Toshiba America: Soar! Sample Project Template

Project Design Template
 
Project Title: Is the Water Clean?
 
Author: Deb Stevens
 
Project Idea: Investigation of water quality
Class discussion: North Mountain Shale Mine (Continental Brick)
Panel Discussion: Summit
Extra Credit Analysis

Entry Event: Introduction to water quality testing using SMART labs, Pasco, and LaMotte test kits
 
Power Standard: 

Content Standards & Objectives:
SC.0.C.2.4: “Produce electron configurations and orbital diagrams for any element on the periodic table and predict the chemical properties of the element from the electron configuration
SC.0.C.2.5: “Illustrate Lewis’ dot structures for representative (main group) elements
SC.0.C.2.7: “Predict the type of bonding that occurs between atoms and characterize the properties….”
SC.0.C.2.10: “Construct models to explain the structure and geometry of organic and inorganic molecules”
SC.0.C.2.17: “Perform mole calculations…molarity..,”
SC.0.C.2.18: “Compare and contrast Arrhenius and Bronsted-Lowry definitions of acids and bases”
SC.0.C.2.19: “Compare methods of measuring pH: indicators, indicator papers, pH meters”
SC.0.C.2.21: “Investigate and explain water’s role as a solvent based upon principles of polarity of substances”
 
Water unique properties are a result of the hydrogen bonds and polarity of its bent structure.  Water is described as a “universal solvent.”  Water quality issues arise owing to water’s unique properties.  Water quality issues, pH, nitrates, heavy metals dove-tail well with lessons regarding solubility, pH, and molecular geometry.
 
 
Identify the objectives explicitly taught or learned through discovery within this project design; identify the learning targets and the evidence of student mastery for each learning target within each objective. Be sure the project meets the criteria for standards-focused PBL.
 
 
Objectives Directly Taught or Learned Through Discovery
Identified Learning Targets
Evidence of Success in Achieving Identified Learning Target
The main objective is to help students understand that the underlying chemistry of water molecules  impacts its role as a “universal solvent” setting the stage to understand its role in water pollution
 
 
The students used the probe-ware to test water samples from the retention pond on Musselman campus.
TSWBAT…build the molecular models using the oxidation numbers, electron configurations, Lewis Dot diagrams to identify the bent water structure ,explain why water  is a universal solvent, and water’s role in water pollution.
 
 
 SC.0.C.1.1
"Students will implement safe procedures and practices when manipulating equipment, materials, organisms, and models."
 
SC.0.C.1.4
"Students will design, conduct, evaluate, and revise experiments..."
 
SC.0.C.2.21
"Students will investigate and explain water's role as a solvent based upon principles of polarity of substances"
 
SC.0.C.2.19
"Students will compare methods of measuring pH: indicators, indicator paper, pH meters."
The best evidence is the reports.
The teacher also used extensive class discussion to see if students were getting the idea.
 
21st Century Skills: Identify the Learning Skills and Technology Tools Standards that students will practice in this project.
 
21st Century Skills
Learning Skills &
Technology Tools
Teaching Strategies
 
Evidence of Success
Information and
Communication
 21.C.0.9-12.1.LS.1
"Student recognises information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and /or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.
 The extra credit project was offered as a means for students to demonstrate some of the skills and information they had used through-out the school year.  The teacher opened up the assignment, distributed the rubrics, and instructed students to put together the project independently.
 Here is one example.
http://docs.google.com/present/edit?id=0ATTEBzvh3iKCZGY0cnp3ZDlfMzcxN2d6d2puY3c&hl=en
 
Thinking and Reasoning Skills
 21.C.0.9-12.2.TT.3
"Student uses multiple electronic sources of information and multiple technology tools and resources tools...to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present and justify the solutions.
 As mentioned above, the students was instructed to access a variety of tools to research and analyze the question, "Is the water in Berkeley county clean?"
 See example above.
Personal and Workplace Skills
 21.C.0.9-12.3.TT.6
"Student evaluates and applies technology tools for research, information analysis, problem solving, content learning, decision making, and lifelong learning."
 The question posed in the assignment required considerable analysis and problem solving.  Additionally, the instructor wanted the students to consider the water quality in their area, in light of
 
 
 
Performance Objectives:  What must all students know and be able to do as a result of this PBL experience?
 
Know: Students must be able to name, write formulas and configurations, draw Lewis dot diagrams, assign oxidation numbers, and construct the molecular geometry for molecules, such as water.
Students must describe properties of acids and bases, understand that pH is a function of the hydrogen ion concentration, be able to calculate pH, and write net ionic equations.
 
Do:
1. Students must be able to dilute solutions, use Smart-lab, Pasco probes, LaMotte test kits, pH paper, pH indicators to determine pH and chemical properties of solutions.
2. Students must be able to interpret the data they collect and understand the implications of the water data they collect.
3. They must be able to access and evaluate online information and use it to determine what clean water represents.
4. The students must be able to draw on class discussions, inquiry-based labs, news articles, web sites to evaluate information.
5.  The students must be able to pull from their experiences, discussion, lectures, and research to determine whether the water is clean or not.
 
 
Driving Question: Is the water clean? (How do we know if it is clean?)
 
 
 
Assessment Plan:  
 
Major Group Products
 
Water testing using SMART lab, Pasco, and LaMotte kits
 
 
Major Individual Projects
 
Extra Credit Water Quality analysis
 
Assessment and Reflection:
 
Rubric(s) I will use: (Check all that apply.)
Collaboration
 
Written Communication
x

Critical Thinking & Problem Solving
x
Content Knowledge
x

Oral Communication
 
Other
 
Other classroom assessments for learning: (Check all that apply)
Quizzes/ tests
 
Practice presentations
 x

Self-evaluation
x
Notes
 

Peer evaluation
 
Checklists/observations
x

Online tests and exams
 
Concept maps
 
Reflections:     (Check all that apply)
Survey
 
Focus Group
 

Discussion
 
Task Management Chart
 

Journal Writing/ Learning Log
 
Other
 x
 
Map the Project: Examine one major product for the project and analyze the tasks necessary to develop a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Do the products and tasks give all students the opportunity to demonstrate what they have learned?
 
Product: Water Quality Report
 
Knowledge and Skills Needed
Already Have Learned
Taught Before the Project
Taught During the Project
1.    How to measure pH and chemical water quality measures (nitrate, phosphate, etc.)
 
x
x
2.    Implications of water quality parameters
 
x
 
3.    Research
x
x
 
4.    Analyze water quality data
 
 
x
            5. Use of a variety of technological tools such as presentation tools, GIS, online research, etc.
 x
 x
 
 
 
 
 
 
 
 
Resources:
             
              School-based Individuals: Deb Stevens
 
              Technology: Computer and associated software: "My World", Google Earth, Cacapon Institute's web site, etc.
 
              Community Partners: Opequon Creek Project and Cacapon Institute
 
              Materials: LaMotte test kits, Pasco and SMART lab probe ware
http://docs.google.com/Doc?docid=0ATTEBzvh3iKCZGY0cnp3ZDlfNDI4M2hmM2J0ZjQ&hl=en
 
 
 
Manage the Process:
Earlier in the school year, the teacher had the students learn how to collect data with Pasco probes, SMART lab, pH paper, and LaMotte test kits.  Over the course of the school year, the instructor had introduced students to a variety of tools, such as concept mapping, "My World", etc.  During the e-forum project, the teacher spent time having the students reflect on different water quality problems.  The students also read several related articles, such as “Nitrogen from Fertilizers” (ChemMatters, April 2010).  Additionally, right before the Summit, there was a public hearing regarding the North Mountain Shale project.  Several students attended the public hearing and wanted to discuss the issues in class the following day.  As a result of numerous class discussions, the instructor modified the Panel Discussion and Summit questions to reflect on the local issue and tie the issue to water quality.  At practically the same time, the explosion at Big Mountain brought home issues surrounding coal’s extraction.  The teacher used these current events to modify her plan and help tie the issues to her PBL by incorporating them into the Panel Discussion and Summit questions that led to the Summit.
 
This project was presented late in the school term as an extra credit project.  During class, the teacher led the students in a discussion regarding water quality.  Students worked independently and electively on their power point presentations.  Students brought their presentations for an informal review with the teacher prior to submission.
 
Project Evaluation: Students used the http://docs.google.com/Doc?docid=0ATTEBzvh3iKCZGY0cnp3ZDlfMTA2YzV4OHI3ZzI&hl=en
 
Extra Credit Water Quality Report (500 pts.)
“Is the water in Berkeley County clean?”
 
_______ Power-point presentation, concept map, or type-written report
 
_______ Answers the driving question
 
_______ Contains the location of the specific stream identified
 
_______ Identifies the watershed (12 digit HUC code)
 
_______ Has a topographical map or satellite image of the watershed
 
_______ Refers to My World or Arcview GIS data (and includes snap shots)
 
_______Uses EPA, WVDEP, USGS, etc. to determine the water quality status
 
_______ Includes water quality data
 
_______ Explains the implications of any findings (For example, if the nitrate levels are higher than recommended, is the well neighboring agricultural fields?  Which population group is vulnerable to high nitrate levels?  For example, infants who drink formula can suffer from “blue baby syndrome.”
 
_______ Includes an analysis determining whether the water quality at the specified location is “clean”
 
_______ Includes MLA citations for all references, including all web sites
 
_______ Power-point slide shows should include at least 15 slides
 
_______ Concept maps should include a minimum of 50 nodes
 
_______ Type-written reports should be a minimum of five pages (10 point font, double-spaced)
 
_______ Is suitable for submission to WVU