Illinois Enhancing Education Through Technology
Science Department Lesson Plan
Overall:
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allow students to reflect on the importance of clean water
analyze how water is used in our community.
allow students to engage in meaningful research using library, archives, Internet
and local source to enhance students’ product while demonstrating digital
citizenship.
● organize information and create a multimedia webpage that clearly inform the
community of water diseases, water quality, and water usage.
Individual Classes:
Biology 2: Waterborne Diseases
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Include learning activities that:
-Allow students to conduct research
-Allow students to summarize information
-Allow students to discover the different types of waterborne diseases
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engage students with the use of technology to create a multimedia type
presentation (prezi, ztranormal, glogster, animoto, tinypic, iMovie, Miscrsoft
Movie Maker) with the information about waterborne diseases.
Chemistry: Water Quality
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Include learning activities that:
-Allow students to make connections between pollution and toxins
-Allow students to develop techniques to identify contaminants in water and
remove contaminants from water
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Engage students with the use of technology to create a multimedia type
presentation (iMovie, Microsoft Movie Maker, Glogster, webpage in Microsoft,
Molecular Work Bench).
Environmental Science: Water Usage
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Include learning activities that:
-Allow students develop an understanding and to visualize an aquifer (ground
water)
-Allow students to develop an understanding and to visualize how water is taken
out of the aquifer (ground water)
-Allow students to develop an understanding of how water is treated and returned
to the environment
● Promote active inquiry and group collaboration in developing the newscast and
webpage (which will include links, videos, pictures, blogs, audacity,
powerdirector).
State Standards:
Overall:
13B: Know and apply concepts that describe the interaction between science,
technology, and society
-Evaluate and analyze information gathered to produce a multimedia webpage
that clearly inform the community of water diseases, water quality, and water usage.
Individual Classes:
Biology 2:
12A: Know and apply concepts that explain how living things function, adapt, and
change.
- Students conducted a microbiology lab to establish an understanding of how
these
organisms grow, develop, and survive. Based on their findings, students
researched
waterborne diseases and presented entered their information in a multimedia
format.
11B: Know and apply the concepts, principles, and processes of technological
design.
- Students used knowledge obtained from their experiments to design and present
information using technology.
Chemistry:
11A: Know and apply the concepts, principles, and processes of scientific inquiry.
-Students designed products and conducted experiments to gain a deeper
understanding of water quality issues.
11B: Know and apply the concepts, principles, and processes of technological
design.
-Students used knowledge obtained from their experiments to design and present
information using technology.
12C: Know and apply concepts that describe properties of matter and energy and
the interactions between them.
-Comprehend how pollutants and toxins interact with water and discover ways to
remove pollutants from water to make it safe for use.
Environmental Science:
12B: Know and apply concepts that describe how living things interact with each
other and with their environment.
-Comprehend and analyze the importance of clean water to all living things
through the study of waterborne disease, water quality, and water usage.
12E: Know and apply concepts that describe the features and processes of the
Earth and its resources.
-Understanding of the water cycle and ground water analyzed and depicted in the
newscast of water usage.
Common Core Standards:
Reading Standards for Literacy in Science & Technical Subjects 6-12
Grade 11-12 Students:
Key Ideas & Details - #1
Integration of Knowledge & Ideas - #7,8,9
National Educational Technology Standards for Students(1, 2, 3, 4, 5, 6):
● #1 - Creativity and Innovation
● #2 - Communication and Collaboration
● #3 - Research and Information Fluency
● #4 - Critical Thinking, Problem Solving, and Decision Making
● #5 - Digital Citizenship
● #6 - Technology Operations and Concepts
Objectives:
State the learner outcomes and which level one is addressing utilizing
Bloom’s taxonomy (knowledge, comprehension, application, analysis,
synthesis, evaluation)
Overall Objective:
State Goal 13: Understand the relationships among science, technology and society
in historical and contemporary contexts.
B. Know and apply concepts that describe the interaction between science,
technology and society.
● Synthesize information from a variety of sources (text, journals, articles, videos,
multimedia presentations, etc.).
● Analyze information from resources to develop a multimedia products using
technology to create awareness of waterborne diseases, water quality and water
usage.
● Evaluate and analyze the costs, benefits and effects of water usage techniques and
clean water techniques at the local, state, national and global levels.
Time: Explain how your school day is organized (traditional, block,
alternate, trimester, etc. . . )
Individual Classes:Biology 2 – Waterborne Diseases
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Traditional 50 minute periods
7 class periods over 4 weeks
Chemistry – Water Quality
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Traditional 50 minute periods
15 class periods
Environmental Science – Water Usage
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Traditional 50 minute periods
20 class periods
Hook:
Individual Classes:
Biology 2 – Water Borne Disease
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Microbiology Lab: Students swab areas in the school and grow those samples
on a petri dish. Samples of tap water and bottled water will be plated and data on
bacteria growth will be collected and analyzed.
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Video: Jay Z presents: “Water for Life”
Project: Students are told that the world health organization needs them to
develop a tool to create awareness of waterborne diseases for all countries using
some type of multimedia
Chemistry – Water Quality
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“Nova: Saved by the Sun” www.pbs.org
Project: Students are challenged by the: World Health Organization” to develop a
plan
to run the “Safe Drinking Water Division” but must present their
knowledge to water
pollution and decontamination to get the job.
Environmental Science – Water Usage
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“What happens when you flush?” video on www.youtube.com
“Aquifer Flow Model” video on www.youtube.com
Aquifer flow model lab to demonstrate ground water, wells, and groundwater
pollution.
Project: Students needed to develop a multimedia project that will inform the
community of how water is used in our community.
Content
Biology 2
1. Concept Development: Big ideas that will be addressed in this lesson.
Clean water is an important necessity for every individual in the world. Clean, fresh
drinking water is very limited and disease in this water source could cause a global crisis.
2. Perspective Taking: Multiple perspectives must be incorporated into every
lesson (classism, racism, equality, social justice, etc.)
Video that addresses the right to have clean water for daily living and the crisis that is
striking the globe.
3. Meaningful, Integrative, Value-based, Challenging, Active (NCSS Standards):
a. Meaningful: Students are discovering that not having clean water can lead to multiple
diseases.
b. Integrative: Students are discovering what effects unclean water can have on the
human body.
c. Value-based: Students will determine the importance of having clean water.
d. Challenging: Presenting this information using technology.
e. Active: Students will research the effects of waterborne diseases on the human body
as well as the areas of the world that are suffering through not having clean water.
4. Multimedia used (PP, audio, video, etc.)
Video production, glogster, prezi, xtranormal, animoto, webpage development
Background for lesson implementation
This unit will start with a lab that allows students to collect samples from common areas
of the school that are used daily and grow those cultures in the classroom. Daily
observations will be taken and conclusions will be formed about the behaviors of these
bacteria and how these can cause disease and affect the human body. From these
observations and conclusions, students will begin to research waterborne diseases and
their affects on the human body.
Possible Questions:
1. What is a waterborne disease?
2. What causes waterborne diseases?
3. What affects do these diseases have on the human body?
4. How have waterborne diseases affected the population in the past?
5. Is there a current issue of waterborne disease in our local community, state, continent?
6. Besides disease, are their any other affects that unclean water has on our population?
Procedures:
Day 1: Hook
Have students obtain samples from around the school and place those cultures on a petri
dish and observe their growth for 5 continuous class periods.
Day 2:
● Students check Petri Dishes - record observations and compare results with other
groups in class
● Video: Segments 1 and 2 of “Water for Life” - documentary with Jay-Z.
● Discuss affects how unclean water affects the population other than with disease.
● Handout Project Information and Project Requirements
Day 3:
● Students check Petri Dishes - record observations and compare results with other
groups in class
● Take students to library for “Big 6” lesson on how to research a topic, narrow the
search, and cite sources.
● Students choose groups if they wish or work alone using the library and
multimedia resources.
Day 4:
● Students check Petri Dishes - record observations and compare results with other
groups in class
● Library Day for research
● Check in with each group for questions on research and technology questions
Day 5:
● Check Petri Dishes - record observations, compare results with other groups in
class, and make general conclusions about bacterial growth and how that can
relate to the spread of disease.
● Library Day for research
● Check in with each group for questions on research and technology questions
Day 6
● Check in with each group for questions on research and technology questions
● Students finish compiling information into a multimedia format
Day 7
● Presentation of projects to the class.
Materials:
Sterile Cotton Swabs
Petri Dishes with a Nutrient Media
Distilled Water
Sharpie Markers
Computers with Internet access
Library
Flip Camera
Smartboard Slate
LCD Projector
Evaluation:
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Students will receive participation points for daily work on the project for 7 day
duration.
● A Multimedia Student Performance Rubric will be used to grade each groups’
final product about waterborne diseases.
Student Technology Product - http://midwestcentral.schoolwires.com/Page/1023
Environmental Science:
1. Concept Development: Big ideas that will be addressed in this lesson
Water usage in our community is used in a variety of ways. From the individual people
for drinking water, to industries, to farming, to state agencies, water from the aquifer
(ground water) is an asset and vital to our community.
2. Perspective Taking: Multiple perspectives must be incorporated into every lesson
(classism, racism, equality, social justice, etc.)
Video that addresses the water needs of individuals, farmers, and state agencies.
3. Meaningful, Integrative, Value-based, Challenging, Active (NCSS Standards):
a. Meaningful: Students are understanding the concept of where their water comes from
and how water gets to the aquifer.
b. Integrative: Students are discovering how the water that was once used by dinosaurs is
the came water they are using today.
c. Value-based: Students will develop an opinion of the water usage of industries and
farmers and the balance that must be maintained for human drinking water and jobs.
d. Challenging: Video production
e. Active: Students will research information, interview people and companies, and
develop a newscast that will summarize the information gained from their research and
interviews.
4. Multimedia used (PP, audio, video, etc.)
Video production, audio-voice recording, audio - music, web page development
Background for lesson implementation
Environmental Science
Students will have received basic knowledge of water in the unit called “Water.” In this
unit, students have viewed videos to demonstrate the importance of water to humans and
the economy. Knowledge of the water cycle is covered, how water can be used from
multiple sources, and water conservation are also identified and applied to students lives.
Possible Questions:
● What are the various forms water can be in?
● What is an aquifer?
● What is the difference between an unconfined aquifer and a confined aquifer?
● Who uses the largest amounts of water in the world? What amount do humans
use?
● How is water taken from the ground?
● How is a rural water system different than a town or city water system?
● What are ways you can conserve water in your everyday life?
● What happens to the water when you flush it down the toilet?
● How is a rural waste water treated differently than a town or city waste water?
Procedures:
Day 1:
Hook:
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“What happens when you flush? video on www.youtube.com
“Aquifer Flow Model” video on www.youtube.com
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Aquifer flow model lab to demonstrate ground water, wells, and groundwater
pollution.
● Survey of students’ water usage in their everyday lives.
Review of main concepts in the Water Unit previously covered - teacher directed.
As a class brainstorm on what would be the best way to develop a multimedia project that
would inform the community of how water is used in our community. – Student-lead
discussion.
- A concept map will be drawn to organize thoughts and ideas from the discussion.
Day 2:
● Form small groups to pick which group will be assigned the sections decided by
the class.
● Each group will come up with one (maybe two) main goal that they want to focus
on for the community to understand once their project is done.
● Groups will decide what the best avenue to take to gather information on their
area and what is needed from the teacher to help them with their end goal.
Day 3&4:
Check in with each group and write their main goal for all groups to see. These goals will
be used as an assessment tool that the students will use to make sure each group is on the
correct path for the project as a whole.
Student-lead research:
● Students will be using the Internet to research information on specific topics they
may need more information on and people to contact to interview or ask questions
to.
● Some students are also viewing news broadcasts to determine the types and
formats that they may want to use for their project
Day 5:
Students will use the Smartboard Slate to record all pertinent information that their group
found and will be informing the community of.
Day 6,7,8:
● As a class (using the Smartboard slate), students will come up with questions to
ask people at various companies/state agencies over the phone or at an interview.
● Some students will then start to develop questions that they need to ask people at
these interviews while others in the groups will set up interview times.
● Students will also go through a mock-interview with the teachers.
Day 9:
Interview/Field trip
Day 10:
Interview/Field Trip
Day 11:
Interview/Field Trip
Day 12, 13, 14:
● Each group will work on writing a script for their section of the newscast.
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Some of the students will review the videos taken at the interviews to determine
what will work the best for the news cast video.
● Teachers will be addressing areas of concern with students and continually
reinforcing the goal of each group.
Day 15 & 16:
● The two lead newscasters will take each group’s scripts and develop a script for
themselves.
● Other groups will record script on the Audacity program and start gathering
information that they want on the web page.
Day 17-20:
Students are completing various tasks:
● Putting information on web page.
● Gathering all citations on one document.
● Importing videos and audios to develop news broadcast.
● News broadcasters will video tape.
Materials:
Computers
LCD Projector
Smartboard Slate
Audacity Program
Video Cameras
Digital Cameras
Power Director Program
Internet Access
Ground Water Model
Window Media Player or VLC Program
Headset
Microphone
Evaluation:
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Students will receive participation points during the whole project.
A Multimedia Student Performance Rubric will be used to grade each groups’
section of the video.
Student Technology Product - http://midwestcentral.schoolwires.com/Page/1023
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Water In Our Community Video presented by MCHS News Channel 7
Survey for the Community on Water Usage
Content
Chemistry:
1. Concept Development: Big ideas that will be addressed in this lesson.
Water is a common substance on Earth but unique in its physical and chemical properties.
Water can dissolve many other substances such as pollutants and toxins.
2. Perspective Taking: Multiple perspectives must be incorporated into every lesson
(classism, racism, equality, social justice, etc.)
Students will look at how water quality affects all life. “Saved by the Sun” shows
students ways to be responsible stewards of available resources.
3. Meaningful, Integrative, Value-based, Challenging, Active (NCSS Standards):
a. Meaningful: Students are understanding the concept of how to test what is in their
water and techniques to remove toxins and pollutants from the water..
b. Integrative: Students are discovering how the water quality effects how water can be
utilized.
c. Value-based: Students are able to see the importance of conserving water.
d. Challenging: Presenting information using technology
e. Active: Students have designed and built solar powered water purifier, conducted
experiments to test and clean water and produced a product that conveys their knowledge
of water quality.
4. Multimedia used (PP, audio, video, etc.)
Video production, molecular workbench, glogster
Background for lesson implementation
Chemistry
Students will have made solar powered water purifying devices, conducted experiments
testing water for specific ions and taken impurities out of “foul water”. They have
learned about compounds, solubility and chemical reactions.
Possible Questions:
● What types of ions can be found in my water sample?
● How can I make contaminated water usable?
● What temperature does water have to be heated to make it safe to drink?
● How can I remove specific toxins from water?
● Where in the world are their problems with unsafe drinking water?
Procedures:
Day 1:
Hook:
“Nova: Saved by the Sun” www.pbs.org
Students see how important it is to use resources wisely. Students start to think about
how to build a solar powered water purifying device that can heat water to a temperature
that makes it safe to drink.
Day 2:
Students start designing and building solar cookers.
Day 3&4:
Students finish building and test solar cookers. Then the class evaluates and creates a
final product.
Day 5:
Students test final product and determine if it is able to achieve the objective.
Day 6,7:
Students get a sample of “ foul water” and must discover techniques to remove
impurities from the water. Students then test the water in various water to determine its
“purity”
Day 8:
Students work on molecular workbench to understand solubility and how chemical
reactions can created insoluble compounds that can be used to remove toxins from water.
Day 9&10:
Students bring water samples from home to test for specific ions. Students conduct tests
to discover what is dissolved in their water samples.
Day 11:
Students are given the task to work with the World Health Organization to make a safe
drinking water division. Students can use any available technology they think will best
show what they have discovered about water quality.
Day 12, 13, 14:
Students work on project.
Day 15
Students work to create a final product as a team.
Materials:
Computers
LCD Projector
Smartboard Slate
Video Cameras
Internet Access
Window Media Player or VLC Program
Evaluation:
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Students were graded for each activity.
Students worked as a team to create a final product.
A Multimedia Student Performance Rubric will be used to grade each groups’
section of the video.
● Students used creativity to show their knowledge of water quality.
Student Technology Product: http://midwestcentral.schoolwires.com/Page/1023