ASTA/TLF Project – Transformative Pedagogies with New Technologies
Shaping the learning
Draft: 15 March 2008 edited with Sue’s comments
Title of Unit: Water Chemistry – Is our local pond health?
Year 10 Natural and Processed Materials and Life and Living
Nick Johnstone
St Lukes Anglican School
Thinking and Planning
Purpose:
What are the intended learning outcomes?
Life and Living:
Level 4.3 – Student make generalisations about the types of interactions which take place
between the living and non-living parts of the environment
Level 5.3 – Students evaluate the consequences of interactions between the living and nonliving parts of the environment.
Level 6.3 – Students prepare scenarios to describe the potential long-term effects of changes
in biodiversity caused by human action on ecosystems
Level 6.1 – Students seek reasons for and can explain why functioning and behaviour change
in response to variations in internal and external conditions (including temperature, water and
light)
Natural and Processed Materials:
Level 5.3 – Students devise tests and interpret data to show that the properties and
interactions of materials influence their use.
How is the digital content linked to the knowledge, understandings, skills and scientific
literacy I want my students to develop?
The digital content provides both basic knowledge relating to the scientific concept and also
relates to the interactive skills of solving the contextual problem
Why did I select this digital content?
Learning Objects are both free and provide supportive learning environments that can not
often be replicated due to time, safety or money.
Does this digital content enhance the topic that my class is currently exploring?
Digital content in this unit allows the students to supplement their own research with
longitudinal studies and modelling. This opportunity is not possible in the field.
Does this digital content allow for the conceptual understandings that will provide my
students with transferable knowledge?
The digital content alone does not provide transferability but with good teaching
practices/experiences supplemented by digital content the student certainly have the skills to
transfer knowledge to new situations.
Does this digital content engage the students in the various stages of the process of scientific
enquiry?
Digital content used effectively can be used at any stage of the learning cycle. Scientific
enquiry is an important part of scientific learning and scientific methodology and the digital
content provides an extra platform for this to take place.
Does this digital content enable students to relate to or revise skills, knowledge and
understandings that have previously been experienced?
Digital content allows students to revisit concepts addressed in both theoretical sessions and
also practical sessions.
What strategies will I use to assist students to understand and analyse different types of
multimodal scientific learning resources.
Modelling to students a variety of methodologies is an effective strategies. These include:
Using the digital content with IWBs – to bring to students to the front of the class and to
allow them the freedom to explain their ideas.
This type of experience is also effective in lab sessions.
As an introductory session or a problem solving session within the unit – in a computer
laboratory.
How will I require students to acknowledge the origin of digital content they use in their
learning and critique their validity as authentic examples of current scientific understanding?
Like all resources the students will need to look at the resource and its origins through critical
literacy mechanisms. The students will also need to reference the source effectively if
incorporating this into their work.
Duration: 14 lessons + Full Day Field Trip
Implementation:
The Unit will utilise the 5Es - Engage, Explore, Explain, Elaborate, Evaluate
Working Scientifically - Implementing and Assessing Open Investigation Work in Science –
2005 – page 11
http://www.det.wa.edu.au/education/science/teach/workingscientificallyrevised.pdf
Context for learning: Is our local pond healthy?
Aim: To investigate the properties of water on living systems using Guided Discovery,
Laboratory Activities and Digital Content.
What are Wetlands? Why are they important? (1 lesson)
Engage: To create interest and stimulate curiosity
Use Google Maps ( http://maps.google.com/ ) to identify our local wetland or pond.
e.g.
Baldwin Swamp Conservation Park in Bundaberg
http://maps.google.com/maps?f=q&hl=en&geocode=&q=baldwin+swamp+bundaberg&sll=24.864166,152.374063&sspn=0.010688,0.02223&ie=UTF8&t=h&layer=x&ll=24.866366,152.374985&spn=0.010688,0.02223&z=16
Google Maps works well on IWBs or on white boards because it is very interactive the
students are able to move around the area and zoom in quickly to various locations within the
wetland.
The following questions were asked to the class:
Have you ever visited our local wetland/pond?
Why did you go there?
Why is it called a wetland?
Teacher: Let’s us google maps to find out what else borders our wetland.
Students are then able to use google maps to zoom in closer on the fringes to investigate
urban, farming and industrial uses around our wetland.
What types of activities surround our wetland?
Why are wetlands important?
Is our wetland healthy? Discuss yes and no answers – this leads to the notion of how do we
know it is health and how do we test if it health?
How do we test if they are healthy?
Teacher: Spider Map of the different parameters we will be investigating to decide whether
our pond is health?
http://www.eduplace.com/graphicorganizer/ or
http://www.eduplace.com/graphicorganizer/pdf/spider.pdf
The Teacher will need to outline a number of different parameters as the students will not yet
be able to capture all of the parameters.
Note to teacher –
http://www.qld.waterwatch.org.au/resources/pdf/cwmmanual/ch2_gettingstarted_cwmm_200
7.pdf Water Watch Module (Chapter 2 page 12 – Model of a Waterway showing the impact
of nutrients on water quality and the aquatic ecosystem)
Explore: Students experience the phenomenon or concepts being tested
Turbidity (1 lesson)
Read Turbidity from Water Watch Module (page 25)
http://www.waterwatch.org.au/publications/module4/pubs/module4.pdf
Learning Object on Turbidity – practice with the Secchi Disk
http://www.mainevolunteerlakemonitors.org/recertify/disk.php
Animation – practice with a Turbidity Tube
http://www.sa.waterwatch.org.au/turbidity.htm
Experiment:
Turbidity Experiment
http://www.qld.waterwatch.org.au/resources/pdf/cwmmanual/ch5_physicochemmonitoringm
ethods_cwmm_2007.pdf (full manual available free from Waterwatch)
Water Watch Queensland Manual - page 72 – Turbidity Tube Method
Teacher Preparation:
Prepare 5 different solutions to test –
Measuring cylinder with 100mL of 0.2M Na2S2O3 with no HCl. (control)
Measuring cylinder with 100mL of 0.2M Na2S2O3 with 0.1M HCl
Measuring cylinder with 100mL of 0.2M Na2S2O3 with 0.2M HCl
Measuring cylinder with 100mL of 0.2M Na2S2O3 with 0.5M HCl
Measuring cylinder with 100mL of 0.2M Na2S2O3 with 1M HCl
Ensure that the sample is well-mixed before testing.
Hold the tube (measuring cylinder) out of direct sunlight.
Gradually poor the sample into the turbidity tube while looking vertically down the tube.
A white tile or piece of paper beneath the tube may increase visibility (use a black X on the
tile).
Stop pouring at the point where you can barely see the lines on the bottom of the tube or the
X.
Note the reading from the scale on the side of the tube.
Class Discussion on what the finding means for the environment
Electrical Conductivity (1 lesson)
Read Electrical Conductivity from Water Watch Module (page 29)
http://www.waterwatch.org.au/publications/module4/pubs/module4.pdf
Extra Background - http://www.cotf.edu/ete/modules/waterq3/WQassess3h.html
Electrical Conductivity Experiment
http://www.qld.waterwatch.org.au/resources/pdf/cwmmanual/ch5_physicochemmonitoringm
ethods_cwmm_2007.pdf
Water Watch Queensland Manual – Chapter 5 Page 31 – Conductivity Method
Teacher Preparation:
1. Prepare 6 different solutions (100mL sample) to test per group
2. Make sure the solutions are approximately around the Conductivity of the list below
(μS/cm at 25 °C)
Pure rainwater < 15
Freshwater rivers 0–800
Marginal river water 800–1600
Brackish water 1600–4800
Saline water > 4800
Sea water 51 000
Students
1. Students are to estimate using their sense of sight and smell whether the sample is from a
pure rainwater source, a freshwater river, a marginal river water source, from a brackish
water source, a saline water source or from sea water.
2. The student are to record their data in a table
3. Use the Conductivity Probe as indicated in the Instruction Manual and add this data to their
table.
4. Think, Pair, Share – the students are to decide if their data is reasonable or not and then
discuss their findings with another group.
5. Class Discussion on what the finding means for the environment
pH (Hydrogen Ion Concentration) (2 lesson)
Read pH from Water Watch Module (page 32)
http://www.waterwatch.org.au/publications/module4/pubs/module4.pdf
pH: acids and bases - LO ID L5814
file:///E:/DVD/los/L5814/index.html
pH: changing pH - LO ID L5819
file:///E:/DVD/los/L5819/index.html
Experiments:
pH Experiment – Acids and Bases - http://mrskingsbioweb.com/labs/pHLab.pdf
Extra Background - http://www.cotf.edu/ete/modules/waterq3/WQassess3a.html
Animation - http://www.sa.waterwatch.org.au/ph.htm
Dissolved Oxygen (2 lessons)
Read Dissolved Oxygen from Water Watch Module (page 36)
http://www.waterwatch.org.au/publications/module4/pubs/module4.pdf
Experiments:
In this experiment, you will measure how dissolved oxygen changes in water samples at
different temperatures. You will test both aerated and non-aerated water samples at each
temperature.
1. Read the instructions that came with your dissolved oxygen test kit (or data logging
equipment - http://www.agrowknow.org/facultydevelopment/2004/ScienceMath/project/pdf/oxygen.pdf ) so that you know how to
perform the test.
2. Collect your water sample (4 minimum). The sample can be from a natural body of
water, such as an estuary, ocean, lake, pond, or stream. You can also use plain old tap
water.
3. Take a baseline dissolved oxygen measurement.
a. When you collect your water sample, bring along your dissolved oxygen test
kit, thermometer, spray bottle and sealable waste container.
b. Measure the temperature of the water at the collection site.
c. Test the dissolved oxygen content of the water at the collection site. This is
your baseline measurement of dissolved oxygen.
d. To be sure that your results are consistent, you should repeat the test at least
three times, using a fresh sample each time. Use the spray bottle to rinse your
test container. Discard rinse water into your waste container for disposal at
school.
e. Be sure to record the temperature of the water.
4. At school, divide your water sample equally into three separate containers:
a. container 1 will be cooled with ice,
b. container 2 will be allowed to equilibrate to room temperature, and
c. container 3 will be heated slightly.
5. Add enough ice to container 1 to bring the water to about 4–8°C. When the water has
cooled, record the temperature and measure the dissolved oxygen concentration. As
before, you should run the test at least three times, to be sure that your results are
consistent.
6. Next, aerate the sample and re-test. The point of aeration is to saturate the water with
oxygen (i.e., dissolve as much oxygen as the water can hold). You can aerate the
water with an aquarium aeration pump and airstone. Lots of small bubbles work best.
Allow 5–10 minutes for equilibration. Alternatively, you can pour the water back and
forth between two large buckets for 5–10 minutes to aerate the water. In either case,
check the temperature periodically and add more ice if needed to maintain the
temperature.
7. When the water has been aerated, repeat the dissolved oxygen test. Make sure to
record the temperature. As before, you should run the test at least three times to be
sure that your results are consistent.
8. Run similar tests (aerated and non-aerated) for container 2, the water sample at room
temperature (it may take a few hours to equilibrate, depending on how cold the
sample was to start).
9. Run similar tests (aerated and non-aerated) for container 3, the water sample that you
heat. You can warm it on the hot plate, or using a Bunsen burnber, or in the
microwave. Mix the sample gently and check the temperature frequently. Aim for a
temperature from 35–40°C. You don't want to scald yourself when testing the
dissolved oxygen concentration. Be careful!
10. Summarize your results in a table. For example:
Sample
Aerated? Temp #1 DO #1 Temp #2 DO #2 Temp #3 DO #3
Baseline
N
Chilled
N
Chilled
Y
Room temp
N
Room temp
Y
Warmed
N
Warmed
Y
11. Make a graph of your results. You can plot dissolved oxygen vs. temperature. Use
separate symbols for:
a. your baseline sample,
b. your non-aerated samples,
c. your aerated samples.
12. From your graph, do you think your original baseline sample was saturated with
oxygen? Why or why not?
Extra Background - http://www.cotf.edu/ete/modules/waterq3/WQassess3f.html
Learning Object – The Colour of Water - LO ID L564
file:///E:/DVD/los/L564/index.html
Investigate the relationship between water temperature and dissolved oxygen
Other resources:
Using Lab Pro and the Computer
http://www2.vernier.com/sample_labs/WQV-05-COMP-do.pdf
Using Lab Pro and TI84 Calculator
http://www2.vernier.com/sample_labs/WQV-05-CALC-do.pdf
Phosphorus (1 lesson)
Read Phosphorus from Water Watch Module (page 42)
http://www.waterwatch.org.au/publications/module4/pubs/module4.pdf
Experiment
NOTE: This test should be run on clear samples only. Filter sample if necessary.
1. Fill the test tube (0844) to the 10 ml mark with sample water.
2. Use the 1.0 ml pipet (0354) provided with the water test kit to add 1.0 ml to
Phosphate Acid Reagent (V-6282).
3. Cap the test tube and invert three times.
4. Use the 0.1 gram spoon (0699) to add one level measure of Phosphate Reducing
Reagent (V-6283). Cap and invert until the reagent is dissolved. Wait 5 minutes.
5. Remove the cap. Place the test tube in the Nitrate-N and Phosphate Comparator
(3120) with the Axial Reader (2071).
6. Match the sample colour to the colour standard.
7. Record the result as ppm Total Phosphate.
Use this methodology on the following experiment:
Test the following samples for Phosphorus Content:
1. Sample of 100mL of distilled water
2. Sample of 100mL of tap water
3. Sample of 100mL tap water with 10g of Omo Matic Front Loader Detergent (Teacher
Note: High Levels of P)
4. Sample of 100mL tap water with 10g of Earth Choice Laundry Liquid (Teacher Note:
Low Levels of P)
Extra Background - http://www.cotf.edu/ete/modules/waterq3/WQassess3e.html
Animation - http://www.sa.waterwatch.org.au/phosphate.htm
Extra Resources:
Using Data Logging - http://www.scienceteacherprogram.org/envsci/Lagnado02.html
Nitrogen (Nitrate, Nitrite and Ammonia Levels) (1 lesson)
Read Nitrogen from Water Watch Module (page 47)
http://www.waterwatch.org.au/publications/module4/pubs/module4.pdf
Experiment:
Use method as described in the Nitrate Test Kit or as per the extra resources section for data
logging.
Test the following samples for Nitrate Content:
1. Sample of 100mL of distilled water
2. Sample of 100mL of tap water
3. Sample of 100mL tap water with 10g of Soluble Fertiliser
4. Sample of 100mL tap water with 20g of Soluble Fertiliser
Extra Background - http://www.cotf.edu/ete/modules/waterq3/WQassess3d.html
Animation - http://www.sa.waterwatch.org.au/nitrate.htm
Extra resources:
Using Lab Pro and the Computer
http://www2.vernier.com/sample_labs/WQV-08-COMP-nitrate.pdf
Using Lab Pro and TI84 Calculator
http://www2.vernier.com/sample_labs/WQV-08-CALC-nitrate.pdf
Macro-Invertebrates in Pond Water (1 lesson)
Read Introduction to Macro-invertebrates from the Water Watch Module (Chapter 6)
The links below allow access to both testing method and identification of macro-invertebrates
Chapter 6: Biological monitoring methods (547 kB)*
Chapter 6b: Guide to identifying macro-invertebrates (1.03 MB)*
Experiment:
Field Trip to local water way to collect and identify various macro-invertebrates
Or
Collect a large sample from local waterway and sort and identify in the laboratory
Extra Resources:
How to Collect Your Sample -http://www.cwmb.sa.gov.au/kwc/programs/a_bugs_life/3.htm
Macro-Invertebrate Identification Key (South Australia)
http://www.cwmb.sa.gov.au/kwc/programs/a_bugs_life/aquatic_invertebrate_id_chart.pdf
Buglopedia (NSW) - http://www.bugsurvey.nsw.gov.au/html/buglopedia.html
Microbe Life in Pond Water (1 lesson)
Read http://www.4hgarden.msu.edu/kidstour/zoo/zwpmain.html#top
Experiment
Microbes from a Hay Infusion http://images.apple.com/education/curriculumlabs/pdf/Microbes.pdf
Or
1. You will work in teams of 2.
2. You have been provided with a diagram of common pond water microorganisms that
you should look over and study.
3. Prepare wet mounts and use your microscope to search and find at least 10 of the
microbes on your list.
4. For each microorganism you find, provide the following information:
a. name
b. classification (kingdom, phylum, etc.)
c. sketch/description
d. description of movement, if any
e. approximate population count (devise a method) graph this data
Questions:
Which organisms seem to be most abundant?
1.
2.
3.
4.
5.
Of those organisms found, name those that are photosynthetic.
Name those that are heterotrophic.
Name some abiotic factors affecting the populations of microorganisms.
Predict a possible outcome resulting from an increase in the population of Paramecia.
Draw some conclusions about the biodiversity of the pond ecosystem.
http://www.accessexcellence.org/AE/AEC/AEF/1994/doucet_pond.php
Extra Resources:
You Tube Videos of Microbes
Various Samples - http://youtube.com/watch?v=TTxLVEd04rU
Paramecium - http://youtube.com/watch?v=fmwN_mD7TvY&feature=related
Amoeba - http://youtube.com/watch?v=l3c2g83UXSY&feature=related
Simulations (2 to 3 lessons)
Continue with Explore and Explain – the simulations are supported with explanations for
each outcome.
Reef Ed – Exploring Wetlands Virtual Field Trip
http://kurrawa.gbrmpa.gov.au/reefed/exploring_wetlands/wetlands.swf
The activity is 2 full lesson (or maybe even 3 lessons) interactive assessment task. The
student will need to solve the problem of which are is the pollution source and what the
effects have been at this site and down stream.
or
The Colour of Water – Park Pond (TLF – L570)
From DVD - file:///E:/DVD/los/L570/index.html
The resource used on an interactive white board can be utilised to allow students to alter
levels of salinity, dissolved oxygen, suspended solids, temperature, nutrient level and
organism type to affect the quality of the water and the colour of the water.
The resource could also be used in a computer laboratory as a half lesson activity.
Environmental Evaluation Project: Frog Pond Habitat (TLF - L418)
file:///E:/DVD/los/L418/index.html
This lesson is best completed by the students individually – one lesson is required. The would
be considered an assessment piece or evaluation task – a full report can be printed out at the
completion of this project.
Field Trip (Full Day)
Elaborate and Evaluate
A full day excursion with teams of students assigned to different groups of tests (due to time
constraints) this information can then be collated and analysed.
Record Sheets from Water Watch Module (page 54 to 58)
http://www.waterwatch.org.au/publications/module4/pubs/module4.pdf
Students can then construct a report outlining their aim - Is our local pond healthy?
Data together with conclusions can be added to google maps so that this information can be
shared with others.
Extra Concepts:
Plants and Photosynthesis
Effects of light intensity on photosynthesis (TLF - L7577)
file:///E:/DVD/los/L7577/index.html
This Learning Object is useful on an IWB as the whole class can quickly see the relationship
between light intensity and oxygen production. This simulation can also be replicated well in
a experiment.
Light Intensity and Photosynthesis Experiment from Biology Labs
http://www.geocities.com/CapeCanaveral/Hall/1410/lab-B-04.html
Ecosystem Balance
Ecosystem Balance (TLF – L1446)
file:///E:/DVD/los/L1446/index.html
The learning object quickly analyses the results of an increase or a decrease in a particular
species on the balance in the remainder of the ecosystem.
This learning object can be used individually but it has an excellent impact on a IWB with
some good discussion resulting.
Extra Resources:
http://www.wetlandcare.com.au/
http://www.thelearningfederation.edu.au/default.asp
Excellent resource if you are using data logging
Maths and Science Field and Stream Data Collection
http://www.agrowknow.org/faculty-development/2004/ScienceMath/project/math.swf