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Lesson: Water Quality in St. Mary's

For my final project, I am designing a lesson in which students determine water quality in several different locations around St. Mary’s County. This is in conjunction with CIESE’s [|The Global Water Sampling Project]. This lesson will follow a lesson in which students review the State of the Bay Report for the current year (a report card for the Bay’s health). The question being answered by the lab is “what is the effect of location on water quality?”. Once the water quality (pH, nitrate level, phosphate level, dissolved oxygen level, macroinvertebrate sampling) of a particular location is determined, students will organize their data, submit their findings online and compare with the health of the Bay. They will then determine if the location of their water sample (in relationship to the location of the Chesapeake Bay which has such poor health) had an effect on the water quality. They will then review other data at CIESE and submit a final report on lessons learned to CIESE. It fits several of the MSC standards.

Skills and Processes 1.0, B, 1 //Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment.//

Skills and Processes 1.0, C, 1 //Develop explanations that, explicitly link data from investigations conducted, selected readings and, when appropriate, contributions from historical discoveries.// //a.// //Organize and present data in tables and graphs and identify relationships they reveal.// //b.// //Interpret tables and graphs produced by others and describe in words the relationships they show.// //f. Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions.//

Environmental Science 6.0, A, 1 //Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality.//

Technology 3.0, Technology for Learning and Collaboration (Grade 7) //A. Learning 1. Select and use technology tools to enhance learning. a)Use technology tools, including software and hardware, to learn new content or reinforce skills. b) Defend the selection of a specific technology tool to complete a learning task. B. Encourage Collaboration 1. Select and use technology tools to encourage collaboration. a) Use technology tools to work collaboratively within the school community b) Use technology tools to exchange ideas with individuals or groups outside of the school community. c) Articulate the advantages of collaboration supported by technology tools. C. Increase Productivity 1. Select and use technology tools to increase productivity. c) Input and analyze information in a spreadsheet or database. e) Use word processing technology when appropriate.//

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This sounds REALLY engaging! I love that they are collecting real data from around where they live and are able to compare it to other data. I hope the following sites help: This site has expert contacts for students to communicate with in regards to water quality. http://wqic.nal.usda.gov/nal_display/index.php?info_center=7&tax_level=2&tax_subject=589&level3_id=0&level4_id=0&level5_id=0&topic_id=2344&&placement_default=0 This site has real-time water quality data and many sites around the country. http://waterdata.usgs.gov/nwis/current/?type=quality

The site with the water quality data [] was extremely helpful. I want to use the data from the Potomac River near DC as a comparison (its probably pretty dirty) to St. Mary's water quality. I'll look into the other site with the links to experts when I get a chance. Thanks Keri!