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Where does all the water go?

Where does all the water go?. Chris Axas Christina Cox Fred Kober Laurie Tuggle. Introduction. This lesson was developed as part of the PASS project – Summer 2005. We’re using the big question ”Where does all the water go?”

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Where does all the water go?

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  1. Where does all the water go? Chris Axas Christina Cox Fred Kober Laurie Tuggle

  2. Introduction • This lesson was developed as part of the PASS project – Summer 2005. • We’re using the big question ”Where does all the water go?” • We are exploring internet sites in order to address the big question.

  3. Learners • Earth Science • Non-traditional achievers • Internet skills • Vocabulary: evaporation, deficit, usage, trans-evaporation, pharmaceutical • Average reading levels

  4. Curriculum Standards • E.S. 7.9: The student will analyze how consumption patterns, conservation efforts, and cultural practices have varying environmental impacts • E.S. 13.4: The student will outline the water cycle • E.S.: The student will evaluate the factors that influence the climate of Las Vegas

  5. Process • Students will develop a portfolio to explore a variety of web sites. • The time allocation for the lesson is about 4 class periods. Student queries will vary within the groups. • The portfolio will cross-curriculum. Including components from math, social studies, and other disciplines.

  6. Process • Picture of Water Cycle • A pie chart of water on Earth’s surface http://www.h2ouniversity.org/html/index.html • Imagine yourself as a Investigative Reporter: 3 News article with real data on Las Vegas Water Usage http://epa.gov/nerlesd1/chemistry/pharma/images/drawing.pdf • Label the Las Vegas map giving with route of water from the city to lake http://www.lvwash.org/

  7. Process • Trace a drop of medicine from a dog to the orchard http://epa.gov/nerlesd1/chemistry/pharma/images/drawing.pdf

  8. Resources Needed • Computer • Portfolio folder • Drawing paper • Colored markers/pencils • Teacher created rubric/grading scale • Map of Las Vegas

  9. Formative Question/Observation of student progress Daily Journal Evaluation of News articles Peer evaluation Summative Portfolio Lab report Pie Chart Diagrams Grading rubric Evaluation- Portfolio Based

  10. Conclusion A built-in component of this lesson is the use of a daily formative probing question to evaluate students “confusion” and progress. We are requiring daily peer evaluations and journaling. The final product will be a portfolio spotlighting what the groups have inquired during their quest. The final summative portion of this inquiry will be a take home quiz included in their portfolio.

  11. Credits & References • http://www.h2ouniversity.org/html/index.html • http://www.snwa.com • http://www.lvwash.org/ • http://water.usgs.gov/education.html • http://www.epa.gov/nerlesd1/chemistry/pharma/index.htm • http://epa.gov/nerlesd1/chemistry/pharma/images/drawing.pdf • http://www.epa.gov/nerlesd1/chemistry/pharma/poster-overview.htm

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