What is the Water Like in Our River?
In the context of learning about water ecology, learners construct an integrated
understanding of science concepts such as ecosystems, watersheds, rivers,
biodiversity, macroinvertebrates, biotic index, bio-indicators, topography,
and various water quality
tests, such as fecal chloroform, pH, and dissolved
oxygen. Process skills of making observations, asking questions, designing
and carrying out investigations, analyzing and interpreting data, and drawing
conclusions are emphasized as students conduct biological and chemical water
quality tests on the local body of water.
Curriculum Unit Synopsis
The driving question of this project leads students to investigate watersheds, the movement of water, and relationships among the surrounding landscape and an aquatic ecosystem. When students look more closely at the quality of the water in their river they investigate chemical and physical factors that affect water quality, and the relationship between water quality and biodiversity.
Student understanding is facilitated by actively engaging with phenomena. During the project, students ask questions, conduct experiments and draw conclusions. Learning is also supported through the construction of physical and dynamic models. Constructing models of their river helps learners integrate each concept into their understanding of aquatic ecosystems. Learning technologies are an integral part of this inquiry process. Specifically, learners use Model-It, a dynamic modeling tool, to construct a model of their aquatic ecosystem. As student understanding grows so does their model. Students continually plan, build, test and evaluate their model based on the inquiry activities they engage in. The use of Model-It is supported through the construction of classroom river-boards. Probes provide an opportunity for the students to collect and visualize real-time data in the field direct from the aquatic ecosystem under study.
The community component of this project is maintained through the involvement of community members, both parents and experts, and the use of articles from local newspapers. The community promotes students' feelings of agency as they begin developing action plans to maintain or improve water quality.
At the conclusion of the project students construct a final artifact. Students choose the format and the focus of their artifact. Using multimedia displays or Model-It, students present their model of how land use or physical or chemical variables affect water quality in their river or how water quality can impact the biodiversity of their river.
Background
This curriculum unit was initially developed in 1997 in collaboration with the Detroit Public Schools, as part of the Center for Learning Technologies in Urban Schools effort. These materials have been revised based on research on classroom practice and student achievement, as well as from feedback from teachers using the materials. This unit is currently used in the Detroit Public Schools, as well as classrooms around Michigan and the world. Development of this unit was sponsored by the National Science Foundation. This unit was developed to address the curriculum standards of the Michigan Curriculum Framework, the American Association for the Advancement of Science, and the National Research Council.
Downloads, Workshop Information, and Resources
Download the Introduction (PDF - 184kb).
Download an information sheet, which includes the synopsis, lesson list, and standards (coming soon!)
Upcoming workshops on this curriculum.
Model-It Information