Hub Sites

Our Process
  Original Unit and
     Lesson Plan Organizer
  Sample Standards


National Digital Library
  Sample Workshop
  CGLi Web

National Curriculum Institute
  Learning Guide
  Previous Institutes

Units of Practice
  CCTT Units
  CGLi Units

PowerPoint Presentations

Yearly Summaries
  Year 1
  Year 2
  Year 3
  Year 4
  Year 5
  Final Report

Preparing for Water Analysis - Biology
Kathy Nichols

Unit created on 8/31/1999 EST.
Last modified 11/12/1999 3:10:09 PM EST.

Click here to return to the unit list

Fundamental Understandings (help)

Students will demonstrate understanding of the steps necessary in setting up field work in chemical analysis of a local stream. They will understand the tests to be conducted and will accept responsibility for testing for one of the assigned water components. They will understand how to set up labs and equipment for testing.

Technology ISTE Standards (info) 

Use technology tools and resources for managing and communicating personal/professionalinformation (e.g., finances, schedules, addresses, purchases, correspondence). Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.

Information Literacy Standards (info) 

Standard 2: Evaluates information critically and competently, as described by the following indicators: 1.determines accuracy, relevance, and comprehensiveness; 2.distinguishes among facts, point of view, and opinion; 3.identifies inaccurate and misleading information; 4.selects information appropriate to the problem or question at hand. Standard 3: Uses information effectively and creatively, as described by the following indicators: 1.organizes information for practical application; 2.integrates new information into one's own knowledge; 3.applies information in critical thinking and problem solving; 4.produces and communication information and ideas in appropriate formats. Standard 6: Strives for excellence in information seeking and knowledge generation, as described by the following indicators: 1.assesses the quality of the process and products of one's own information seeking; 2.devises strategies for revising, improving, and updating self-generated knowledge. Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators: 1.shares knowledge and information with others; 2.respects others' ideas and backgrounds and acknowledges their contributions; 3.collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions; 4.collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

Relevance (help)

A fundamental understanding of the nature of scientific inquiry will equip students with the ability to design their own research projects. The ability to select their own projects will enhance student interest in the subject. The skills necessary in setting up and carrying through such a project involve problem solving ability. This ability is necessary for success in most other areas of both academics and life.

Assessment (help)

Students will complete worksheets. Students will share email communications with the experts they contact via email.

Components (help)

Component one will be the placing of students in cooperative learning groups. Component two will be introducing students to testing equipment and the procedures for field work. Component three will be a trip to the site to be tested and an introduction to the participating expert. Component four will be communicating with other experts via email (Ask the Experts)

URLs (help)


Workforce Competencies (info) (help)

Students work cooperatively to successfully complete a project or activity.

Preparing Students for Gathering Data For Water Analysis

Copyright 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.

Return to STEM Sites