According to the NTeQ guidelines; 1) The teacher will demonstrate to the students how to use Probeware to collect data, use charts in PowerPoint and use Microsoft Word to write their paper.
2) The students devise their own experiment using Probeware.
3) Students learn how to use the Internet to find the types of pollutants that they might use in their ecosystem.
4) Students devise their own ecosystem.
5) Students use Probeware to obtain data, PowerPoint to display charts and Microsoft Word to explain results.
The students will start by following the scientific method in:
Asking a question: How will different pollutants affect an ecosystem
Do their research on the Internet.
Make a hypothesis and an educated guess from the research they have compiled.
Do the experiment using probeware to test their hypothesis.
Analyze the data and draw conclusions.
Use Microsoft Word and PowerPoint to report results.
To incorporate interdisciplinary connections the students will ask an English teacher to review their results paper and make appropriate changes as directed.
To allow for the needs of diverse learners some students may need help in setting up their ecosystem. Others may be asked to provide more than the typical types of ecosystems to stretch their imagination. Also some learners will need to provide up to three pollutants and the others will be challenged to use at least five. As the types of pollutants are expanded from three to five the amount of creative thinking is increased as well as increasing the amount of data to sift through and challenges in reporting the results.
The final assessment will include a rubric applied to the elements of the scientific method, how well they presented their data and results including the charts from PowerPoint and the report using Microsoft Word and how well they took the English teacher’s feedback on their results paper.
This assignment is a NTeQ Student-Centered Lesson
According to the NTeQ guidelines;
1) The teacher will demonstrate to the students how to use Probeware to collect data, use charts in PowerPoint and use Microsoft Word to write their paper.
2) The students devise their own experiment using Probeware.
3) Students learn how to use the Internet to find the types of pollutants that they might use in their ecosystem.
4) Students devise their own ecosystem.
5) Students use Probeware to obtain data, PowerPoint to display charts and Microsoft Word to explain results.
The students will start by following the scientific method in:
Asking a question: How will different pollutants affect an ecosystem
Do their research on the Internet.
Make a hypothesis and an educated guess from the research they have compiled.
Do the experiment using probeware to test their hypothesis.
Analyze the data and draw conclusions.
Use Microsoft Word and PowerPoint to report results.
To incorporate interdisciplinary connections the students will ask an English teacher to review their results paper and make appropriate changes as directed.
To allow for the needs of diverse learners some students may need help in setting up their ecosystem. Others may be asked to provide more than the typical types of ecosystems to stretch their imagination. Also some learners will need to provide up to three pollutants and the others will be challenged to use at least five. As the types of pollutants are expanded from three to five the amount of creative thinking is increased as well as increasing the amount of data to sift through and challenges in reporting the results.
The final assessment will include a rubric applied to the elements of the scientific method, how well they presented their data and results including the charts from PowerPoint and the report using Microsoft Word and how well they took the English teacher’s feedback on their results paper.