen

Gravel Filter Paper Gravel Sand Cheesecloth Gravel Gravel

Cheesecloth Filter Paper Cotton Gravel Sand Cheesecloth Filter Paper Gravel Cheesecloth

(Bottom) Cotton


Lesson Study Reflection In your team, determine if your procedure still works with the new data. If the

procedure works, determine if it can be improved upon. If the procedure does not work, determine if it needs to be revised or if additional steps need to be added. Make these changes. Then, discuss the following questions with your team:

What questions do you have?

What questions can you ask your students to deepen their learning?

What will your students learn from doing MEAs?

What can you learn about your students from doing MEAs in your classroom?

At what point in your 5-E instructional unit would you implement this MEA?

CPALMS Lesson Plan: Thirst of a Nation

In this inquiry activity students will be engineers that are tasked to design, build, test and evaluate a prototype to filter water.

Direct link to this page: http://www.floridastandards.org/Resources/PublicPreviewResource26836.aspx

* Please note that examples of resources are not intended as complete curriculum. RELATED STANDARDS (1)

SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

SUMMARY

Title: Thirst of a Nation

Description: In this inquiry activity students will be engineers that are tasked to design, build, test and evaluate a prototype to filter water.;

Instructional Design Framework:

Guided or Open Inquiry

Keywords: contaminate, water quality, filtration, inquiry, water

Intended Audience: Educators

Suggested Technology:

Document Camera,Computer for Presenter,Computers for Students,Internet Connection

Reading in Content Area:

Yes

http://www.floridastandards.org/Resources/PublicPreviewResource26836.aspx

http://www.floridastandards.org/Standards/PublicPreviewBenchmark1798.aspx


Subjects: NGSSS: Science

Grades: 7

Nature of Instruction: Guided Inquiry (Level 3),Cooperative Learning

Instructional Time: 2 Hour(s), 10 Minute(s)

Special Materials Needed:

Flip cameras and digital cameras, large easel paper.

Instructional Components:

Lesson Plan (Primary Type), Problem-Solving Task

Attachments: rubric for water filtration 2.doc water filtration materials list.docx

Resource Collection: CPALMS

Uploaded Files: Water Filtration student sheet with example.doc water filtration materials list.docx rubric for water filtration 2.doc Water Filtration student sheet.doc

ASSESSMENT

Formative Assessment:

Teachers will begin this unit by ascertaining the level of prior knowledge students have about the source of their drinking water. Allow students to share ideas and discuss. Record any concepts they may have already mastered (gifted students) or any concepts for which they will require scaffolding (standard students, or level 1 and 2). Do not correct any misconceptions at this point.

Consider contacting your local water treatment plant or contact the local water reclamation plant for brochures.

*This lesson is part of a larger unit.

Educative Assessment:

Students will be required to present their filter design after testing. In their presentation they should include their filter design and an explanation of their reasoning for the design. They will share with their classmates their plans for improvement on their design to produce the safest drinking water.

Rubric for assessment of water clarity attached.

Summative Evaluation of students grades should not be based on the clarity of the

http://www.floridastandards.org/Uploads/resources/26836/Assessment/EducativeAssessment/docs/rubric%20for%20water%20filtration%202.doc

http://www.floridastandards.org/Uploads/resources/26836/7/44/docs/water%20filtration%20materials%20list.docx

http://www.floridastandards.org/Resources/PublicPreviewResourceCollection.aspx?ResourceCollectionId=1

http://www.floridastandards.org/uploads/Resources/final/26836/Document/2423/Water%20Filtration%20student%20sheet%20with%20example.doc

http://www.floridastandards.org/uploads/Resources/final/26836/Document/2719/water%20filtration%20materials%20list.docx

http://www.floridastandards.org/uploads/Resources/final/26836/Document/2720/rubric%20for%20water%20filtration%202.doc

http://www.floridastandards.org/uploads/Resources/final/26836/Document/2780/Water%20Filtration%20student%20sheet.doc


Assessment: water, but should be based on how well the students demonstrate his/her learning from learning based on their written observations, improvements on their design, explanation of their choices in design, and their responses to questions at conclusion of the activity.

LESSON CONTENT

Learning Objectives: What will students know and be able to do as a result of this lesson?

Students will understand the issues of water pollution and the importance of access to clean water. Students will experiment with filtering various substances from water by making their own simple water filters. Observe and draw conclusions based on their experiment.

Students will design, construct, test and evaluate a water filter that will be used to produce potable water.

(This lesson is one part of a larger unit.)

Guiding Questions: What are the guiding questions for this lesson?

Please see attached Materials List to prepare Dirty Water and materials for filter.

Dry erase boards are useful in class discussions. A dry erase board and marker for each table would be useful when asking guiding questions.

After showing the students the dirty water you prepared. Ask:

1. Would you drink this water?" Most students would say no.

2. What are some contaminates in this water? Students may mention soil, leaves, bacteria, fertilizers and pesticides.

3. What are some sources of these contaminants or water pollution? Ask students to discuss in groups and write a list for their table. Then list the possible sources of water pollution on the board. Students may mention oil spills, bacteria and other organisms like pathogens, toxic chemicals from factories or household chemicals, litter, run-off from city streets that might include chemicals, industrial waste, human waste, agricultural waste from farms, etc.

4. Ask the students to identify which materials in the dirty water may be related to these contaminates. Students may say the small particles are microbes or chemicals. Oil could have come from garages, parking lots, or service centers. The food dye could be fertilizers, or chemicals or drugs. The leaf litter could be from run-off, and trash from neighborhoods. The soil could represent other types of waste.

5. Is it possible to remove all contaminates from this water?


Students may mention ways to remove bacteria and microbes is by boiling the water to kill bacteria, microbes, parasites. Students may also mention trying to filter some of the larger particles. Address the misconcetion that boiling is the only way to kill microbes. Mention inventions such as solar powered water filters etc.

6. What steps do you think are necessary to make this water safe to drink? Allow students to discuss with their groups and share their answers using a class discussion. Some may suggest the particles need to be taken out, some may suggest removing the bacteria, and some may suggest removing the food dye. Some students are familiar with methods used in camping and may mention iodine tablets. Take this opportunity to explain point-of-use water treatment systems and filed water disinfection techniques – these are often used by recreational enthusiasts, survivalists, military personnel, and others that must obtain drinking water from untreated sources. The purpose of these devices is to make unchlorinated water potable. Although these devices do remove some contaminates that they cannot make the water completely safe.Many of these devices are available for campers and hikers. Address the misconcetion that boiling is the only way to kill microbes. Mention inventions such as solar powered water filters etc.

Prior Knowledge: What prior knowledge should students have for this lesson?

Students should know that water is a limiting factor. Students should also know that safe drinking water is not available for all organisms. Students should also be aware of some sources of contamination of drinking water.

Introduction: How will the teacher inform students of the intent of the lesson? How will students understand or develop an investigable question?

The teacher can introduce the lesson by discussing water as a natural resource and potential limiting factor for organisms. National Geographic has a short video clip about freshwater as a natural resource.

http://environment.nationalgeographic.com/environment/freshwater/about-freshwater-initiative/

This video requires Flash.

Teacher will present the inquiry lesson to the students as role playing task. They are part of a team of engineers who have been hired to develop a filtration device to help the citizens of a country that does not have access to safe drinking water. Their team will focus on the filtration stage of the process. The filter they design must be composed of simple inexpensive materials.

Investigate: What will the teacher do to give students an opportunity to

The students will meet as a team and discuss the problem they need to solve. They should determine the materials they would like to use and how they would like to use them. They should draw their design and label the materials. The team should




develop, try, revise, and implement their own methods to gather data?

perform any preliminary tests with the materials before building. Their proposal should include a sketch of their filter.

Students will test their prototype. They should make detailed observations and agree on a way to record their results. Most students will take pictures or video for comparison. They should present their design to the class and explain their reasoning. Their classmates will offer feedback.

Some questions they should keep in mind:

1. Did another team's filter work produce clearer water than yours? What part of their design helped them to produce these results? How was it different to yours?

2. Which parts of your filter worked well? Which parts of your filter did not work well? How do you know?

3. How could you improve your filter? What materials would you need? Would you use materials in a different way or order?

The students will then make improvements on their design to increase the clarity of the water. They should test their revisions.

Analyze: How will the teacher help students determine a way to represent, analyze, and interpret the data they collect?

Their presentation can incorporate media, either pictures or video of their results to provide evidence of their observations.

Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?

Revisit your guiding questions, provide clarification if necessary. Students will answer the following questions and then discuss as a class revisions and results of those revisions.

1. Did your filter prototype succeed in making potable water for the citizens of the country?

2. What aspect of your design worked best? Why?

3. Would you drink the water that passed through your filter? Why or Why not?

4. If you could have used material or materials that were not provided to you, what would you have requested? Why?

5. What are some challenges of designing a filter for household use? What are some challenges to designing a filter for large scale use?


ACCOMMODATIONS AND MODIFICATIONS

Accommodations:

For ESE students:

you can build an example of the filter for them to visualize what the product will look like.

decrease the amount of materials for them to choose from. give them a template for their filter, do not give gifted

students a template. offer suggestions for their observations and recording data

such as pictures or video.

For Gifted students:

do not build an example and encourage them to use their imagination and think out of the box for the design.

allow them to request materials for revision if they are readily available.

allow them to brainstorm ways to record data and show evidence.

Extensions: If time allows give students the opportunity of exploring local water quality. Students can examine local water pollution, test local water quality and take a trip to a local water plant.

Further Recommendations:

Local Seminole County teachers will have access to Atamonte Springs Lake Lotus project which will allow for further exploration into water reclamation and contaminates to local water resources. This project is still in design phase.

RELATED CPALMS RESOURCES (1)

Virtual Manipulative, WebQuest, Assessment (Primary Type), Image / Photograph, Text Resource, Tutorial

Water Science for Schools This interactive site allows you to learn all about the water cycle. The site provides hydrology data, examples, pictures, definitions, and more in multiple languages.

http://www.cpalms.org/Resources/PublicPreviewResource420.aspx


* Please note that examples of resources are not intended as complete curriculum.

Questions to ponder

1. Where might your students have problems with this activity?

2. How would you prepare your students for this activity? What background information about water filtration and engineering might be essential for their success in constructing the water filter?

3. How would you and your team incorporate this activity into your larger 5-E unit on water quality?

4. How does this activity connect to previous student learning on the water cycle and water quality and how can it be useful in preparing students for later learning about water?


Section 3: Informational Texts, Videos, and Additional Lesson Resources Students will read the two informational texts found at the following URLs:

http://ga.water.usgs.gov/edu/waterquality.html

http://pubs.usgs.gov/fs/fs-027-01/

Close and critical reading (CCR) techniques will be followed to guide students through a thorough understanding of the text (for more detail see: http://www.missionliteracy.com/page78/assets/Close%20and%20Critical%20Reading%20bookmarks%20June%202010.pdf). Step 1: What does the text say? Underline the most important words or phrases in the text that describe an idea. How would you summarize or determine a shortened version of the text containing only the main points? What is the specific textual evidence used to support the central idea? Step 2: How does the text say it? How is the information organized? How are topics discussed? How are examples and evidence used? Use graphic organizers to display the structure of various types of text. Step 3: What does the text mean? Respond to the following questions: What is the central idea of the text? How does the author support the central idea, thesis, or theme with ideas and details? What are the purposes, ends, and objectives? Step 4: What does the text mean to me? Respond to the following questions: How does this relate to my life? Have I read about something like this before? How does the text relate to the world around me? Step 5: Where does this informational text best fit in with our 5-E unit?

Lesson Study Reflection Individually, read the informational texts. Follow the steps listed above for the CCR

method. As you read, jot down any thoughts about where students might have difficulty, questions that might arise, and prior knowledge that is needed. Finally, in your lesson study team, discuss the following questions:

What misunderstandings might students’ CCR responses reveal?

What prior knowledge might students need to better understand the texts?

Why might students have difficulty understanding the importance of good water

quality?

Video on Water Quality Watch the short video on water quality, found here: http://environment.nationalgeographic.com/environment/freshwater/about-freshwater-initiative/ In groups, students will discuss why they think water quality is an important issue and brainstorm ways that can help.

Lesson Study Reflection In your lesson study team, discuss the prompt given to students and then respond to

the following questions:

http://ga.water.usgs.gov/edu/waterquality.html

http://pubs.usgs.gov/fs/fs-027-01/






What did you like most and least about the video?

How does the video help students understand more about water quality?

What things might students have difficulty understanding?

Why do you think it might be more effective for students to discuss the video in groups

rather than answer independently?

What else might you do to enhance students’ understanding?

Additional Resources: The U.S. Environmental Protection Agency has a wealth of information, videos, lesson plans, and activities to share with teachers: Http://water.epa.gov/learn/kids/drinkingwater/teachers_4-8.cfm#area. The USGS also houses a number of excellent resources that bear upon the water cycle and water quality at http://ga.water.usgs.gov/edu/. Please take the time as a group to explore these materials and analyze them using the rubric included in the Appendix.

Lesson Study Reflection Refer back to Table 1 and examine the standards that align to this unit. In your lesson

study group, determine how each standard aligns to particular lesson components in the unit. Following that, discuss these questions:

How could you strengthen the alignment of this unit to the standards?

Are there standards that you think are missing from the unit?

Appendix

CPALMS Rubric for Analyzing Resources: Criteria (NA)

Not Applicable

(0) Insufficient

(1) Good

(2) Excellent

Total

Alignment with state standards on topic

Accuracy of Content

Appropriateness of Content

Ease of use

Explicitness of objectives and instructions

Adaptability of Resource

Active learning and intellectual Engagement

Motivational Strategies

http://water.epa.gov/learn/kids/drinkingwater/teachers_4-8.cfm#area

http://ga.water.usgs.gov/edu/


Prior Knowledge

Assessment

Notes Total


CPALMS Unit Plan Development Tips Unit plans show where your team’s research lesson fits within a larger unit of instruction. To gauge the preparation of their students for learning about limiting reactants in chemical reactions, one high school science lesson study team in North Florida designed and executed a research lesson entitled “The Nuts and Bolts of Chemical Reactions.” Their unit plan, illustrated in the schematic in Figure 1, maps the pre-requisite knowledge and skills that the students were taught in the lessons prior to the research lesson, as well as the material intended to follow it. On the right-hand margin of the schematic, the group included four essential questions that were raised by the entire unit of study.

Fig. 1 Lincoln High School Lesson Study Team, 2008

As the figure shows, the unit is comprised of four lessons each displayed in sequence from left to right in rectangular boxes, starting with balancing chemical equations and ending with limiting reactants. The hexagonal boxes in the diagram show where learning objectives from previous units fit into the flow of the lessons as well. This team’s approach to designing a unit plan is but one of many ways to represent the flow of the instructional unit in which your team’s research lesson is situated. Regardless of how your unit plan is presented, it should clearly define how the research lesson that you plan to teach your students fits into a learning progression.

From the unit plan, observers can tell, for example, whether the primary function of the lesson is to motivate subsequent study of the topic, to teach a particular concept, or to help students consolidate and apply what they have learned in prior lessons (Lewis, 2002


p. 65).

Below are a few questions that may serve as prompts for your team in designing a unit plan: 1. Will your team’s research lesson serve to motivate your students, introduce students to

a new topic, consolidate prior learning, or diagnose their current knowledge state concerning your chosen topic?

2. What prior learning in previous grades and/or instructional units are necessary for successful teaching of your lesson?

3. What learning outcomes in subsequent units and/or grades will draw upon the student

learning achieved at the end of this unit?

4. What specific formative and summative assessment strategies and activities will be integrated into the unit? (include rationale for each)


CPALMS Unit Plan Design Tool

Research Theme: NGSSS Standard(s)/Big Idea(s) or CCSS Cluster(s): Relevant NGSSS Benchmarks or CCSS standards: Essential pre-requisite knowledge/skills: The following prompts will guide your team in outlining your instructional unit lesson by lesson:

1. What are your objectives for this unit?

2. In the space below, describe and summarize each lesson in your team’s proposed unit of study in the sequence in which they are taught. Be sure to describe how the lesson relates to the overall goals and objectives of the unit.

3. Describe any materials and/or technologies students will interact with throughout this

unit.

4. Describe how teachers will support and evaluate student thinking and proficiency throughout the teaching of this unit.

5. Describe formative and summative assessment strategies and activities for this unit.

Your Unit Plan may be in either a schematic or narrative form, but should diagram the flow of lessons and/or concepts and skills that take place throughout the unit of study. In the space below provide a draft of your team’s unit plan.

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