General Learning Outcomes:
- · Students will able to interpret and introduce texts that are related to the experiment at hand.
- · Students will be exposed to words, diagrams, charts, graphs, images, symbols, and mathematics related to the science lesson.
- · Students will be read and understand the required literature.
- · Students will be involved in using the internet- search-engine, word-processing, spreadsheet, desktop-publishing, digital-map-database
Specific Learning Outcomes:
- · Students will identify the main factors that influence the quality of water
- · Students will be able to explain how human activities can alter the balance of a water ecosystem and affect the survival of organisms.
- · Students will identify the relationship among factors affecting water quality.
- · Students will explain how a factor affects the living organisms in a water ecosystem.
- · Students will use credible cyber resources for the data collection
- · Students will use ICT’s in order to facilitate the process of identifying scientifically testable questions and locating valuable and accurate information.
- · Students will use ICT’s to support data organization, data analysis, and data presentation, and draw conclusions.
- Students will use ICT’s to communicate findings to the learning community using various media formats.
Day 1
Begin the
lesson by asking the students to go into small groups and to brainstorm lists of
the factors affecting water quality and human activities that change the
balance of water ecosystems. This will help you to determine the students prior
knowledge on this topic. Guide them to come up with answers by giving them
questions pertaining to the topic to discuss and think about.
When they
finish have each group search on Google News to find a article about water
quality and its effects on organism. Have them do a thorough research (they may
need guidance in how to type in key words… etc) and come up with enough
information. Have each group orally report the article they discovered with
citing their source.
Day 2:
Guide
students in how to interpret and collect data and examine the correlation
between the two factors. Students should work in small groups and try to
briefly figure out the relationship between the dissolved-oxygen and
water-temperature data. Students should place the data they find on a chart
spreadsheet, and explain how the chart aided them in answering the research
question.
Day 3:
Help your
students develop scientifically re-searchable questions that can be answered
using the data from online databases. Ask questions to formulate a hypothesis.
Students will work mainly on their own by creating their own lab-report that
documents their questions, and all the other requirements.
Day 4:
Students
should be familiar with how to form their own research question and a hypothesis.
They will complete the work in groups by writing a report that summarizes all
that they have learned in the past few lessons.
I like that your rubric was not overwhelming and easy to read.
ReplyDeleteGreat rubric and very clear! Students will know exactly what they are expected to know and what they will be graded on.
ReplyDeleteYour rubric is nice and clear without too many words which gives clarity to students, guidance and organization without being overwhelming. I liked how you put in a description and point amount for each level. This way students know what you think about their work in each category.
ReplyDelete