Science / Civics Water Quality 2: Knows the processes involved in the water cycle (e.g.,...

Quest Atlantis Unit Plan

http://www.questatlantis.org 1

Water Quality Quest Atlantis empowers children to respond locally in their communities and families to environmental issues that are of global concern. Quest Atlantis seeks to challenge members to increase their Water Quality and to work towards making the world safer for all creatures. The wise use of natural resources is critical to our very survival and in this Quest students will learn about water quality in general and their local waterways in particular.

“Protecting our Water”

3 Week Plan 4th – 6th Grades

Science / Civics

Goals & Benchmarks The goal of this unit is to develop a basic understanding of concepts, principles, and methodologies related to understanding and improving water quality.

MCREL Standards

The MCREL Standards for this Unit come from the sections on Earth and Space Sciences Standards and Benchmarks Level II for grades 3-5. Page 3 Page 4

Activities

This Unit contains seven separate activities on water resources. The final culminating activity is to develop an understanding of the health of and, potentially, go clean up a local waterway.

Page 5 - 13

Teacher Tips Teacher Tips for this Unit point out that hyperlinks for Quests may be accessed in the 2D or 3D Online spaces of Quest Atlantis. Page 14

Assessment – The activity assessment rubric may be used to assess the work of the activities in this Unit. Also included is a pre-post assessment activity that may prove useful for assessing the learning of your students.

Page 21-22

Appendices Pages 15 - 20

Introduction In this Unit, Questers are guided through hands-on activities that increase their knowledge and appreciation for the importance of protecting our water resources.

Page 2



Water Quality

Introduction Quest Atlantis enriches members’ ability and efficacy, empowering them to respond locally in their communities and families to environmental issues that are of global concern. Quest Atlantis seeks to challenge members to increase their Water Quality and to work towards making the world safer for all creatures. The wise use of natural resources is critical to our very survival. This Unit is devoted to exploration of water as a natural resource. The culminating activity is that students will go out and clean, or simply characterize the health of, a local waterway that is polluted or dirty. The unit begins with an in class discussion of water as resource and as critical for our survival. The Unit then turns to Activities 2 and 3 with the goal of generating enthusiasm and competence to go out and test a local waterway. Activity 4 involves a science experiment that can be conducted in or outside of class with the goal that students will get a better understanding of water pollution. Activity 5 is a very involved observation that requires some preparation. However, it is one that children enjoy and will benefit from as they learn to test water quality. Activity six involves interviewing a scientist, which might be easier to accomplish if you have the entire class interview one scientist who visits your classroom. The final culminating activity is to develop an understanding of the health of and, potentially, go clean up a local waterway. Note: if cleaning the waterway is too major of a project, you might want simply to have students simply develop an action plan and present to a group of individuals in the community.


3 Week Plan 3rd – 5th Grades

Science / Civics



Water Quality



MCREL Standards

MCREL Standards and Benchmarks for this Unit come from the sections on Earth and Space Sciences under the heading: Water in the Earth system.

Standard 1: Understands atmospheric processes and the water cycle

Level I [Grade : K-2]

Benchmark 2: Knows that water can be a liquid or a solid and can be made to change from one form to the other, but the amount of water stays the same

Level II [Grade : 3-5]

Benchmark 1: Knows that water exists in the air in different forms (e.g., in clouds and fog as tiny droplets; in rain, snow, and hail) and changes from one form to another through various processes (e.g., freezing, condensation, precipitation, evaporation)

Benchmark 4: Knows that most of Earth’s surface is covered by water, that most of that water is salt water in oceans, and that fresh water is found in rivers, lakes, underground sources, and glaciers

Level III [Grade : 6-8]

Benchmark 2: Knows the processes involved in the water cycle (e.g., evaporation, condensation, precipitation, surface run-off, percolation) and their effects on climatic patterns

Science / Civics



Water Quality

Science / Civics


Goals The goal of this Unit is for children to demonstrate develop a basic understanding of :

the importance of clean water for both human beings and all living things,

local and global water quality issues,

the kinds of plants and animals that live in and around water sources,

some methods that may be used to determine water quality.

QA Benchmarks

The child should be able to identify environmental issues in her community that need to be addressed.

The child should be able to understand how global ecological conditions and events relate to her local environments.

The child should be able to articulate ways individuals and communities can impact local and global change.

The child is committed to addressing global issues by way of solving local problems.


Science / Civics



Water Quality



Science / Civics

Activity 1: Water Intro Discussion (Quest) In this activity, you and your students will discuss the importance of water. You might want to begin talking about the importance of water for all life and how it is present in all biochemical systems. Some possible questions you could ask are: Does anyone know how long a human can go without food? How about water? It is possible to go weeks without food but only a couple days without hydrating your body with water in some form. Have you ever noticed a difference in the amount of water you drink on a cool day compared to a hot day? How about the difference in playing a chess game or playing a soccer game? You can then talk about how important it is that we replenish the water we use in our bodies so that we do not become dehydrated. You can talk discuss how our bodies are nearly 80% water. From here, you could discuss the capability of water to dissolve so many different substances. While this allows water to dissolve essential minerals that we can use in our bodies, it also allows other harmful substances to end up in our water. Pesticides, arsenic, sodium, nitrates, mercury, acids, and other harmful substances can become dissolved in water. From here you can ask students if anyone think of any reasons why this might be bad. You then might want to discuss some concerns with pollution and water quality. They then may also wish to visit the library and talk with adults about water quality problems in your community. Note: your students can also do part of this as a Quest by having them (as individuals or through groups) enter the Quest Atlantis environment and complete the “Searching the Library for Water” Quest in which each student (or group if Group Questing) provides her own solution to the Quest. As a Quest, you can then respond to children’s work individually or as a group if they Quested as a group.



Water Quality

Science / Civics



Science / Civics

Activity 2: Portrait of a Stream (Quest) In this activity, your students will build a “portrait of a stream.” This activity begins with locating a nearby pond, stream, or river that your class can investigate. Students should be able to go visit this water, examining what it is like, and what are some unique qualities of this pond, stream, or river. Students should then take a picture or sketch out the water and then write a short paragraph to accompany the image. Students should describe where the stream is located, what the surroundings are like, whether or not there are farms or businesses in the area, and whether or not they think the pond, river, or stream is healthy. You also might want to have a class description about how you decide if the water is healthy. Note: your students can also do this as a Quest by having them (as individuals or through groups) enter the Quest Atlantis environment and complete the “Portrait of a Stream” Quest in which each student (or group if Group Questing) provides her own solution to the Quest. As a Quest, you can then respond to children’s work individually or as a group if they decided to Quest as a group.



Water Quality



Science / Civics

Activity 3: Who Lives Here? – Aquatic Habitat (Quest)

The focus of this activity is to understand how plants and animals rely on other plants and animals to exist. Specifically, they will look at ponds, which contain lots of different types of life. They can begin the activity brainstorming with a group what they would expect to find in a pond. From here, they should write down at least 10 plants or animals that they would expect to find in a pond. They should also write about how these plants and animals rely on one another. Specific goals are listed below:

• Brainstorm with fellow Questers about the life forms that might be found in a pond. • Write down all the responses from your group. • Narrow your discussion, based on the written responses, to ten plants and animals that you would expect to find in a pond. • Create a chart showing your list of plants and animals. • Brainstorm with a group of Questers how these plants and animals might rely on one another and what their relationships might be. • Write down all of your group's responses and add this information to your chart. • Use the Internet, books, field guides or interviews with a scientist, environmentalist, or biologist to find the answers to your

questions. • Add a final column to your original chart that shows the answers you and the other Questers discovered through their research. • Submit your chart to the Council through the OTAK.

Note: your students can also do this as a Quest by having them (as individuals or through groups) enter the Quest Atlantis environment and complete the “Who Lives Here? – Aquatic Habitat” Quest in which each student (or group if Group Questing) provides her own solution to the Quest. As a Quest, you can then respond to children’s work individually or as a group if they decided to Quest as a group.



Water Quality



Activity 4: Runoff Experiment

In this activity your students can do a runoff experiment to better understand how water becomes polluted.

Procedure: 1. Put a piece of fine screen, nylon mesh or stocking in the bottom of the funnel. 2. Fill the funnel with sand. 3. Place the funnel in the mouth of the gallon jar. 4. Pour one cup of water over the sand. Wait until no more water flows out of the funnel. 5. Remove the funnel and pour the water in the jar into the one-cup measure. How much water was in the jar? Where is the rest of the water? 6. Put the funnel back in the jar. Drop 2 or 3 drops of red food dye onto the wet sand in the funnel. Slowly pour one cup of water over it. 7. Observe how much of the food dye washes through the sand into the jar and how much remains trapped in the sand. Dump the water out of the

jar into a bucket or sink. 8. Continue pouring one cup of water at a time over the sand. Discard it if the water that flows out of the funnel is colored red or pink. 9. Repeat the process until the sand is rinsed clean. How many cups of water did it take?

Reflections: 1. Would you want to drink the water that filtered through the funnel? Why or why not? 2. Predict how many cups of water it would take to flush the sand clean if you used blue or green food dye. Test your predictions. 3. Find out if any pesticides and/or herbicides are sprayed in your community. Have any been found in local bodies of water? In what

concentrations have they been found? 4. Investigate the source of your local drinking water supply. How is it filtered and purified? What concentrations of various substances are allowed? 5. Research one common water pollutant from the list below and prepare an oral or written report on the effects of that substance on human health:

Lead , Mercury, Nitrates, Arsenic, Cadmium, Selenium, DDT, Chromium.

You might want to have students write a reflection essay on how water gets polluted, or simply have a class discussion.

Science / Civics



Water Quality



Science / Civics

Activity 5: Who Lives Under the Surface? (Quest) (1 of 3) In this activity, your students will:

• Identify macroinvertebrates found in a water sample, • Assess the environmental quality of a water sample based on the presence of certain organisms, • Understand that all living things are affected by the environment.

Materials:

• kick or dip net • white plastic sheet (to observe macroinvertebrates) • tweezers or forceps • eyedroppers • magnifying lens • buckets with water • ice cube trays or shallow pans • Internet connection or printed keys • data sheets or paper • pencils • optional: microscopes and slides • water quality test kits

Students can also use the resources in the Who Lives Under the Surface Quest. (Continued on next page)



Water Quality



Science / Civics

Activity 5: Who Lives Under the Surface? (Quest) (2 of 3)

Background: Students can use the information collected from the water sample to make a statement about the quality of the water in the sampling area. The presence or absence of certain organisms, or indicator species, reveals much about the quality of the water. Some macroinvertebrates are extremely sensitive to changes in water quality and are found in large amounts, in waters that are generally clean, or unpolluted by organic wastes and have more oxygen. Other macroinvertebrates are not sensitive to pollution; therefore if a large number of these organisms are found in a sample, it would serve as an indicator of poor water quality. Also see the Who Lives Under the Surface Quest for the attached resources and websites with macroinvertebrates keys.

Good Water Quality Fair Water Quality Poor Water Quality Mayfly larvae Crayfish Midge fly larvae Caddisfly larvae Riffle Beetle - larva Blackfly larvae Stonefly larvae Dragonfly Leeches Gilled snails Cranefly larvae Aquatic worms Riffle Beetle - adult Damselfly Lung snails Planaria Scuds Water Peeny Alderfly Hellgramite Sowbug Watersnipe Fly Whirligig Beetle - larva Fishfly Clam or Mussel

(Continued on next page)



Water Quality



Science / Civics

Activity 5: Who Lives Under the Surface? (Quest) (3 of 3) Procedure: Students should obtain a water sample from the designated sampling area.

1. Have students perform the water quality tests that have been selected as part of the project. Make sure that the students are comfortable with the testing kits prior to the first sampling experience. The better the comfort level, usually, the more accurate the results.

2. Have the students use a dip net or kick net to obtain macroinvertebrate samples from the designated testing area. (Please see the resources in the Who Lives Under the Surface Quest for more information).

3. Have students compare the results of the chemical and the biological sampling.

Assessment:

• Do you think that your water source is a good environment for organisms to survive based on pH levels? Why or why not? • Is there a relationship between turbidity level and the type and variety of organisms observed in the water? If so, describe the

relationship. • Did any of your results indicate poor or good water quality? If so, which ones? Explain your reasoning. • Are any of your results not what you expected them to be? Which ones? Explain your reasoning. • Is the water used for drinking water? For recreation? Based on the results of your testing, would you use the water for swimming or

recreation? Explain.

* Note: Students can also upload their work and reflections as part of the Who Lives Under the Surface Quest!



Water Quality



Science / Civics

Activity 6: Interview a Scientist (Quest) In this activity, students will interview a scientist or adult expert to find out what they know about water quality issues, especially in your area. Students can create a series of questions or use the interview questionnaire in the Interview a Scientist Quest. After, students should write at least 2 paragraphs, or talk about as a class, what they found out during their interview.

Note: As part of a class, it might be easier to compile student questions and have one scientist visit your class with each student then writing up their own reactions to the visit. Example Interview Questions:

1. Why did you become a scientist? 2. What do you do? What are the topics of your research? 3. What are some of the water quality issues in our country? 4. What are some of the water quality issues in our community? 5. What do you think we can do about some of these problems? 6. How does scientific research help us better understand and deal with some of these problems. 7. What can I do to help with some of these problems?

Note2: Students can also upload their work and reflections as part of the Interview a Scientist Quest.



Water Quality



Science / Civics

Activity 7: Cleaning our Waterways (Quest) Do you know of a stream or river in your community that seems to always have a lot of trash in and around it? This activity gives students a chance to make a difference in their community and to learn about what they can do to clean up their water ways. In this activity, students will organize a small group of people (kids and adults) to help clean up a segment of a river or stream in the community. You can use the resources in the Cleaning Our Waterways Quest to help you get started. In addition to a project write up, students should also prepare a presentation for family and community members on what they did, learned, and recommend. Project Activities: Choose what segment of a stream to clean. Organize resources and a group of people to help. Take photos of the water area before starting the clean-up, then take photos during and at the completion of the activity. Clean up the stream and take notes on any problems encountered. Write a brief description about each of the photos and what was done. Write a description of activities and the photos, as well as any suggestions on cleaning up. Develop and present to family members or other community members on what was done, learned, and recommend.

Note: if cleaning the waterway is too major of a project, you might want simply to elaborate on your Portrait of Stream Quest by also developing an action plan and presenting to a group of community members on what you learned.

Resources Water Education Resource Centers: http://clean-water.uwex.edu/wav/river/plan.htm National Resource Defence Council: http://www.nrdc.org/water/pollution/gsteps.asp

* Note: Students can also upload their work and reflections as part of the Who Lives Under the Surface Quest!



Water Quality



Science / Civics

Teacher Tips This Unit takes an understanding of water quality issues. We have included some resources in the body of this text and others can be found in the resources section of the associated Quests. However, you might also need to do some of your own research on macroinvertebrates and water quality issues before you begin this unit. To download electronic resources associated with these activities, you will have to go into either the Quest Atlantis space. Activity 5, in particular, is rather involved and requires some significant preparation. If possible, seek out the assistance of local expert(s). It may be useful to find the scientists to interview at the very beginning of the Unit so that you might benefit from their expertise at the very outset of the Unit. Activity 5 contains its own assessment exercise in addition to the assessment provided at the end of the Unit. The hyperlinks contained in these activities may be reached by way of the OTAK. Also note the attached assessment activities which can be used in a pre-post fashion. The idea would be to administer all the questions and one of the two scenarios before doing the unit and the other one following the unit.

15

Appendix: Macroinvertebrate Sheet

Major Groups of Aquatic Insects

Photographs and Descriptions This information was complied From the Stream Biomonitoring Unit of the New York State Department of Environmental Conservation. Available at: http://www.dec.state.ny.us/website/dow/stream/index.htm Order - Coleoptera (Water Beetles) Adult beetles look similar to terrestrial beetles and are one-twentieth to one and a half inches long. They are hard bodied, and the forewings are modified into hardened covers. Beetle larvae take many forms and may be mistaken for caddis or dobsonfly larvae. They range in size from one tenth to two and one half inches long. The head is distinct with chewing mouthparts. Thoracic legs are usually present and the abdomen is made up of eight to ten segments.

Order - Megaloptera (Dobsonflies and Alderflies)

Larvae are soft-bodied, long, and slightly flattened, and range in length from one half to three and a half inches. The head has well-developed mandibles. Long lateral filaments are paired on abdominal segments 1-7 or 1-8. The abdomen ends in either a single filament or in a pair of very short legs with two claws per leg. Some water beetle larvae are very similar to Megaloptera larvae, but never have a single terminal filament or a pair of short posterior legs with two hooks. Megaloptera larvae are carnivorous and feed on other insects.

Order - Odonata (Damselflies, Dragonflies) Damselfly The abdomen is very long, parallel sided, round and slender compared to that of the more robust dragonfly larva. Nymphs measure three quarters to a little over an inch not including tails. The nymphs of damselflies are also distinguished from dragonfly larvae by possessing leaf-like gills at the tip of the abdomen. The wings of adult damselflies are held back along the body when at rest, while those of dragonflies are held horizontally. Some adults are beautifully iridescent. Like dragonflies, the nymphs are predaceous, feeding on small insects, worms, and crustaceans. Identification of the nymphs, even to genera can be difficult.

Dragonfly Unlike damselfly larvae that have parallel-sided abdominal segments, the abdomens of dragonflies widens from the base and narrow posteriorly. The abdomen ends in three short pointed "tails". The nymphs of most species are found in quieter waters, burrowing in soft sediments or clinging to vegetation. They are predators, using their hinged, spoon-like mouthpart, the labium, to scoop up or seize nearby prey. Size ranges from one half inch to almost two inches. Many dragonfly nymphs are sensitive to pollution. The life cycle of most dragonflies is one year, although in some species the nymphs require up to four years to reach adulthood.

Order - Collembola (Freshwater Springtails)

Springtails Known as springtails, they are not truly aquatic, but are occasionally seen on the surface film of slow areas of streams. They are usually less than one tenth of an inch long. On land these organisms have the ability to jump several inches in the air, powered by a spring-like structure near their last abdominal segment.

Order - Hemiptera (Water Strider, Backswimmer, Water Boatman)

Water strider

Water striders are members of the Hemiptera or true bugs. They are long-legged forms that often are seen skating across the surface film of a pond or slow-moving portion of a stream. As with other true bugs, the mouthparts are designed for piercing and sucking. Their long middle and rear pairs of legs are specialized for skating across the water, equipped with non-wettable hairs for riding on the water's surface tension. The front legs are short and raptorial, enabling them to grasp small prey organisms. Water striders can move quickly across the water surface to avoid being captured, as many a youth will attest to. Adult water striders that emerge in the summer are usually wingless; winged forms that emerge in the fall seek out terrestrial environs in which to hibernate.

Backswimmer & Water Boatman (water bugs)

These water bugs look very similar and both use their hind legs with swimming hairs like oars to propel them through the water. They feed on a variety of organisms, including larger species such as tadpoles and small fish.

Order - Ephemeroptera (Mayflies)

Gills arise from sides of abdomen. Body ends with two or three elongate tails. The length is from 3 to 20mm (not including tails).

Order- Trichoptera (Caddisflies)

Caddis larvae are more-or-less caterpillarlike. When comparing your specimen to the photographs look at the overall length of the legs; some have short forelegs and long hindlegs, others will have legs of approximately the same length.

Most larvae will have conspicuous hard plate-like structures called nota on the top of the first, second or third thoracic segments. See if the number of nota match those on your larvae. Some larvae have wart-like dorsal or lateral humps on the first abdominal segment. Look for these on the top and sides of the first abdominal segment. Note that these humps do not always stand out clearly from the body. They may be compressed almost all the way into the soft body and appear as only slight mounds. Caddis larvae have extremely small antennae compared to other aquatic insects. Even at a magnification of 30x you must look in exactly the right place on the larva’s head to see them.

Order - Plecoptera (Stoneflies) Stoneflies look similar to certain flattened mayflies and many beginners have trouble distinguishing the groups. The relative length of the antennae may be used to tell flattened mayflies from stoneflies. Stoneflies have antennae that are many times, four to six times, longer than the width of their head, while those of flattened mayflies are only about twice the width of their head.

Order - Ostracoda (Seed Shrimp)

These are small laterally flattened crustaceans that are no more than one tenth of an inch long. The body is covered in a shell-like covering and are not often collected in our kick net samples. They prefer silty bottoms and rooted aquatic vegetation. Seed shrimp are similar in appearance and size to water fleas (Cladocera). Water fleas often have a spine at the end of the body and the anterior end as head.

Order - Isopoda (Aquatic Sowbugs)

These are the aquatic relatives of the more familiar terrestrial sowbugs, or pillbugs. They are very flattened and usually measure from one third to three quarters of an inch. They have 7 pairs of walking legs with the first pair modified for grasping. Common coloration is gray-brown. The abdominal segments are fused into a relatively short region. They are chiefly found in streams under stones or among vegetation or organic debris, which they feed on. Some species are adapted to living in caves or groundwater. Other sowbugs are associated with organic material, and are used as indicators of the recovery zone of streams with sewage pollution.

Order - Amphipoda (Scud)

These crustaceans, also called scuds, side swimmers, or freshwater shrimp are only distant relatives of true shrimp. The body is flattened from side to side, they have seven pairs of legs and the majority of species are one third to approximately one inch long. Eyes if present are usually well developed. Coloration can vary from light brown, or greenish to gray-blue. Preserved specimens bleach out to a whitish, gray or cream color. When they swim they often roll over and swim on their sides. Amphipods are omnivorous and will feed on all types of plants and animals but they usually will not consume living organisms. In freshwater habitats, they are often associated with moss or other vegetation in streams and lakes.

Order - Lepidoptera (aquatic caterpillars)

The larvae are very similar to terrestrial caterpillars with distinct heads, short thoracic legs and ventral prolegs on some abdominal segments. Some species have long paired gills down the length of the abdomen. Wing pads are not present. Aquatic caterpillars are similar to some beetle larva but beetle larvae lack abdominal prolegs. Aquatic fly larvae may also be confused with caterpillars but lack the three pairs of thoracic legs.

Order - Diptera (Midges, Aquatic Gnats & Flies)

Fly larvae are soft bodied, usually maggot like forms that measure one twentieth of an inch to four inches in length. The thorax may possess one or two fleshy prolegs, but never three pairs of segmented legs. The abdomen has eight to ten segments and may also have very short prolegs or lobe like legs.

WATER QUALITY UNIT ASSESSMENT (water quality principles, )

Short Answer (pre-post)

1. What are 10 plants and 10 animals that live in ponds?

2. Describe how some of these plants and animals rely on each other.

3. What do people mean by water quality?

4. Name 3-5 macro-invertebrates that can be found in healthy water (good water quality).

5. What are the differences among “good water quality,” fair water quality,” and “poor water quality?”

Application Problem (Pre-Post) 5a. A local farmer is excited about returning part of his farmland to the pond (wetland) it used to be 30 years ago. Thirty years ago, the government had thought wetlands were of no value, and paid the farmer to fill in the pond area with tiles and soil. He then raised cows and other animals where that wetland used to be. Beyond the livestock (animal) area, now upstream from this pond, the farmer had also raised crops and used chemicals to keep them from being infested with insects and disease. Now our farmer is hoping that his restored wetland habitat will bring nesting wildlife, such as the blue heron and mallard ducks, back to the area they used to inhabit years ago. The farmer has also read that wetlands, such as a pond, stream or creek, can filter the water and make it “cleaner.” How can he test this water to find out if it is clean enough for people to drink from it? What do you think he will find when he tests the water from this pond? Explain your answer. 5b. Recently a new industry has moved into our community. It is not on our main river, which is also our drinking water supply, and the owners of the industrial plant say they are not dumping chemicals into a small stream that runs by the industrial building into the river. What are some ways we can test the water to see if the industry owners are telling the truth and that we can still use this river for drinking water? From where should we take this water sample we will be testing? Why?

QA Rubric

Reviewer: __________________________________ Date: __________________________________ Quester: __________________________________ Quest: __________________________________ Purpose: This rubric is to assess both the quest response and reflection according to the rubric below. Instructions: Respond to each of the following statements with regard to the extent to which the description is present in the work. Then, tally your responses according to the chart at the page bottom. Note that while a Quester is completing her first few Quests, consider using this rubric leniently to foster motivation and buy-in. 1. Response

5 pts. 4 pts. 3 pts. 2 pts. 1 pt.

Strongly Agree

Agree Somewhat Disagree Strongly Disagree

a. The response is Accurate. (It addresses the targeted goals of the quest.)

Strongly Agree


b. The response is Credible. (It uses sound disciplinary content.)

Strongly Agree


c. The response is Meaningful. (It has value for the individual or world.)

Strongly Agree


d. The response is Original. (It is unique, imaginative, and risky, and it shows integrity.)

Strongly Agree


e. The response is Complete. (It addresses all of the stated goals.)

If the tally for the response totals less than 19, indicate that the section should be revised; if the tally is 19 or above, then indicate that the work has been accepted. 2. Reflection

5 pts. 4 pts. 3 pts. 2 pts. 1 pt.

Strongly Agree


a. The reflection is Complete. (It addresses the three components.1)

Strongly Agree


b. The reflection is Critical. (It addresses specific strengths or weaknesses of the response or the process.)

Strongly Agree


c. The reflection is Comprehensive. (It accounts for all parts of the response rather than isolated elements.)

If the tally for the reflection totals less than 10, indicate that the section should be revised; if the tally is 10 or above, then indicate that the work has been accepted.

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Science / Civics Water Quality 2: Knows the processes involved in the water cycle (e.g.,...

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