|Type of Product:||e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
|Grade Level:||High School
|Read Inside:||Read a sample chapter: Why Watershed Dynamics?
Whether you’re a stream studies novice or a veteran aquatic monitor, Watershed Dynamics gives you abundant practical resources to extend your students’ investigations into local water quality and land-use issues. This two-part set is ideal for teaching biological and ecological concepts and research techniques. It also shows how the interplay between scientific data and human judgment can shape public policy decisions on zoning, flood control, and agricultural practices.
The Teacher Edition explains how to guide student research and engineering design projects. Classroom-ready materials include detailed background, sample assessment tasks and rubrics, and guidelines for integrating peer review into classroom science. The Teacher Edition also includes the complete Student Edition.
Watershed Dynamics is the final volume in the four-part Cornell Scientific Inquiry Series, designed to guide students in designing and conducting experiments, presenting their results, and exchanging feedback with their peers. See the other titles in the series: Decay and Renewal, Assessing Toxic Risk, and Invasion Ecology.
Ideas For Use
Section I provides background information about aquatic systems and watershed science. The next section presents 10 research protocols. Using one or more of these protocols, you will be able to design and carry out your own field studies, experiments, and computer simulations. Section 3 provides advice to help you choose from a wide range of ideas for research projects, and a series of worksheets designed to guide your progress through the various steps of designing and carrying out an experiment, presenting your results, and exchanging feedback with fellow students. Section 4 gives step-by-step directions for an engineering design challenge related to flood control.
(mouse over for full classification)
Scientific habits of mind
Human population growth
|Intended User Role:||Curriculum Supervisor, High-School Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Informal education, Inquiry learning, Instructional materials, Learning theory, Teacher content knowledge, Teacher preparation, Teaching strategies
• Environmental Inquiry
• Meeting the Standards
WHY WATERSHED DYNAMICS?
• Research and Engineering Design Opportunities
• Critical Thinking
LEVELS OF INQUIRY
• Guiding Protocol-Level Inquiry
• Conducting Interactive Research
• Field Studies and Experiments
• Stormwater Treatment Design challenge
GUIDING STUDENT INQUIRY
• About the Teacher Edition
SECTION 1. UNDERSTANDING WATERSHED DYNAMICS
• Model Responses to Discussion Questions
SECTION 2. PROTOCOLS: INTRODUCTION TO RESEARCH
• Protocol 1 – Watershed Field Survey
• Protocol 2 – Object Recognition Using Maps and Airphotos
• Protocol 3 – Delineating a Watershed
• Protocol 4 – Analyzing Stream Integrity Using Remote Sensing Data
• Protocols 5-7 – Macroinvertebrates and Water Quality
• Protocol 8 – Measuring Stream Discharge
• Protocol 9 – Aquatic Chemistry
• Protocol 10 – Computer Modeling with STELLA
SECTION 3 – INTERACTIVE RESEARCH: FIELD STUDIES AND EXPERIMENTS
• Why Interactive Research?
• Choosing a Research Topic
• Planning and Conducting Experiments Using Protocols
• Analyzing Data
• Interpreting Results
• Designing Presentations
• Inquiry Teaching Tips
SECTION 4 – INTERACTIVE RESEARCH: STORMWATER TREATMENT DESIGN CHALLENGE
• Summary of the Procedure
• Making Synthetic Stormwater
• Performance Assessment
• Example Assessment Rubrics for EI Student Research
-Assessment Criteria for Student Research
-Assessment Rubrics for Poster Presentations
-Assessment Rubrics for Written Reports
• Sample Test Questions
SOURCES OF AIR PHOTOS, MAPS, AND SUPPLIES
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National Standards Correlation
This resource has 23 correlations with the National Standards.
- Life Science
- The characteristics of organisms
- Organisms can survive only in environments in which their needs can be met. (K-4)
- Populations and ecosystems
- Biotic parts of an ecosystem include animals, plants, and microorganisms. (5-8)
- Healthy ecosystems ensure a healthy biosphere by regulating the flow of energy and the cycling of nutrients.
- Interdependence of organisms
- Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. (9-12)
- An example of habitat destruction is the draining and clearing of wetlands for farms, residential or commercial development. (9-12)
- Earth Science
- Structure of the earth system
- Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." (5-8)
- A watershed is entire areas of land that are drained by a river.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Design and conduct a scientific investigation.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Communicate scientific procedures and explanations.
- Understandings about scientific inquiry
- Scientists use different kinds of investigations depending on the questions they are trying to answer.
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Science in Personal and Social Perspectives
- Natural resources
- The earth does not have infinite resources. (9-12)
- Increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed. (9-12)
- Environmental quality
- A factor that influences environmental quality is poverty. (9-12)
- Pollutants that cause acid rain may be released in one geographic area and fall to the ground hundreds of miles away. (9-12)
- Natural and human-induced hazards
- Pollutants from human activities are released into rivers. (9-12)
- Change in stream channel position, erosion of bridge foundations, sedimentation in lakes and harbors, coastal erosions, and continuing erosion and wasting of soil and landscapes can all negatively affect society. (9-12)
- Content Standards
- Quality Teaching
- Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
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