Final+Project+-++How+fresh+is+your+water?

Joshua Blum Spring Session II 2010 AMNH - Water Final Project   How fresh is your water?   __Grade Level ____: __ Middle School, 6th Grade __Population Characteristics ____: __ Class size range from 29-32 students. Four of my classes are classified as general education with one classified as an Integrated Collaborative Team (ICT) which consists of 18 general education students and 12 special education students. The ICT class is co-taught with a second special education teacher whose role is to differentiate all labs, materials, and assessments for the special education population. Half to two-thirds of the students in all classes are either current or former English Language Learners. Culturally, all classes are extremely diverse with a slight concentration of students from Latin American countries. __Lesson Groupings ____: __ The classroom will be physically divided into six groups of five to six students at each table. The lessons taught will be in a variety of formats so that the groupings will be adapted to fit each lesson plan. Student grouping is based on two main criteria: The student’s academic capability and their general maturity and responsibility for learning. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">*<span style="font-family: "Calibri","sans-serif";">[|Core Curriculum Grades 5-8 Intermediate Level Science] (New York State) <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">STANDARD 1 Analysis, Inquiry, and Design SCIENTIFIC INQUIRY <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> S1.2a independently formulate a hypothesis <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">S1.2c differentiate among observations, inferences, predictions, and explanations <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">STANDARD 2—Information Systems <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">1.1 Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">1.4 Collect data from probes to measure events and phenomena. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">1.4a collect the data, using the appropriate, available tool <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">1.4b organize the data <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">1.4c use the collected data to communicate a scientific concept <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">1.5 Use simple modeling programs to make predictions. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> STANDARD 4: The Living Environment <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">7.1e The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of environments and individuals requires the monitoring of soil, air, and water, and taking steps to keep them safe. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">STANDARD 6—Interconnectedness: Common Themes <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">5.2 Observe patterns of change in trends or cycles and make predictions on what might happen in the future. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">STANDARD 7—Interdisciplinary Problem Solving <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">1.1 Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">1.3 Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">*Please note that most NYS Science standards significantly overlap with National standards. The inclusion of National standards is deemed to be unnecessary and redundant. The <span style="font-family: "Calibri","sans-serif";">[|New York City Scope and Sequence] focuses on aligning goals with NYS Science Standards. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Plan Title: **
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Define Learners: **
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Standards: **

<span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">The content from this course spans many different areas from the water molecule to political debates about water management and everything in between. In order for this unit to be successful it will be concentrated on issues that face my students around their very own community. Anything beyond that will be to be very general and will not have significant impact and will limit intrinsic learning. During week 2, this course discussed the close relationship of between the health of a fresh water ecosystem and its connection to human health and well being. This unit will attempt to address the health of local bodies of fresh water and its implication to the Queens ecosystem health and the health of all its residents humans and beyond. “While the concept of ecosystem health, like human health, can be difficult to define, healthy ecosystems are those that are able to maintain structure and function over time in the face of external stress” (Week 2, Essay 2). Biodiversity of the student’s community will be studied in relation to the health of the closed, slow moving fresh bodies of water. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;"> <span style="font-family: "Cambria","serif"; font-size: 12pt;">This lesson will be aligned within the “Diversity of Life” unit (unit 3). It will be taught after food chains and food webs as a supplemental and review mini unit. Since the unit will also encompass a major portion of unit 4’s Interdependence topics it will be somewhat taught out of order and when we get to unit 4’s topics it will be revisited briefly. The part of unit 4 that will be discussed is the “Effects of environmental changes on humans and other populations” (NYC Scope and Sequence, grade 6). Following this unit, methods of obtaining nutrients will be addressed using this mini unit as a point of reference. The sites that will be studied around Queens county will also be studied from a case study point of view looking into specific species of plants and animals and how they survive within an urban environment, <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Four to five class periods – 46-minutes each <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> //<span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Lesson 1: A stakeholder debate, Business owners vs. local residents // =__ Goal: __ To introduce the controversial issue of water management and allocation by means of an educated debate = <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: "Cambria","serif"; font-style: normal;">Guiding and Assessment Questions (Using Levels I-VI of Blooms Taxonomy): __// <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Level I Knowledge: What is water quality? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level II Comprehension: Why is water quality such an important topic? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level III Application: What facts would you choose to show from the article to support your argument? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level IV Analysis: What evidence can you find that proves each stakeholder is correct or not? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level V Synthesis: What are some outcomes to a drop in pH in the drinking water? (Will be answered during the litmus paper lesson) <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level IV Evaluation: How would you compare the ideas of business owners vs. local residents? <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: "Cambria","serif"; font-style: normal;">Materials __//__:__ =//__<span style="font-family: "Cambria","serif"; font-size: 12pt; font-style: normal; font-weight: normal; line-height: 115%;">Time __// : One 45 minute class period __Vocabulary__: Watershed, stakeholders, water quality, and aqueduct  //__<span style="font-family: "Cambria","serif"; font-style: normal;">Scope and Sequence: __// The lesson will begin by showing an image of the [|New York City watershed] on the SMARTBOARD. The teacher will elicit basic information from the image with minimal prompting or cues. The students will then be given a [|KWL] chart to fill out together as a means to scaffold prior knowledge for the introductory lesson. This mini lesson will clarify what information needs to be taught directly and what information can be reviewed briefly. The students will be told that they are now in a bitter legal battle to which there is no easy resolution. The class will be split into two halves and the article, [|Contaminated Water in Queens Is a Repeat Performance] will be given out to every pair of students. They will be instructed that they have to read the article in order to gain understanding of business owners versus local residents of the watershed. The class has fifteen minutes to read the article and develop key arguing points. After the *debate is over, we will put our facts on the SMARTBOARD and discuss relevant information. The debate and competing points all point to an ongoing issue with these involved parties. = <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">*This lesson assumes most students have participated in a debate on some level so how or what a debate is will not be addressed. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> =// Lesson 2: The New York City Department of Environmental Protection (NYCDEP) and how they treat our drinking water. //= =__ Goal: __ To gain insight on how our water system works and is treated. = <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: "Cambria","serif"; font-style: normal;">Guiding and Assessment Questions (Using Levels I-VI of Blooms Taxonomy): __// <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Level I Knowledge: Why does our water get treated? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level II Comprehension: What is the main idea of this lesson? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level III Application: How would you organize the water transport system to show your understanding? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level IV Analysis: What is the relationship between what is added to the water and what the results are? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level V Synthesis: What would happen if food grade phosphoric acid was not added to the water supply? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level IV Evaluation: What laws would you recommend the NYCDEP pass in order to protect our watershed? <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: "Cambria","serif"; font-style: normal;">Materials __//__:__ =//__<span style="font-family: "Cambria","serif"; font-size: 12pt; font-style: normal; font-weight: normal; line-height: 115%;">Time __// : One 45 minute class period __Vocabulary__: Chlorine, Lead (poisoning), Fluoride, Litmus Paper, acid, and base //__<span style="font-family: "Cambria","serif"; font-style: normal;">Scope and Sequence: __// The lesson will begin with a mini lesson on who the NYC DEP is and what their role is in New York City and upstate. Students will be directly taught what the DEP infuses in our water and why they do that. The students will be shown Litmus paper and will discuss its use testing the pH of a substance. They will then take part in an activity to help them gain proficiency using litmus paper. They will test four solutions indicated by the letters A-D. The solutions tested will be tap water, vinegar, clear soda (i.e. Sprite) and crushed antacids (i.e. Tums) in tap water. They will conduct three trials of each solution ensuring an accurate experiment. The will record their results on a data collection sheet similar to the one that will be used in an upcoming experiment. They will gain the background knowledge needed to test their sites the following day. = <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> =// Lesson 3: How we kill marine animals! //= =__ Goals: __ The students will learn about runoff pollution and its environmental impacts on its local fresh bodies of water. = <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: "Cambria","serif"; font-style: normal;">Guiding and Assessment Questions (Using Levels I-VI of Blooms Taxonomy): __// <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Level I Knowledge: How does rain runoff pollute our water? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level II Comprehension: What can you say about how pollution takes place when it rains? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level III Application: What approach would you use to prove runoff pollutes our water? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level IV Analysis: How is Dissolved Oxygen (DO) related to lower marine life populations? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level V Synthesis: What would happen to water pollution if there was a drought for a few weeks? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level IV Evaluation: What recommendations would you make to students your age to lessen this type of pollution? <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: "Cambria","serif"; font-style: normal;">Materials __//__:__ =//__<span style="font-family: "Cambria","serif"; font-size: 12pt; font-style: normal; font-weight: normal; line-height: 115%;">Time __// : One 45 minute class period __Vocabulary__: Dissolved Oxygen (DO) //__<span style="font-family: "Cambria","serif"; font-style: normal;">Scope and Sequence: __// The lesson will begin with a brief video clip (C) summarizing the result of runoff pollution to local marine habitats. It will introduce the connection between everyday littering and the destruction of marine animal habitats on a local level. The concept of Dissolved Oxygen will be discussed and a connection will be made between what lower levels versus higher levels of DO implicate within the environment. I will bring in various samples of water from a local park as well as tap water for the sake of testing. The students will use a similar data collection sheet from the previous day and will test the DO and pH of the water samples. They will infer where each one comes from. As a teacher I will “spike” some of the samples with a high concentration of pollutants to skew their results. They will be instructed that over the weekend they have to visit their local park and collect a water sample of a half a liter for testing when we get back from our break. It is very important that the location of the sample be indicated on the collection sheet and if need be consult [|google earth] or [|google maps] for locations. = <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> =// Lesson 4: How fresh is your neighborhood water? //= =__ Goals: __ The students will analyze their water samples using the scientific method and compare their sample to their classmates. = <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: "Cambria","serif"; font-style: normal;">Guiding and Assessment Questions (Using Levels I-VI of Blooms Taxonomy): __// <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level I Knowledge: How would you explain you results? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level II Comprehension: Can you explain the level of the DO in your sample? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level III Application: How would you solve the decreased DO based on what you learned? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level IV Analysis: Compare and contrast the relationship between the DO samples collected near the road versus collected further away? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level V Synthesis: How would you estimate the results for the DO after seven straight days of rain? Seven straight days of no rain? <span style="font-family: "Cambria","serif"; font-size: 12pt;">Level IV Evaluation: Would it be better if there was a low pH value or a low DO value? Why? <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: "Cambria","serif"; font-style: normal;">Materials __//__:__ =//__<span style="font-family: "Cambria","serif"; font-size: 12pt; font-style: normal; font-weight: normal; line-height: 115%;">Time __// : One 45 minute class period //__<span style="font-family: "Cambria","serif"; font-style: normal;">Scope and Sequence: __// The lesson will begin with stories from the students about their experience collecting the water samples. They were asked to take pictures if possible of their site for later use. The students have had a chance to use the testing supplies so it is not necessary to reteach the concepts. The culmination of the series of lessons is to integrate Google maps similar to [|our assignment] during week 3. The students will watch me as I teach them how to navigate Google maps and add a new site. This will be their job for the second half of the class. They will add their results to a class map of Queens. Afterwards, they will be given the task to study another site of their classmates and infer as to why the DO and pH values are higher or lower than their own site. The extension for this lesson will be a call for action. The students will either write a persuasive letter to a politician including their data results or create a small persuasive cartoon or drawing to be sent to a local newspaper announcing their findings. = <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">7th Grade Science Notebook Check ||  || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">CATEGORY || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">4 || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">3 || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">2 || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">1 || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Content || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">All required elements (vocabulary, reflection questions, in-class note and homework) are complete. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Most required elements are complete, but all are thoughtfully done. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Most required elements are present, but may show a lack of detail or effort. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Several required elements are missing, incomplete, or show very little effort. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Consistency || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Clear, accurate, dated notes are taken regularly. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Dated, clear, accurate notes are taken occasionally. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Dated, notes are taken occasionally, but are often incomplete or inaccurate. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Notes rarely taken or of little use. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Organization || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Notebook is neatly written and clearly well organized, with descriptive page headings and a separate vocabulary section. Key information can be easily found. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Notebook is mostly well organized. Key information can be found with only a little searching. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Some effort was made to organize the notebook, but information is generally difficult to locate. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Little effort was made to organize thoughts in a useful way. || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Collecting student journals, data collection sheets, and analyzing the google maps assignment will help me assess if the objectives stated earlier were taught in a clear and meaningful way. The lessons will not be rushed and will probably not end seamlessly in a compact 46-minute period. This unit will realistically take a week and a half to complete well including all assessment tools. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">I.)Water Quality Data Collection Sheet (To be printed on card stock for easier transport) Site Location: _______________ Address: ______________________________ Longitude: ________ Latitude: ______ Date: _____________ Time: ____________ Weather Conditions: _______________ When was the last time it rained (hours)? ____________ Person collecting sample: ____________________________________
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Topic: **
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Curriculum Links: **
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Objectives: **
 * <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Students will be able to assess local water quality and the health of their local aquatic ecosystem based on their own scientifically tested results
 * <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Students will be able to proficiently analyze results by use litmus paper and other water testing supplies
 * <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Students will be able to cooperatively investigate and share results within groups of 4-6 students
 * <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Students will be able to examine and present their site and by way of google maps
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Materials: **
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Computer with speakers
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Internet access
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Notebook
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Chalk board/dry erase board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">SMARTBOARD
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Time: **
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Scope and Sequence: **
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Computer with speakers
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">KWL Chart
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Internet access
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Notebook
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Chalk board/dry erase board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">SMARTBOARD
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Computer with speakers
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Internet access
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Notebook
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Chalk board/dry erase board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">SMARTBOARD
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Litmus Paper
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Computer with speakers
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Internet access
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Notebook
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Chalk board/dry erase board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">SMARTBOARD
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">DO water testing kit
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Litmus Paper
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Computer with speakers
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Internet access
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Notebook
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Chalk board/dry erase board
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">SMARTBOARD
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">DO water testing kit
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">Litmus Paper
 * <span style="font-family: "Cambria","serif"; font-size: 12pt;">(15) Laptops with internet connection
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Assessment of Students: **
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Evaluation of the Lesson: **
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Appendices: **

Approximate Sampling Depth || Depth (cm) || Temperature (C) || pH || DO (mg/l) || General Observations || Surface || - || || || || || Mid-depth || || || || || || Bottom || || || || || ||

Sample processed by group #: _________________________ Group member: __________________________________ <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">II.) Read the USGS’s <span style="font-family: "Calibri","sans-serif";">[|monthly Hydrologic Report] on NYC and write three things you learned, two interesting facts, and one question you are lefty with after reading the report. <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">III.) Litmus Paper Data Collection Sheet – Refer to [|Color code] for pH reading <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Solution A (acid or base) || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Solution B (acid or base) || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Solution C (acid or base) || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Solution D (acid or base) || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Trial 1 || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Trial 2 || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Trial 3 || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"><span style="font-family: "Calibri","sans-serif";">[|NYC Scope and Sequence] <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;"><span style="font-family: "Calibri","sans-serif";">[|NYS Intermediate Middle School Science Standards] <span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%;">Botkin, Daniel & Keller, Edward. //Environmental Science: Earth as a Living Planet.// Vol. 7. New Jersey. John Wiley and Sons, Inc. 2009.
 * <span style="font-family: "Cambria","serif"; font-size: 16pt; line-height: 115%;">Work Cited: **

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