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Introductory Pond Water Quality StudyLesson provided by:Mrs. Coello's science class in Jersey City, New Jersey. Objective: Through practical hands-on experience students will take part in this international environmental study of a pond, to increase environmental awareness. Target Group: 11 to 14 year olds Goals: To determine the relationship between the organisms in the water and the chemical components of the pond water. To stimulate students ability to observe, identify and label micro organisims. In addition to increasing awareness of the environment.
Resources: I. TEST KITS:
II DATA RECORDING - JOURNALS - TABLES FOR Q VALUE III TABLE & GRAPHS
JULY AUG SEPT OCT NOV
Listserv Letter 29------------------------------9th rsvp
Template Summary 10----24 rsvp
School Demographics by 16 rsvp
Forms & Charts 26-----------------25 rsvp
Reminder Note 7---16 rsvp
Project Sample/Analysis 21---25 rsvp
UNIT OBJECTIVE: Through observation, experimentation (hands-on) and analysis of data gathered, our students will understand why oxygen is necesssary to water-life and what amount of oxygen is needed to maintain difference forms in the pond ecosystem. Water analysis conducted will determine the correlation between oxygen, nitrates, et.al and the presence or lack of acquatic organisms and water quality. Student Journals will be needed to note observations, collect data, create e-mail to participating schools, create tables & graphs, illustrate what is found using the micrscope for micro organisms.
Introduce the project concept. Teach differences in bodies of water; lake, stream, pond, resouvior, ocean. Locate water sources in New Jersey HW How do your activities affect the quality of your water supply? Day 2 Discuss pollution as it pertains to water. Discuss the various methods that are used to test the water quality.
Draft letters to be sent for introduction of P.S. 22. Introduce the Internet (REFERENCE- WVNVM.WVNET.EDU) lesson3.html Distribute water survey HW Take a one-day water survey.
HW Finalize introduction letters Day 5 Select letters to be sent out Preform sample experienment in class to resemble on-site testing of water. distribute and record on tables HW Analysis of table data. What does this mean? Day 6 Log on the internet to get maps of participating classes Information about that state or country - EBSCO HW Create a brief summary of states or countries involved in the study. Day 7and 8 Place drop of tested water on a slide for examination under a microscope Illustrate was is seen Identify what is illustrated HW For the conditions recorded on your table do the micro organisms found tell you anything? Day 9 Field Trip Day 10, 11, 12 ,13 Update others on your preparation for the field trip. Begin the process of analysis of water as with the pre-field trip. HW Create tables of results from others by location Day 14 Send results via e-mail Create tables on the computer Day 15 Create graphs from tables on the computer HW Write thank you letters to participants Day 16 Send results and thank you letters. Day 17 Select letters to be sent out. Introduce data and tables. HWAnalysis of table data. What does this mean? Day 18 Log on the internet to get maps of participating classes Information about that state or country - EBESCO Teach longitude and latititude HW Create a brief summary of states or countries involved in the study Day 19and 20 Introduce spreadsheets for creating tables on the computer HW handout Day 21 Introduce line graphs - read & interpret Day 22, 23, 24, 25, 26 Begin the process of data analysis of water samples HW Create tables of results from others by location Day 27, 28, 29, 30 , 31 Read & interpret circle graphs Display and compare data on a line & bar graph Determine the range, mode, and median of a set of data Choose an appropriate measure of central tendency Day 32 Send results and thank you letters.
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