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Framework for Technological Literacy Classroom Activity by New Jersey Educator Title: Which Well Works? Author Information: Content Area: Technological Literacy Grade Level: 9-12 Name: Julie Stratton School: Cape May County Technical School District: Cape May County Technical School District County: Cape May Student Learning Objectives: Students will be able to: 1. Identify the steps necessary to determining the viability of a site for producing a functioning well. 2. Analyze groundwater and geologic data using data, spreadsheets, and charts to compare multiple sites. 3. Evaluate how human interaction with the physical environment shapes the features of places and regions and affects systems such as groundwater. 4. Evaluate and organize information in a logical format to be used to make decisions and present to others. 5. Explain the interrelationship of the geosphere and hydrosphere and the characters that influence groundwater withdrawal. 6. Assess the impact of human activities on the cycling of water and the flow of energy through the groundwater system. 7. Analyze the processes that change urban areas and NJ Core Curriculum Content Standards Content Standard Grade Strand Area Language 3.1 12 H Arts Literacy Language 3.2 12 A Arts Literacy Language 3.3 12 A Arts Literacy Language 3.3 12 D Arts Literacy Mathematics 4.4 12 A Mathematics 4.5 All A Mathematics 4.5 All B Mathematics 4.5 All D Mathematics 4.5 All E Mathematics 4.5 All F Science 5.1 12 A Science 5.2 12 A Science 5.8 12 A Science 5.10 12 B Social 6.1 12 A Studies Social 6.2 12 E Studies Social 6.6 12 A Studies Social 6.6 12 B Studies Social 6.6 12 C Studies Social 6.6 12 D Studies CPI 3,5,6 3 1,2 3,6 5 2,5 1 1 1 2 4 1 1 1,2 3,4 4 1,5 2 1,2 4,5 how cooperation and conflict influence the control of economic, political, and social uses. 8. Use primary and secondary sources to provide evidence, justification, or to extend a position. 9. Validate and distinguish between essential and nonessential information, and identify proper references and propaganda techniques. 10. Prepare and deliver a presentation using electronic medium. Technological 8.1 Literacy Technological 8.1 Literacy Career 9.2 Education & Consumer, Family, & Life Skills 12 A 5-7 12 B 3,7,9,12 12 A 1,3,4 Purpose and Overview: The purpose of this lesson is for students to work cooperatively and research options for drilling a water source or well for an imaginary town. Students must consider all possibilities, including the geographic area, political town data, population and census data, urban development, costs for drilling, etc. Instructional Activity: Teacher Directions: Students will be given the scenario of a local town needing to drill a new well. The team of students will compare three sites and then pick a site to recommend for drilling to the town council based on their findings. All three sites will produce water. There is no right or wrong site as each site has good and bad points. It is up to the students to defend their choice. 1. Hand out the packets explaining the project and have students form cooperative groups of three or four students. Science Data Topics will vary depending on scope and focus of project and should include the following: Location of wells on map geographically plotted (using GIS or other provided information); Location of contamination sources (agricultural, landfills, treatment plants, etc.); Geographic cross section of aquifers and local bedrock geology; and Description of aquifer that will produce water, including hydro-topo map, to show groundwater flow. 2. Each group will be given the same information that includes a description of the town and three possible sites for drilling. Political/Town Data Topics will vary depending on scope and focus of project and should include: Census data showing size and expected growth/decline of population; Urban developments plotted on maps and future building sites; Usage of water in past years; Report of how much an average person might use on a daily basis and how businesses use water and what industry is prominent in the area; Costs for drilling materials; Census/Climate data describing input of water in region; and Graphs and charts showing production of old town water system. 3. Students will use the provided research materials (e.g., Internet, library databases, textbook, additional print materials) to determine groundwater, political, economic and other factors regarding the drilling of a new well (see project checklist for sample topics to consider). Project Checklist Maps for the project can be found at:http://www.topozone.com/ or at a local sporting goods/hunting store or hiking outlet. The following sites are examples of where students can obtain the data listed below. http://earthobservatory.nasa.gov/NaturalHazards/ - Natural Hazards http://www.naturalhazards.org/ - Natural Hazards with link to local areas http://www.groundwater.org/gi/sourcesofgwcontam.html - sources of groundwater contamination http://www.epa.gov/surf/ - surf your watershed – provides local water data http://waterdata.usgs.gov/nwis/rt - real time water data You can check for local well data by searching for well data and your local state – sites such as http://ops.dot.gov/init/usa/metadata/nj/nj_gww.htm or http://www.dotd.state.la.us/intermodal/wells/home.asp http://www.census.gov/ - general census information (can use local information or use any town to create example – the pages are printable and easy to use) http://www.wnjpin.net/OneStopCareerCenter/LaborMarketInformation/lmi01/ and http://www.census-online.com/links/NJ/ - NJ census information 4. Midway through the project, groups will fill out the project checklist and have it evaluated by the teacher to check student progress toward learning goals. Project Progress Research Have researched ____ sources. Started Works Cited page and format is correct. Every group member has contributed information from at least one source. Topic report format selected. Format will be (circle choice): Brochure Web site Multimedia Presentation NOTE: See rubric for guidelines and what is needed to create your report Final report initiated. Fill in below what has been created so far and by whom. 5. Students will pick from one of three formats to present their findings to the town council: Tri fold brochure and associated data packet, web site, multimedia presentation. Each of the three methods requires the final product be in electronic format (the tri-fold brochure must be constructed using software capable of desktop publishing.) 6. After completing research, students will create and submit a rough draft to the teacher for review, as well as completing a self-assessment using the project rubric (dependant on the type of reporting method). 7. After revising the final report, cooperative groups will orally present their findings and answer any questions from the class. Assessment Strategy: Rubrics, Checklist 1. Student progress will be evaluated at midpoint of the research, to insure they are on task using a project checklist. 2. Final reports will be assessed. The completed presentation, brochure, or web site will be assessed using a rubric. Rubrics for the project can be created using: http://rubistar.4teachers.org/index.php or http://www.teach-nology.com/web_tools/rubrics/ NOTE: Rubric can be customized based on individual teacher requirements. 3. The group presentation will be assessed using an oral presentation rubric. Additional Information: This project fits into a number of subject areas. It could be part of a science class that is studying groundwater and related topics. The science portion may be completed in conjunction with a science theme or that information could be assigned to students, allowing for a focus on topics, such as town budget; development issues; and the political atmosphere. Additionally, project activities may be implemented in a policy, government, or history class with more emphasis placed on the political and economic aspects. In addition, this activity may be done as a technology piece and require students to analyze and synthesize information related to the political and economic features of the town. Focus may be on creating a formal presentation and the differences between researching the information personally and using information researched by others. This could allow for discussion of information related to validity and reliability. Web Site Design : Sample #1 Teacher Name: Sample Student Name: ________________________________________ 4 3 2 1 Background Background is exceptionally attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability. Background is attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability. Background is consistent across pages and does not detract from readability. Background detracts from the readability of the site. Color Choices Colors of background, fonts, unvisited and visited links form a pleasing palette, do not detract from the content, and are consistent across pages. Colors of background, fonts, unvisited and visited links do not detract from the content, and are consistent across pages. Colors of background, fonts, unvisited and visited links do not detract from the content. Colors of background, fonts, unvisited and visited links make the content hard to read or otherwise distract the reader. Fonts The fonts are consistent, easy to read and point size varies appropriately for headings and text. Use of font styles (italic, bold, underline) is used consistently and improves readability. The fonts are consistent, easy to read and point size varies appropriately for headings and text. The fonts are consistent and point size varies appropriately for headings and text. A wide variety of fonts, styles and point sizes was used. Compatibility This Web site has been tested and shown to work on both Macs and PCs and works in relatively current versions of Navigator AND Explorer. This Web site has been tested and shown to work in relatively current versions of Navigator AND Explorer on a Mac OR a PC. This Web site has been tested and shown to work on both Macs and PCs but supports only one browser. This Web site has not been tested OR supports only one browser on one platform. Graphics Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding. Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding. Graphics are related to the theme/purpose of the site, and are of good quality. Graphics seem randomly chosen, are of low quality, OR distract the reader. Sounds Music, audio clips and/or sounds are thoughtfully edited and used only where they add to reader understanding of the content or to make the Music, audio clips and/or sounds are used only where they add to reader understanding of the content or to make the site more accessible to Music, audio clips and/or sounds are thoughtfully edited and used, but 1 or 2 detracted from the overall site. Music, audio clips and/or sounds were seemingly used randomly OR typically detracted from the overall site. CATEGORY site more accessible to persons with visual persons with visual handicaps. handicaps. Contact Information Every Web page contains a statement of authorship, school name, and date of publication/date last edited. Almost all Web pages contain a statement of authorship, school name, and date of publication/date last edited. Most (75-80%) Web pages contain a statement of authorship, school name, and date of publication/date last edited. Several Web pages do not contain a statement of authorship, school name, and/or date of publication/date last edited. Links (content) All links point to high quality, up-to-date, credible sites. Almost all links point to Most links point to high Less than 3/4 of the high quality, up-toquality, up-to-date, links point to high date, credible sites. credible sites. quality, up-to-date, credible sites. Copyright Fair use guidelines are followed with clear, easy-to-locate and accurate citations for all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained. Fair use guidelines are followed with clear, easy-to-locate and accurate citations for almost all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained. Fair use guidelines are followed with clear, easy-to-locate and accurate citations for most borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained. Borrowed materials are not properly documented OR material was borrowed without permission from a site that requires permission Spelling and Grammar There are no errors in spelling, punctuation or grammar in the final draft of the Web site. There are 1-3 errors in spelling, punctuation or grammar in the final draft of the Web site. There are 4-5 errors in spelling, punctuation or grammar in the final draft of the Web site. There are more than 5 errors in spelling, punctuation or grammar in the final draft of the Web site. Content The site has a wellstated clear purpose and theme that is carried out throughout the site. The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it. The purpose and theme of the site is somewhat muddy or vague. The site lacks a purpose and theme. Layout The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material. The Web pages have an attractive and usable layout. It is easy to locate all important elements. The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements. The Web pages are cluttered looking or confusing. It is often difficult to locate important elements. Navigation Links for navigation are clearly labeled, consistently placed, allow the reader to easily move from a page to related pages (forward and back), and take the reader where s/he expects to go. A user does not become lost. Links for navigation are clearly labeled, allow the reader to easily move from a page to related pages (forward and back), and internal links take the reader where s/he expects to go. A user rarely becomes lost. Links for navigation take the reader where s/he expects to go, but some needed links seem to be missing. A user sometimes gets lost. Some links do not take the reader to the sites described. A user typically feels lost. Work Ethic Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. Student usually uses classroom project time well, but occasionally distracts others from their work. Student does not use classroom project time well OR typically is disruptive to the work of others. Content Accuracy All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met. Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met. Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met. There are several inaccuracies in the content provided by the students OR many of the requirements were not met. Learning of Material The student has an exceptional understanding of the material included in the site and where to find additional information. Can easily answer questions about the content and procedures used to make the web site. The student has a good understanding of the material included in the site. Can easily answer questions about the content and procedures used to make the web site. The student has a fair understanding of the material included in the site. Can easily answer most questions about the content and procedures used to make the web site. Student did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to make the web site. Cooperative Work Partners show respect for one another's ideas, divide the work fairly, and show a commitment to quality work and support for each other. Partners show respect for one another's ideas and divide the work fairly. There is commitment by some members toward quality work and support of one another. Partners show respect for one another's ideas and divide the work fairly. There is little evidence of a commitment toward quality work in the group. Partners argue or are disrespectful of other's ideas and input. Criticism is not constructive nor is support offered. The work is mostly done by one or two people. Images (accessibility) All images, especially those that are used for navigation, have an ALT tag that describes the image and its link so people who are visually impaired can use the Web site well. All images used for navigation have an ALT tag that describes the image and where it links to so people who are visually impaired can use the Web site well. Most images used for The needs of visually navigation have an impaired Internet users ALT tag that describes are ignored. the image and where it links to so people who are visually impaired can use the Web site well. Tri-fold Brochure Rubric--Example #2 Excellent Good Satisfactory (15-13 pts) (12-10 pts) (9-6 pts) Needs Improvement (6-0 pts) Organization of Each section Information in presented the brochure has a clear beginning, middle, and end. 75% or more sections of the brochure have a clear beginning, middle and end. 60% of the sections of the brochure have a clear beginning, middle and end. ContentAccuracy and Information validity All facts in the brochure are accurate and match cited resources. 99-90% of the facts in the brochure are accurate. 89-90% of the facts in the brochure are accurate. Spelling & mechanics No spelling errors and all sections of brochure free of writing errors. No more than 3 spelling and/or writing errors present. No more than 5 spelling and/or writing errors Present. More than 5 . spelling and/or writing errors Present. Attractiveness & Organization The brochure has exceptionally attractive formatting and wellorganized information. The brochure has attractive formatting and wellorganized information. The brochure has wellorganized information. The brochure's formatting and organization of material are confusing to the reader. Graphics/ Pictures Graphics match the career topic and text where graphic is placed. Each section has no more than two graphics and at least three graphics. Graphics go well with the text, but there are so many (more than two per section) that they distract from the text. Graphics go well with the text, but there are too few (less than three graphics for entire brochure) and the brochure seem "text-heavy". Graphics do not go with the accompanying text or appear to be randomly chosen. Less than half of the sections of the brochure have a clear beginning, middle and end. Fewer than 80% of the facts in the brochure are accurate. Sample #3 Oral Presentation Name: ________________________ Teacher: Sample Date Submitted: ____________ Title of Work: ___________________ Criteria 4 Body Language Eye Contact Introduction and Closure Pacing Poise Voice 3 Made Movements movements or seemed fluid and gestures that helped the enhanced audience visualize. articulation. Holds attention of Consistent use entire audience of direct eye with the use of contact with direct eye contact. audience. Student delivers open and closing Student displays remarks that clear capture the introductory or attention of the closing remarks. audience and set the mood. Points 2 1 Very little movement or descriptive gestures. No movement or descriptive gestures. ____ Displayed minimal eye contact with audience. No eye contact with audience. ____ Student does Student clearly not display uses either an clear introductory or introductory or closing remark, closing but not both. remarks. ____ Delivery is Delivery is Delivery is in Good use of drama either too quick patterned, but bursts and and student meets or too slow to does not meet does not meet apportioned time meet apportioned time apportioned interval. apportioned interval. time interval. time interval. Makes minor Tension and Student displays Displays mild mistakes, but nervousness is relaxed, selftension; has quickly recovers obvious; has confident nature trouble from them; trouble about self, with no recovering from displays little or recovering from mistakes. mistakes. no tension. mistakes. Use of fluid speech Satisfactory use Displays some Consistently and inflection of inflection, but level of uses a maintains the does not inflection monotone interest of the consistently use throughout voice. audience. fluid speech. delivery. 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