ESC Region 18

Midland, TX

TECHNOLOGY ON WHEELS (TOW) PROJECT

LESSON PLAN TEMPLATE

 

 

DISTRICT: Fort Stockton ISD

 

 

CAMPUS: Fort Stockton HS, Fort Stockton, TX

 

LESSON Title:

 

Breaking News…..City Appoints Permian Sea Industry Committee

 

Teacher:

 

Diana Carpenter

https://carpenterclasses.tripod.com/

 

Subject Area:

 

Biology I & Honors

Grade Level(s):

 

9th  - 10th

tIME FRAME

 

1-2 Weeks

 

Texas Essential Knowledge and Skills

Science Objectives

 

IPC/ BIO 1 Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A)  demonstrate safe practices during field and laboratory investigations; and

(B)  make wise choices in the use and conservation of resources and the disposal or recycling of materials.

 

IPC/BIO 2 Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

(A)  plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B)  collect data and make measurements with precision;

(C)  organize, analyze, evaluate, make inferences, and predict trends from data; and

(D)  communicate valid conclusions.

 

BIO 3 Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A)  analyze, review, and critique scientific explanations, incl. hypotheses and theories, as to their strengths and weaknesses using scientific evidence and info.

(C)  evaluate the impact of research on scientific thought, society, and the environment;

(D)  describe the connection between biology and future careers

 

BIO 10 Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits.

The student is expected to:

(A)  interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune;

 

BIO 12 Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to:

(D)  identify and illustrate that long-term survival of species is dependent on a resource base that may be limited;

 

 

Texas Essential Knowledge and Skills

Technology Applications

 

(11)  Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A)  publish information in a variety of ways including, but not limited to, printed copy and monitor displays; and

(B)  publish information in a variety of ways including, but not limited to, software, Internet documents, and video.

(D)  use styles (style sheets) including a variety of type specifications such as typeface, style, size, alignment, indents, and tabs.

 

(5)  Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:

(A)  acquire information in and knowledge about electronic formats including text, audio, video, and graphics; and

(B)  use a variety of resources, including foundation and enrichment curricula, together with various productivity tools to gather authentic data as a basis for individual and group programming projects

 

 

 

CONCEPTS AND GENERALIZATIONS:

 

Building a major industry (i.e. a desalinization plant, shrimp farm, salt factory, salt springs resort, combination gourmet sea salt and spa products, or a saltwater taffy factory) on a weakened ecosystem of West Texas due to years of drought has potential positive and negative impacts on the future of the local economy or future of the ecosystem.

 

 

 

BLOOM’S TARGET LEVEL(S):

 

Knowledge

 

Identify the proposed Permian Sea Projects:  a desalinization plant, shrimp farm, salt factory, salt springs resort, combination gourmet sea salt and spa products, or a saltwater taffy factory

Comprehension

 

Identify the potential positive and negative impacts of

the projects

Application

 

Within a group, predict, research, and organize the potential impacts of the projects.

 

Lab Extension:  Each team will sample the sea water for a different saltwater characteristic (pH & temperature, electrical conductivity, dissolved oxygen, and absorbance. Use this information in the synthesis phase of this project.

Analysis

 

Deduce the facts and select the pros and cons of each proposed industry that make the best use of Permian Sea saltwater. 

 

Synthesis

 

Portray a scientific team and create a presentation that compiles the data about the proposed industries. 

 

Extension:  Include a report of the characteristics of the sea water.

Evaluation

 

Based on the team’s findings, conclude the best industry for the area and report the findings to the fictitious Council.  Defend your results and be ready to debate results with other teams.

 

MATERIALS/RESOURCES:

 

Links:

The Water Quality Project

Vernier pH Lab.pdf

Dissolved Oxygen.pdf

 

 

ESC Region 18 TECHNOLOGY ON WHEELS REQUIREMENTS

Region 18

Technology

On

Wheels

EQUIPMENT REQUIRED:

 

*approximately 4-5 teams

 

  1. Dissolved oxygen probes
  2. Conductivity probes

 

FSHS Science dept. has enough calculators, CBL2s, temperature & pH probes, and colorimeters

ü               Check Days Equipment Is Required

Indicate Days Required:

 

APPROXIMATE TIME REQUIRED DAILY:

 

45 minutes daily

 

M

T

W

T

F

ü 

ü 

 

 

 

Permian

Sea

LESSON

PLAN

BEFORE BUS ARRIVAL: 

 

Note:  Students should NOT receive their group assignments until after their individual research.

 

Teachers should conduct pre-lab check on graphing & probe ware equipment to ensure proper functioning.

 

Students will receive their roles and invitation from the Permian Sea Council to serve on a committee that will determine the best industrial use of Permian Sea saltwater:  a desalinization plant, shrimp farm, salt factory, salt springs resort, combination gourmet sea salt and spa products, or a saltwater taffy factory.  Each team will consist of a geologist, economist, biologist, and ecologist.  Using a question/ research template, each team member will conduct research within their specialty areas to help the committee decide on the best industrial use for the Permian Sea Saltwater.

 

Students will complete the Knowledge & Comprehension phases of this project prior to the TOW bus arrival including all pre-lab and research exercises.

 

WHILE BUS IS IN DISTRICT:

 

Day 1.  Bring fresh water samples from Permian Sea Shrimp Farm (Imperial, TX) so students can begin the CBL2/probeware analysis on the saltwater

Day 2.   continued – CBL2/probeware salt water analysis & conclusion

 

 

AFTER BUS DEPARTURE:

 

Day 3.  Individual Role Research.  Using the school’s computer lab, students will conduct individual research for their role and gather enough information to write their one-page persuasive paper for homework.

Day 4.  Team Role Research.  Students will receive their group assignments and using role play, they will try to convince their committee of their choice for the best industrial use of the Permian Sea salt water.

Day 5, 6, and 7.  Team work to create multimedia presentation.  Best to limit number of slides/pages for presentation.  If making slides, limit the number to 6 and to limit the “flashiness” of bouncing fonts, etc. due to time constraints

Day 8 & 9.  Team Presentations

Day 10.  Wrap Up & Conclusion

 

 

ASSESSMENT:


Persuasive Paper Rubric

Group Project Rubric

 

 

DIFFERENTIATED INSTRUCTION:

 

Optional Spanish versions of presentation projects

 

 

 

INTEGRATION INTO OTHER

CONTENT AREAS:

 

Secondary Chemistry, Marketing and Economics