Running head: WilsonSED5001-3
1
Create a Project Based Learning Lesson Plan
Shardae Wilson
Northcentral University
WilsonSED5001-3
2
Project Title: What did you say was in my drinking water?
Author: Shardae Wilson
Project Idea: Students will identify and research potential harmful chemicals in the water in the
communities that they live in and find solutions to minimize the affects and impact of these
chemicals. They will be provided the economic statuses of the residences in specific areas in
order to understand who is directly impacted by the hazardous conditions of the water supply and
what possible causes of water pollutants based on the area. The students will learn about
chemical pathways and bonding properties of the pollutants, and the positive and negative
chemical reactions of the pollutants.
Entry Event: We drink water everyday. We take showers everyday. We swim; we use water to
cook food. Water is even used to power nuclear power plants, so it is in the air that we breathe.
Nevertheless we are unaware of the water quality. This project will make everyone more
knowledgeable about the contaminations in the water but also make them aware that no water is
completely clean.
Power Standard:
SC.912.L.18.12: Discuss the special properties of water that contribute to Earth's suitability as an
environment for life: cohesive behavior, ability to moderate temperature, expansion upon
freezing, and versatility as a solvent (CPALMS, 2017).
PS1.B: Chemical Reactions: The fact that atoms are conserved, together with knowledge of the
chemical properties of the elements involved, can be used to describe and predict chemical
reactions (Next Generation Science Standards , 2019).
HS-PS1-6: Refine a solution to a complex real-world problem; based on scientific knowledge,
student generated sources of evidence, prioritized criteria, and tradeoff considerations (Next
Generation Science Standards , 2019).
PS1.A: Structure and Properties of Matter: The periodic table orders elements horizontally by the
number of protons in the atom’s nucleus and places those with similar chemical properties in
columns. The repeating patterns of this table reflect patterns of outer electron states (Next
Generation Science Standards , 2019).
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction
based on the outermost electron states of atoms, trends in the periodic table, and knowledge of
the patterns of chemical properties (Next Generation Science Standards , 2019).
Content Standards & Objectives:
Objectives Directly
Taught or Learned
Through Discovery
Identified Learning Targets
Evidence of Success in Achieving
Identified Learning Target
WilsonSED5001-3
Students will be
taught matter and
energy
transformations,
chemical reactions
and patterns of
chemical properties in
water.
3
Identify health patterns,
environmental hazards, and
pollutants. Understand how
the chemical properties of
carbon and water make life
on Earth possible. Identify all
matter found in water and
explain specifics changes,
reactions and interactions.
Students will write a proposal and
letters to editors of the local newspapers
and media outlets. The will have the
ability to present their findings to
community leaders and social media of
the dangers of the water that’s
consumed daily in the community. Each
issue will include a detailed scientific
report regarding the pollutants and an
approach to combat the issue of the
pollutant.
Performance Objectives: What must all students know and be able to do as a result of this PBL
experience?
Know: The environmental hazards that is prevalent in their local communities and
possible ways to address these issues.
Do: Students will work together collaboratively testing the water from the faucets of their
homes, beaches and lakes in their communities.
Driving Question: How safe is the water that I drink?
Assessment and Reflection:
Rubric(s) I will use:
(Check all that apply.)
Other classroom
assessments for learning:
(Check all that apply)
Reflections:
that apply)
(Check all
Collaboration
Critical Thinking &
Problem Solving
Oral Communication
Quizzes/ tests
Self-evaluation
Peer evaluation
Online tests and exams
Survey
Discussion
Journal Writing/ Learning
Log
X Written Communication
X Content Knowledge
X Other
Practice presentations
Notes
X Checklists/observations
Concept maps
X Focus Group
X Task Management Chart
X Other
X
X
X
X
X
X
Map the Project: The use of collaboration, communication, discussions, learning logs,
observation checklists, time and task management will aide in what the student should know and
what they will learn throughout the duration of this project. Overall each student will be able to
report and discuss their findings as well as ask any questions they may have.
Product:
WilsonSED5001-3
Knowledge and Skills Needed
4
Already Have
Learned
1. Collaboration
Students should
know how to
work together.
2. Oral Communication
Report findings
immediately.
3. Learning Log
4. Checklists Observation
5. Notes
Taught Before
the Project
Group
assignment
procedures.
How to present
findings to
other group
members.
Why testing the
Keep track of
water we drink is learning and
important.
any questions
that groups
may have.
How to keep up
How to
with group
accurately
observations.
follow a
checklist.
The proper way
The proper
to take notes.
way to
document
chemical
reaction
reactions.
Taught
During the
Project
Students will
learn that the
water will
never be
perfectly clean
(Quality
Water
Services, 2).
Who to report
all findings to.
All info
regarding
what is in the
water.
Chemical
properties and
reactions.
All chemical
reactions,
color changes,
PH of water
and how to
use watertesting kits.
Resources:
School-based Individuals: Chemistry, Life science and Biology teachers, educators and
staff.
Technology: The Internet, computers, spreadsheets,
Community: Local and city park workers. Parents or adults for supervision.
Materials: Water analysis and quality test kits, test tubes, thermometers, PH meters,
sticky tags, calibration and buffer colored solutions, gloves, and notebooks.
WilsonSED5001-3
Manage the Process: All students are required to understand the project, its requirements, their
individual roles/tasks and the importance of the project.
Project Evaluation: How will you and your students reflect on and evaluate the project?







Class discussions
Peer discussions
One to one discussions with teacher and student
Group/Individual Evaluations
Review findings
Compare findings
Report findings
5
WilsonSED5001-3
6
References
CPALMS. (2017). CPALMS Where Teachers Go For Great Ideas. Retrieved February 21, 2019,
from http://www.cpalms.org/Public/PreviewStandard/Preview/2055
Next Generation Science Standards . (2019). HS-PS1-2 Matter and its Interactions. Retrieved
February 21, 2019, from https://www.nextgenscience.org/pe/hs-ps1-2-matter-and-its-interactions
Quality Water Services. (2). How to test your water for harmful chemicals? Retrieved febreuary
22, 2019, from https://qualitywaterservices.com/water-test/