Download Which Well Works? - State of New Jersey

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.
Total---->
____
____
____
____
Teacher Comments:
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