Water+Quality

= = = Water Quality Unit Resources = = = = = = =

This set of resources should be based on the general Unit Plan Outline. = = = M&D group: = = = = = =  =

Unit Introduction
In the beginning of the unit, students should be encouraged to express their pre-instructional ideas about the unit topics. Students should answer questions like, 'What is this subject all about?,' 'Why would I want to learn this?' and 'What could I do with my learning in this unit?' This should be primarily student-directed and open-ended. But, after the above questions, the teacher could share with some students some general ideas, perhaps with an example, of topics in the unit. The teacher should also share with students the idea that they could use their learning in the unit to carry out actions to address STSE issues relating to the unit. At least one example of actions people have taken should be shared with students.

A good way of running this activity is with a placemat scenario or a concept map. Students would be given some activities relating to water quality and then asked these questions:
 * What do you expect to learn about water quality?
 * Why would you want to learn this, and how might you use what you learn in this unit?

Some possible activities to stimulate discussion include:
 * Ask students to examine water from different locations; e.g., water from the Yacht Club or from near the Filtration Plant.

After student are done, you should collect their placemats and digitally photograph them before posting them in a prominent location. This is the document that Krysta is using in her unit:

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Guided Inquiry-based STSE Action Project
In preparation for the Student-led Inquiry-based STSE Action project, the teacher should guide students through a short version of such a project. This guided project should guide students through Research (primary and secondary) and an action to address one issue. The research can be in the form of experimentation, but often correlational studies are more appropriate; since many of the factors being tested can be hazardous to living things. Perhaps, although we are somewhat unsure of this now, teachers may only need to include guided projects early in a course; after which, students may need little guidance - and can go directly to the Student-led Inquiry-based STSE Action Project. A more detailed overview of the Guided Inquiry-based STSE Action Project can be found at the following link:

__Meaning and Uses of Water Quality__

After students have expressed their pre-instructional conceptions about water quality, you should respond to this work by introducing them to the meaning of 'water quality' (e.g., what they may learn in this unit) and why learning this may be useful to them (and to others).

Some interesting case studies about this are:
 * Water Pollution

__Introduce Student-led Inquiry-based STSE Action Project__

Prior to the guided inquiry-based STSE action project, students should be given copies of the Student-led Inquiry-based STSE Action Project assignment. A draft of this is:.

__Guided Inquiry-based STSE Action Project__

//Primary Research// For this guided project, the teacher could guide students through one or more of the following correlational studies:


 * Age and/or gender and bottled water use
 * Presence of testable chemicals, in water from various sources around the city
 * Measure the amount of use by water fountains in various places in a community or in the school

A project that perhaps lies between 'primary' and 'secondary' research is the Water Habitat Project of iEARN.

//Secondary Research// During the time that students are doing a guided study, have them do some relevant internet searches about the subject of their research.

STSE Action(s) After students have completed their Primary and/or Secondary Research under your guidance, ask them to complete an information campaign. They could, for instance, develop posters, pamphlets and/or PA messages for other students - e.g., dealing with water pollution due to chemicals poured down drains and toilets, publish a movie review of Waterlife(2009), etc.

__Initiate Student-led Inquiry-based STSE Action Project__


 * In association with explaining the Inquiry-based STSE Action assignment, students would be given a list of issues relating to the unit that they might explore and address. There are many issues, for example, associated with diet and exercise.
 * The teacher organizes students into teams that will each explore and address one STSE issue. In students' first meeting, they brainstorm issues relating to water quality, consider the list provided by the teacher and perhaps record their current knowledge about issues and possible actions. They may, at this point, choose one issue on which to focus for the balance of the unit.
 * Time to work on this project should be provided in several classes throughout the unit, and then at the end for students' STSE action(s).
 * During the unit, students will, hopefuly, gain considerable knowledge, skills and attitudes relating to water quality through the teacher's STSE-based Concepts Education and Guided Inquiry-based STSE Action Project (above).
 * During the unit, students should be encouraged and enabled to carry out primary and second research relating to the issue they plan to address.
 * Towards or at the end of the unit, students should be asked to defend their proposed actions and, ideally, to have implemented their action plans. In defending their plans, they should be required to make reference to skills and knowledge they used to determine them.

__Some water quality STSE Issues__

A list of issues pertaining to water quality include:
 * Use of bottled water (environmental impacts of plastic bottles; health hazards like bisphenyl A and bacteria)
 * Water rights - Water poor vs. water rich countries. Social justice issue of "who owns water?" Is it a basic human need? Should it be sold for profit by private companies?
 * Impact of suburban development on aquatic systems
 * Impact of various chemicals on water quality e.g. pesticides, fertilizers, fabric softeners, pharmaceuticals,heavy metals, solvents
 * Invasive species in waterways e.g. zebra mussels, gobi fish
 * Water processing issues e.g. fluoridation, chlorination, waste water management
 * Acid rain and aquatic life

Additional ideas for water quality guided inquiry project

STSE-based Concepts Education
These lessons and student activities should, generally, begin or be integrated with an STSE case study or other approach (refer to WPAE ).

Water Quality Resources Overall expectations Chemical Reactions Investigations Ecology

Student-led Inquiry-based STSE Action Project
This section should be used to provide teachers and students with examples of Inquiry-based STSE Action projects that students have conducted. These could be used early in a course or unit to help students imagine how these projects might work.

Student Outcomes for Water Quality - 2010

Resources
Websites [] http://www.conservation-ontario.on.ca/source_protection/Source_Protection_Program_Outreach_Toolkit.htm http://www.great-lakes.net/envt/water/quality.html