Science: Module Overview
Science is the third module in the TWD unit. It should be taught after the Mathematics module and before the English Language Arts module.
The Science module addresses the science behind world water issues – in particular, ways in which the water cycle and man-made technologies affect water availability and use. The first part of the science module consists of three, 2-day, mini-PFL type explorations of where the water in the Tigris/Euphrates watershed comes from, the effects of open-ditch irrigation on water quality, and the effects of water salinity on plant growth. In these exercises, small groups of students first attempt to use data to support a hypothesis or a particular explanation. The groups then share and discuss their arguments with the class, with the teacher stepping in at the end to make the science clear. This first part of the module also includes an interactive PowerPoint lecture on the water cycle, water technologies, and water pollution. The second part of the Science module engages student groups in guided internet research on similar issues of water availability, quality, and use in selected US watersheds in preparation for the development of persuasive arguments on these topics in English Language Arts.
Preparing to Teach the Science Module
The Science Module includes a salinity experiment that must be started at least 3 weeks prior to the start of the Science Module itself. Please review Science Lesson 4 well before you get ready to teach this module. The salinity experiment involves growing plants, so a window sill area with room for about 15 plants per class or grow lights will be needed. Other materials needed for setting up the experiment include: peat pellets, plastic containers (i.e. small salad to-go boxes with tops cut off or disposable-type of containers), seeds, plastic bottles (20 oz), salt, ¼ and ½ teaspoons, ¼ cup measure. Setting up the experiment will also take a full class period.
A computer, projection device, and a projection surface will also be needed for all lessons in the module, and computers with Internet access (1 computer for each small group) will be needed for Science Lesson 1, Lesson 3, and Lesson 5. These will most likely need to be reserved well ahead of time too.
In addition, all the lessons in the Science module should be reviewed the week before its start to get a sense of the flow of the module; and each lesson should be carefully gone over the day before implementation.
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Content The Science Module focuses on the science behind issues of water availability and use through activities which seek explanations for water distribution patterns, pollution problems, and the effects of technology on water issues. It addresses NSES Middle School Science Content Standards A, Science as Inquiry; D, Earth Science; E, Science and Technology; and F, Science in Personal and Social Perspectives, with a particular focus on the former. The module consists of extended inquiry activities in which students explore how the water cycle influences water availability in the Tigris/Euphrates watershed; the relationship between ditch irrigation and salt pollution; the effects of salty water on plant growth; and issues affecting water availability and use in US watersheds. |
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Data Literacy The science module builds on the kinds of data and data representations used in the Social Studies and Mathematics modules, but adds additional sources of data and different kinds of data representations. For example, it introduces students to Geographic Information Systems (GIS) data and asks them to integrate information from GIS representation into their data analyses. Similarly, it introduces students to Internet sources of data, including data from media reports, and asks them to synthesize information from multiple sources. It also asks students to collect, analyze and present data from experiments they conduct. |
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PFL Students come into science after several experiences with creating proportional measures as a method of looking at fair water distribution. These experiences lay the groundwork for the application of proportional measurements in Science, such as salt concentration, which is expressed in mass per unit volume. This type of proportional unit measuring the relationship of two variables is found throughout science and is considered to be foundational. |
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Argumentation Students gather data in science to explore, determine, and substantiate their positions on fair water distribution. This complex and urgent issue compels students to use reasoning with data to look at various examples of human impact on the environment, particularly with regard to habitat destruction and the availability of clean fresh water. They will bring these together to create a powerful argument, presented in a multimedia format in English Language Arts. |