Project Based Instruction By: Ismael “El Smiley” Olivares Estella Lopez Rudy Martinez

What is PBI? Project Based Instruction, (PBI) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. Essential Elements of PBI include: 21st century competencies In-Depth Inquiry Driving Question Voice and Choice Public Audience

TEKs 8.11(D) recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems

Objectives Compare and Contrast between different water samples. Conduct tests of water quality. Interpret tests of water quality. Record data in a Science Lab Notebook.

Comprehension Purpose Question Describe how the quality of the water effect the environment.

Summary Students conduct 3 tests of water quality at home that can be applied to their terraqua columns: pH, dissolved oxygen, and temperature. They make comparisons between the different types of water and make conclusions about how “healthy” each water source is for fish and other organisms. Through this process, students will practice their observational and data analysis skills. Water quality monitoring data is routinely used in the “real world” to determine the effects of habitat restoration, development, pollution, and wastewater treatment. It is usually the initial step in describing the health of an ecosystem. There are a lot of ways to extend this simple activity and make connections to the real world – from monitoring water quality in a local resacas to making comparisons between different bodies of water in our area, like the Gulf of Mexico.

Vocabulary pH acid base dissolved oxygen

Create Table in Your Lab Notebook SubstancepHAcid, Base or Neutral? Creek water Rain water Tap water Vinegar 7 Up Soap Fertilizer

Day 1(local Resaca) Take one strip of pH paper and dip one end into the water from one container. Wait 30 second then compare the color of the pH paper to the color key on the side of the bottle. Write down the pH of the liquid in your table. Fill in the last column of your table with “acid”, “base” or “neutral”. On the fish number line, draw an arrow to the pH you found and label the line with the name of the liquid. Repeat steps 2-6 for every liquid.

Create Table in Your Lab Notebook SubstanceMy TempPartner TempAverage Temp Creek water Tap water Light water Shade water

Temperature Day 2 Drop a thermometer into each container. Wait 2 minutes. Read the temperature from the thermometers (Record your observations). Use the Fahrenheit scale. Write down your partner’s measurements. Calculate the average and record it in the proper column.

Dissolved Oxygen (Day 3) SubstanceDissolved oxygen Creek water Tap water Boiled water Bubbled water

Dissolved Oxygen (Day 3) Fill a vial to overflowing with your water sample. Add 2 Test-tabs. Water will overflow from the vial. Cap the vial. Make sure there are no air bubbles. If there are, add more water. Tip the tube upside-down then back again until the tablets dissolve completely. This may take 3-4 minutes. You don’t need to shake hard. Hold the vial against the white area of a Dissolved Oxygen Color Chart. Match the reaction color to the color chart. Record your result.

Describe one thing that humans do that changes water quality – either negative or positive effects. How would it affect each of the 3 tests we conducted during class? Research another water quality test. What does that test measure? How do you perform that test? What are the natural readings and what are unnatural readings? Justify how 2 natural occurrences would cause the readings to vary. Elaborate on 2 human impacts that could affect the test.