This ADI activity was inspired by an item on the EOC practice test that asked students to analyze a graph showing the yearly photosynthetic activity in a lake.
Identification of a task – resolve a problem or make sense of a problem
Students will be given the following problem:
Introduction:
The problem:
Nashville is well known for its abundance of streams,
creeks, rivers and (man-made) lakes, and recently the health of these waterways
has degraded. Among other problems, stormwater runoff has contributed to an
excess of nutrients and pollutants. A lack of oxygen in the water is another
problem. Besides striving to maintaining the overall health of its waterways, Nashville
is funding research on ways to keep the waterways clean as well as save the
endangered Nashville crayfish. You are a scientist working for the city of
Nashville. You are measuring the photosynthetic activity of Nashville’s lakes and
rivers throughout the year as part of a larger investigation into the overall
health of the waterways. You would like to find out whether photosynthetic
activity changes throughout the year. You already know that photosynthetic
activity can have an effect on pH levels in the lake, and it is important to
make sure that the water stays within a safe pH range for organisms. With your colleagues,
design an investigation that answers the following questions:
1. Does photosynthetic activity change throughout the year?
If so, what causes the change in photosynthetic activity?
2. Can photosynthetic activity affect pH levels? Use your investigation to make some
recommendations to the city’s environmental program.
Laboratory based
experience/generation of data
Students will form small groups and design an experiment
that answers the questions. They may use the internet to investigate ways to
measure photosynthetic activity, etc. Students will need to create a model for
their investigation which they can later validate by collecting data in the field
(a field trip to a nearby creek will be arranged).
Generation of a tentative
argument
Students will use big whiteboards to generate a tentative
argument form the evidence collected. They will divide the white board into
four parts to guide their argument. On the white board, they will identify: 1)
the goal of their investigation; 2) their explanation and 3) Their evidence and
reasoning.
The interactive argumentation
session
Groups will set up their whiteboards around the room and
using a “round-robin” format, students will provide each other feedback on
their arguments.
Creation of a written
investigation report
Students will write a
report that is divided into three parts in which they answer the questions: 1)
What were you trying to do and why? 2) What did you do and why? 3) What is your
argument? Students will include figures in their report.
Peer review
Students will conduct a double blind peer review. They will
use a checklist to guide their feedback.
Revision
Students will write a final draft of their report.
Joan,
ReplyDeleteI really enjoyed reading your ADI activity because it seemed like a great bridging activity that covered not only photosynthesis in a lake but other standards related to interdependence (see EOC Form 3). An activity like this could be an excellent way to bridge units that seem irrelevant but are actually very intertwined.
I like how you made the connection between the new lesson you are going to teach with previous lessons right off the bat. I also think your generation of a tentative argument segment is a great way to perform the session. Dividing up the ideas helps the students see what they want, what they have and what they need in respect to the lab very easily.
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