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Profile Sheet for PBL Plan

Teacher: Heather Mazzara

Primary Subject Area: Science

Outside Subject Area: Language Arts

Class: General Science

Class Level: Regular

Grade Level: 4th Grade

Class Time: Ten 20-minute time blocks

PBL Title: Citizens address Water Shortage in Bay County

Description of Student Roles and Problem Situation:

Students will act as either home owners or employees of the Springfield Water Department addressing the water shortage in Bay County. They will report their findings for conserving water to the Chair member of the Northwest Florida Water Management District and County Citizens.

Adaptations for a student from a non-Western culture:

In order to find out if there are any gaps in the students’ knowledge regarding the topic at hand, I will sit down and have a conversation with the student. I will use direct questioning to determine the learner’s prior knowledge of the subject area. I will specifically be seeking for information on knowledge of common ways citizens use water, his/or her experiences with water use, and county citizen’s role in paying for water. When I am moving about the groups, I will check to see whether or not the non-Western student is participating in group discussions and offering any suggestions to team members. If not, I will keenly request input from the particular student. I will model approval of differences and show respect for all opinions shared.

Adaptations for ESOL Student:

In order to make adaptations for an ESOL student, I could find articles regarding water consumption and conservation in the student’s spoken language. I can also provide translations of additional documents with the help from my classroom paraprofessional. Another way I could make adaptations is by providing extra information that would help my ESOL student have a better understanding of the subject knowledge.

Title, Learner Characteristics, and

Next Generation Sunshine State Standards

Teacher: Heather Mazzara

Primary Subject Area: Science

Class: General Science

Class Level: Regular

Grade Level: 4th Grade

Outside Subject Area: Language Arts


NGSSS in Science:

SC.4.E.6.3 – Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

SC.4.N.1.4 – Attempt reasonable answers to scientific questions and cite evidence in support. A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

NGSSS in Language Arts:

LA.4.5.2.5 – The student will make formal and informal oral presentations for a variety of purposes, audiences, and occasions, demonstrating appropriate language choices, body language, eye contact, gestures, and appropriate use of available technologies.

Learner Characteristics

#1, Physical: This is a period of relative calm and predictability in physical development.

Justification for # 1: This is an important characteristic to keep in mind because hormonal imbalances are absent at this time. While working on this Problem Based Lesson, students will be less likely to have anxiety, mood swings, or poor social habits. They should be able to concentrate and focus on working as members of a team.

# 2, Social: The peer group becomes powerful and begins to replace adults as the major source of behavior standards and recognition of achievement.

Justification for #2: This is important to keep in mind. While working in their PBL teams, students will be concerned about being accepted by their peers. This may influence how they speak and act in their groups.

# 3, Social: Friendships become more selective and gender-based.

Justification for # 3: This is an important characteristic to keep in mind since students will be placed in heterogeneous groups while working on the PBL lesson. Even though students at this stage tend to be selective and gender-based outside the classroom, when directed by the teacher students feel comfortable working and interacting with classmates of the opposite sex.

# 4, Cognitive: The elementary grade child can think logically, although such thinking is constrained and inconsistent.

Justification for # 4: This characteristic is important because students can reason logically at this stage. The PBL lesson will be one in which refers to a real, tangible idea that the students will be able to imagine or maybe have even already experienced in their lifetime.

# 5, Emotional: During this period, children develop a more global, integrated, and complex self-image.

Justification for # 5: This is an important characteristic to keep in mind. While working as members of a team in the PBL lesson, self-image should not be a major issue. It is natural for students to compare themselves to one another. When having to report their findings students may show emotions such a pride or worry. I will stress the importance of respecting classmates and group members.

Learning Outcomes, Student Roles and Problem Situation,

Meet the Problem Method

NGSSS in Science:


LO #1: Working in groups, students will accurately examine the importance of conserving water and analyze the effects of over consumption. (Analysis)


LO #2: Working in groups, students will use the classroom computers to compile information by finding at least two possible solutions to the problem of water shortage in Bay County, as well as citing evidence in support of their solutions with 80% accuracy. (Synthesis)



LO #3: Given a presentation rubric, students will construct a presentation in which they propose their solutions to minimize water consumption while accurately scoring a 3 out of 5 on all parts of the rubric. (Synthesis)

Description of Student Roles and Problem Situation:

Half of the student groups will act as home owners and the other half of the student groups will act as employees of the Springfield Water Department. Both groups will address the water shortage and report their findings for conserving water to the Chair member of the Northwest Florida Water Management District.

Meet the Problem Documents:

Students will receive a memo from the Chair member of the Northwest Florida Water Management District (see attached) as well as a couple of articles for students to read. One article is from Florida Nature and one is from the South Florida Business Journal.

Northwest Florida water management district

to: Home owners and employees of Springfield water DEPT.

from: John Smith

subject: Water shortage warning

date: 5/10/23

Attn: Water Shortage Warning

Water Management District Issues Water Shortage Warning for Panama City, Florida—The Northwest Florida Water Management District Governing Board issued a water shortage warning effective October 22, 2012. This applies to all water users in Panama City and Panama City, Beach.

Fifteen months of below normal rainfall have resulted in low surface water levels throughout the District with a number of monitored sites at or near record daily low flows. Ground water levels also continue to decline and moderate to extreme drought conditions continue across the Panhandle. “Due to continuing rainfall deficits, we are urging everyone to voluntarily reduce water use and maximize conservation.” If not, our water resources of clean water supply could be totally depleted.

The over consumption of water has to come to a halt. We need your help in notifying the community about the dangers that could arise. Assemble teams to figure out the best ways to conserve water within our town. Please be prepared to present your findings to John Smith, at the next Board Meeting on November the 2nd.

A Blast from the Past: 1982 Prediction of Water Shortage in Florida

In short, they warned of a water shortage if Floridians—and its elected officials—didn’t change their water squandering to water sustainability. And, since we haven’t, the warning has come true, in spades. I’ve spiffed this up a bit with some photos I’ve taken that all illustrate some aspect of our water-driven peninsula—from springs fed by our Floridan Aquifer to our surface waters. The article, with its original headline, folows:

“IMMEDIATE ACTION NEEDED TO HEAD OFF FLORIDA WATER CRISIS”

By Bill Belleville

Special to The Christian Science Monitor / March 3, 1982

Fern Hammock Springs in the Ocala Nat. Forest

Winter Park, Fla.

The Florida peninsula is in the midst of an unprecedented water crisis that will literally shut off the faucets in parts of the region in the next five years, if drastic steps aren’t taken.

That’s the collective opinion of hydrologists and other scientists who recently met here at Rollins College to discuss how the crisis developed and what — if anything — can be done to avoid it. The current crisis was sparked by a severe decrease in rainfall over the last two years, but its long-term causes run much deeper. For instance:

* Recharge areas where rainfall could percolate into underground aquifers have been developed for commercial or residential purposes at an alarming rate over the last decade.

* A state where half of the terrain once was flood plain has been ditched and drained so that low-lying areas could be used for development. Ground water seepage and rains are then channeled by canals into rivers and eventually into the ocean, where they are lost for practical use.

* Heavy irrigation by the citrus and other agricultural industries and seasonal home irrigation during the warm, but dry, spring months have put even more demands on an aquifer that is as much as 12 feet lower than normal in some areas. Shallow wells are drying up. Sinkholes — of which there were over 200 last spring — are becoming more frequent. In these, the ground literally opens up to swallow what is above it.

The shallow lakes and streams of Florida’s flat topography don’t have the ability to hold much water, so over 90 percent of the supply must be groundwater. Since up to 70 percent of all rainfall is lost to evapotranspiration, even heavy rains associated with tropical disturbances won’t help restore the groundwater supply.

Florida is one of the few subtropical peninsulas in the world that is not a desert because of the abundance of water stored in its four limestone aquifers. The capacity of the major source, the Floridan

http://floridanature.files.wordpress.com/2011/08/fernhmck.jpg

Aquifer, which stretches up into Alabama and Georgia, rivals that of all the Great Lakes. It was once believed that the Floridan Aquifer alone would provide all the water future generations needed.

A Typical blackwater Florida River (Click to enlarge)

But, ”only a small part of that capacity is actually potable,” says Dr. Garald Parker, a private hydrologist who identified and named the aquifer while serving as head hydrologist for the Southwest Florida Water Management District. ”Most of it is in dead storage. Everywhere, at some depth, the aquifer is underlain by salt water.”

As the aquifer level drops, salt water intrusion occurs both vertically and horizontally. Management officials in Volusia and Brevard counties along the mid-Atlantic coast have already reported salt water intrusion this winter. When the temperate winter months give way to the warmer, water-use months of March and April, that intrusion is expected to worsen.

Intrusion has even been detected 40 miles inland from Tampa, where heavy use of water by the phosphate industry has created a hydrological ”Red Hole,” lowering the aquifer 10 feet beyond that of the rest of the state. ”In five years they’ll be taking out more than they’re putting in. I don’t think they’ve made provisions for the crash that’s coming,” says Dr. Parker.

Ironically, Florida passed some landmark environmental laws in the late 1960s and early 1970s — most notably the state Water and Land Conservation Act and the Water Resources Act. But, the effectiveness of the laws in conserving either water or land depends on the local politicians charged with administering the statutes. ”The local (environmental) management plans range from the sublime to the ridiculous,” says Dr. John DeGrove, who helped write the Water Resources Act. Development-oriented realtors either influenced elected officials or got themselves elected and circumvented the state-wide plans.

Instead of resorting to emergency water-use plans, the high-density coastal areas in the state, where 75 percent of the population lives, appear to be taking a more expedient route. ”When their water starts running out, those coastal areas will vote in the legislature to ship water down from central and northern Florida by pipeline,” says Dr. William Taft, Director of the Mote Marine Laboratory.

For instance, the Tampa Bay area needs 70 million gallons of water a day. It can no longer depend on the flow of the Hillsborough River which only provides up to 32 million gallons a day during the dry season. Lawn watering and car washing are prohibited during those times. But the population is still growing. Local government leaders have already discussed piping water from inland springs , such as the

http://floridanature.files.wordpress.com/2011/08/blckwater.jpg

abundant 500-million-gallons-a-day Silver Springs in Ocala, the world’s largest spring. Initial reaction from inland governments has already proved hostile.

The remote Helene Spring, one of the 35 springs in the Wekiva system

Dr. Parker claims that the five regional water management districts throughout the state have ”knuckled under” to agriculture, citrus, and phosphate interests. This is also suggested by the fact that pending legislation to require the local districts to inventory available supplies and emphasize conservation before issuing water-use permits is now under fire from water-supply lobbyists. They want to delete a portion of the bill that would allow the districts to judge the negative impact a water-use permit might have on surrounding property.

Yet, there are some measures that can be taken to head off the predicted shortage:

* The most immediate of those solutions is reclamation of those river basins that are threatened with dredging and filling by private owners. On the upper east coast, the St. Johns Water Management District agreed to spend $80 million to buy critical marshlands in a three-county area along the basin of the St. Johns River. The once-healthy river flows through 18 counties and was a major source of water until dikes and drainage began destroying the river’s natural water-retention and cleansing abilities. Funds for the purchase of the 38,000 acres come from a ”Save Our Rivers” state trust fund derived from a 5-percent property sales tax surcharge. The trust fund, recently mandated by the state legislature, is expected to generate $320 million over the next 10 years. But with all the districts splitting the funds, it may be another case of too little , too late, especially for the St. Johns, a 320-mile tract that is prized by developers.

* The extension of mandatory water cut-backs. During last spring’s dry season , some high-density areas of the state were under 25-percent mandatory rationing , while less affected areas were put on a 15-percent ”optional” program by the water management districts.

* A significant price increase, as high as 10 times the current water rates, to discourage excessive use. As Dr. Thaddeus Seymour said at the Rollins Conference: ”We love our lawns more than our children.”

* Mandatory programs for recycling agricultural water. ”Water from the lower ends of the field should be pumped back up over and over again until it becomes too saline to use,” said Dr. Parker. More efficient irrigation methods, such as drip irrigation which doesn’t lose water to evaporation, should be required. ”In the American Southwest, you could be fined heavily for allowing irrigation water to waste,” said Dr. Parker.

http://floridanature.files.wordpress.com/2011/08/helenespgs.jpg

* An emphasis on landscaping with native plants. The Florida Conservation Foundation has even formed a ”Native Plant Society” which stresses the use of local plants to save water, as well as conserving wildlife habitat and controlling surburban sprawl.

* Recyling dead anaerobic settlement ponds formed by the run-off from processing plants and other industries into aerobic ponds suitable for use as an alternative source.

A dead dwarf cypress tree in the St. Johns River

Despite these positive recommendations, hydrologists remain skeptical about the willingness of local governments to comply. Some cited a 1971 emergency conference on water management called by former Gov. Reubin Askew. The summary report of the conference warned both that there was an impending crisis in South Florida and the potential for similar shortages elsewhere in the state. It urged that corrective measures be taken.

Fla. among 14 states facing water shortage

South Florida Business Journal

Date: Tuesday, July 20, 2010, 6:26pm EDT - Last Modified: Wednesday, July 21, 2010, 8:45am EDT

Florida is among those states with the greatest risk of facing water shortages in the coming years, according to a report released Tuesday by the Natural Resources Defense Council.

The report, conducted for NRDC by Tetra Tech, found that 14 states face an extreme or high risk to water sustainability, or are likely to see limitations on water availability as demand exceeds supply by 2050.

The report used publicly available water use data across the U.S. and climate projections from a set of models used by the United Nations’ Intergovernmental Panel on Climate Change (IPCC).

According to the report:

More than 1,100 U.S. counties – more than one-third of all counties in the lower 48 states – face higher risks of water shortages by mid-century as the result of global warming, and more than 400 of these counties will be at extremely high risk for water shortages.

http://floridanature.files.wordpress.com/2011/08/lkmretree.jpg

The states with greatest risk are in the Southwest and Great Plains. Those with some risk are Arizona, Arkansas, California, Colorado, Florida, Idaho, Kansas, Mississippi, Montana, Nebraska, Nevada, New Mexico, Oklahoma and Texas.

While detailed modeling of climate change impacts on crop production was beyond the scope of the Tetra Tech analysis, the potential scale of disruption is reflected based on the value of the crops produced in the 1,100 at-risk counties.

In 2007, the value of the crops produced in the at-risk counties identified in the report exceeded $105 billion. A separate study compared the Tetra Tech data with county-level crop production data from the U.S. Department of Agriculture to see state-specific fact sheets outlining the potential agricultural impacts.

“This analysis shows climate change will take a serious toll on water supplies throughout the country in the coming decades,” said Dan Lashof, director of the Natural Resources Defense Council's climate center, in a news release. "Water shortages can strangle economic development and agricultural production" in affected communities.

He called for Congress "to pass meaningful legislation that cuts global warming pollution and allows the U.S. to exercise global leadership on the issue."

The news release said water withdrawal is expected to grow by 25 percent in many areas of the U.S., including the arid Arizona/New Mexico area; the populated areas in the South Atlantic region; Florida; the Mississippi River basin; and Washington, D.C., and surrounding regions.

Problem Statement, Know/Need to Know Boards, and Possible Resources


NGSSS in Science:




LO #2: Working in groups, students will use the classroom computers to compile information (by finding) in order to propose at least two possible solutions to the problem of water shortage in Bay County, as well as citing evidence in support of their solutions with 80% accuracy. (Synthesis)




Sample Problem Statement:

How can we, as home owners and employees of the Springfield Water Department, address the water shortage in Bay County in such a way that

We are prepared to present our findings to John Smith at the next Board Meeting on November 2nd

We effectively reduce the amount of water being used in Bay County

We explain our possible solutions in a way in which the Chair Member and County citizen will easily understand

We prevent future water shortages in Bay County

Know:

Fifteen months of below normal rainfall have resulted in low surface water levels throughout the District

Florida is among 14 states facing water shortage

The shallow lakes and streams of Florida’s flat topography don’t have the ability to hold much water so over 90 percent of the supply must be groundwater.

Up to 70 percent of all rainfall is lost to evapotranspiration

The Florida peninsula is in the midst of an unprecedented water crisis that will literally shut off the faucets in parts of the region in the next five years, if drastic steps aren’t taken.

Local government leaders have already discussed piping water from inland springs

The over consumption of water has to come to a halt

Need to Know:

How can we as citizens conserve water?

What are the effects of over consumption?

What are some possible solutions to the problem?

Are there any laws in place regarding water consumption?

What is the role of the employee’s of Springfield Water Department?

Are there any statistics regarding how much water home owners use on a daily/weekly/monthly basis?

What would we do if our clean water supply was depleted?

How can we notify and inform the community?

What could the penalties for over consumption be?

What have other communities done to conserve water in times of water shortages?

Resources:

Websites:

http://www.examiner.com/slideshow/dry-weather-pattern-across-southwest-florida-march-27-2011

http://www.nytimes.com/2007/06/19/world/americas/19iht-florida.4.6213359.html

http://www.tampabay.com/specials/2009/reports/water-crisis/

http://www.swfwmd.state.fl.us/conservation/restrictions/swfwmd.php

http://www.nwfwmd.state.fl.us/

http://environment.nationalgeographic.com/environment/freshwater/water-conservation-tips/

Print:

Book: Why Should I Save Water?Publisher: Paw Prints, 2010ISBN: 1442097965, 9781442097964

Video:

https://www.youtube.com/watch?v=2jBrfLhWxHo

http://www.youtube.com/watch?v=Xz8sVG6GVWw

http://www.youtube.com/watch?v=Xz8sVG6GVWw

https://www.youtube.com/watch?v=2jBrfLhWxHo

http://environment.nationalgeographic.com/environment/freshwater/water-conservation-tips/

http://www.nwfwmd.state.fl.us/

http://www.swfwmd.state.fl.us/conservation/restrictions/swfwmd.php

http://www.tampabay.com/specials/2009/reports/water-crisis/

http://www.nytimes.com/2007/06/19/world/americas/19iht-florida.4.6213359.html

http://www.examiner.com/slideshow/dry-weather-pattern-across-southwest-florida-march-27-2011

Capstone Performance


NGSSS in Science:











We effectively reduce the amount of water being used in Bay County

We explain our possible solutions in a way in which the Chair Member and County citizen will easily understand

We prevent future water shortages in Bay County

Capstone Performance Description:

The capstone performance for the PBL lesson plan will contain two parts: an individual writing assignment and a group presentation. Rubrics will be used to grade both of these performances and students will be graded on an individual bases. The students will be given 20 minutes during the reading block for two weeks to work on their capstone performances. They will also be given the option of taking them home to work on if needed.

In the writing assignment, the student will take the position of a home owner or an employee of the Springfield Water Department and present his or her own solutions to the team. It will be required for each student to come up with 2 possible solutions to the problem and then provide at least 4 justifications as to why he or she believes in one over the other. During this time they will need to demonstrate mastery of the first learning outcome by accurately examining the importance of conserving water and analyzing the effects of over consumption.

The teams will consist of four students. After each student has finished their writing assignment portion they will work together and read each of their solutions to their team members. In addition to reading each of their solutions, students will include 4 justifications for why they are choosing one solution over the other. The teams will then pick which solution they feel fits best for the problem. If they like more than one solution given, they can develop a group solution using various pieces from numerous student solutions reported.

For the oral presentations, each group (representing either from the prospective of a home owner or an Employee of the Springfield Water Department) will present one of the solutions that they feel best fits the problem. This solution reported during the oral presentation will need to match the one reported in the writing assignment. One student from the group will be elected to present the groups “Overall Best Solution”. Then, each member (3) that is standing with the presenter will need to provide a justification as to why they believe that is the best solution possible for the problem. Each team will have 7-10 minutes to present their capstone performances. They will also be required to ask if there are any questions before leaving the podium.

John Smith, Chair Member for the Northwest Florida Water Management District, has agreed to attend our mock class performance for the Board Meeting regarding the water shortage. During this time the students will present their findings to John Smith as well as County citizens attending the Board Meeting. The county citizens will be represented by faculty members as well as parents. The County citizens will be prepared to ask each member of the presenting group questions regarding their solutions to the water shortage problem. The room will be arranged in a way that the Chair Member is to one side and the county citizens are to the other side. The home owners and employees presenting will be in the center of the classroom. The remaining teams will be facing all of the parties while sitting in their desks. The students presenting will have a podium to hold their papers for the oral presentation. (Please see room arrangement).

The autonomy of the students is incorporated because the students are given the option as to which solution they feel best fits the problem and which one they will present to the Chair Member and County Citizens. Another way the autonomy of the students is incorporated is by giving them the option to choose how they will present their information. Meta-cognition is also incorporated. Following the group presentations each student will fill out a questionnaire regarding their reflection of the performance.

Room Arrangement Plan

Team Presenting

Podium

Chair Mem

ber, John Sm

ith, and Chair M

ember’s Table

County Citizen’s

SMART Board

Students not presenting will be in their student desks.

Student Desks

Rubric to Assess the Capstone Description


NGSSS in Science:











We effectively reduce the amount of water being used in Bay County We explain our possible solutions in a way in which the Chair Member and County citizen will

easily understand We prevent future water shortages in Bay County

Written Report Rubric

Criteria Great Good Needs Improvement

Research and Information-

Sharing

10 points

Student gathers information from

classroom computers and shares ideas for

discussions. All information fits the

group’s goals of finding the importance of

conserving water and analyzing the effects of

over consumption. Each student gives his/her

group at least 2 ideas or information to analyze. Students include this in

the “Research and Information-Sharing”

portion of their paper. Student names are

quoted at the end of either ideas and/or

information.

5 points

Student gathers information from

classroom computers and shares ideas for

discussions. All information fits the

group’s goals of finding the importance

of conserving water and analyzing the

effects of over consumption. Student

only gives his/her group one idea or

piece of information to analyze. Students include this in the

“Research and Information-Sharing”

portion of their paper. Student names are

quoted at the end of either idea or information.

0 points

Student does not provide useful

information or ideas for group to discuss while writing paper.

Content Accuracy 10 points

The students’ writing addresses all aspects of the writing task. Directions were followed as given. Appropriate and accurate information was included as well as

7 points

The students’ writing addresses some aspects of the writing task. Directions were followed as given. Appropriate examples are cited and explained, however,

3 points

The students’ response addresses no aspect of the writing assignment. No directions are followed. Information cited is inaccurate or

correct citation and explanation.

some inaccurate information is included.

inappropriate.

Alignment to Problem

Statement

30 points

Each of the two solutions provided align with the problem statement and all of the conditions stated.

15 points

Only one of the solutions provided aligns with both the problem statement and all of the conditions stated.

5 points

None of the solutions provided align with the problem statement and/or conditions stated.

Required Components

50 points

Report must contain:

A: The group’s problem statement.

B: The position of either an employee of the Springfield Water Department or a home owner is stated clearly in writing.

C: Written explanations demonstrate understanding of renewable and nonrenewable resources. At least two examples of each are given in the writing.

D: Two possible solutions to the problem statement are clearly identified.

E: At least 4 justifications for choosing one over the

30 points

The report does not include the problem statement. The position of either an employee of the Springfield Water Department or a home owner is stated clearly in writing. Written explanations demonstrate understanding of renewable and nonrenewable resources but only one example of each are given in the writing. Two possible solutions to the problem statement are clearly identified.

10 points

The report contains less information than listed in the “Good” category.

other are identified and explained.

Mechanics

10 points

Report contains less than 2 grammatical errors (spelling, capitalization, punctuation, subject/verb agreement)

7 points

Report contains 3 to 5 grammatical errors (spelling, capitalization, punctuation, subject/verb agreement).

3 points

Report contains more than 5 grammatical errors (spelling, capitalization, punctuation, subject/verb agreement).

Score Guide

A 90-100

B 80-89

C 70-79

D 60-69

F 60 or below

Oral Presentation Rubric

Criteria Great Good Needs Improvement

Delivery Performance

25 points

Student maintains eye contact 80% of the time, speaks clearly, and maintains an appropriate volume so all members of the audience can hear.

15 points

Student maintains eye contact 50% of the time, speaks clearly and maintains an appropriate volume for 50% of the presentation.

5 points

Student maintains eye contact for less than 50% of the time and/or does not speak clearly or hold an appropriate volume for all audience members to hear.

Explanation of Individual

Solution or Overall Best

Solution

30 points

Explanation is aligned to all conditions in the problem statements and solutions are practicable (Something that John Smith could implement to effectively reduce the amount of water being used in Bay County).

15 points

Explanation is aligned with all but one condition. Solution is practicable (Something that John Smith could implement to effectively reduce the amount of water being used in Bay County).

5 points

Explanation fails to align with the 2 or more conditions and/or solution is not practicable (Solution is not something that John Smith could implement to effectively reduce the amount of water being used in Bay County).

Comprehension

50 points

Student can accurately answer any questions given by any member of the audience and provides at least 3 supporting facts.

30 points

Student can accurately answer any questions given by any member of the audience but provides only 1-2 supporting facts.

10 points

Student is unable to answer questions or could not provide at least one supporting fact.

Reflection

10 points

Student answers all 5 reflection questions.

7 points

Student answers only 3-4 reflection

3 points

Student answers less than 3 reflection

questions. questions.

Score Guide

A 90-100

B 80-89

C 70-79

D 60-69

F 60 or below

Two Alternative Solutions and “Best” Solution Analysis


NGSSS in Science:













Solution One:

The home owners recommend conserving water in order to address the water shortage in Bay County. They provide accurate information and facts on how to effectively reduce the amount of water being used in the area and suggest feasible ways to improve the problem. This information is provided in a way that is easily understood by the Chair Member and County Citizens. The information provided will help prevent future water shortages in Bay County.

Pro ConWater will still be available for citizens to use. Water usage will be strictly monitored.County citizens can water their lawns. Excess water use (such as watering of lawns) may

not be available every night of the week.Saving water helps preserve our environment. Less income for the city.People would not use as much water. Cost for raising awareness and distributing

information on how to conserve.

Consequences:

The wastewater treatment plants may have to lay off workers due to individuals using less water.

Some individuals may not see the importance of water consumption and ignore the information distributed all together.

Solution Two:

The employees of the Springfield Water Department recommend having each consumer pay extra dollars for water used over a specified amount in order to address the water shortage in Bay County. They provide accurate information and facts on how charging county citizens extra dollars would improve the problem. This information is provided in a way that is easily understood by the Chair Member and County Citizens. The information provided will also help prevent future water shortages in Bay County.

Pro ConPeople can decide for themselves how much water they choose to use.

There is a potential to run out of water.

People would be water cautious (not wanting to be charged extra).

People may be upset about having to pay extra.

Increase the income for the city since they are getting paid more for the extra water used.

The water limit may not meet the sanitation and food preparation needs for some large families who may not be able to afford the surcharge.

This solution is easy to implement. There will still be costs for water pricing awareness.

Consequences:

If home owners start buying bottled water from the grocery store and dispose of the plastic bottles incorrectly, there will be more littering in the area.

People may leave the town and move to a different county in order to avoid the surcharges and therefore the county may suffer from the loss of profits.

Justification:

Best Solution: Solution Two. Based on previous experiences with water shortages, water officials in Denver, Colorado, say that the surcharges encourage customers to conserve water. The Centennial Water and Sanitation District justifies our actions by saying that water use beyond the water budget requires the District to obtain additional sources of water which are extremely expensive. The different tiers in the rate structure recognize these additional costs. The tiered rate system is designed to encourage conservation. The increasing water rates based on usage are common in water supply systems and are effective at discouraging wastefully high rates of use. This system works quite well. In fact, revenue from the surcharges would help fund forest fire expenses and drought mitigation. It was clearly stated that in 2007 the value of the crops produced in the county exceeded $105 billion. We need a way to help our crops and renew our lands. In an article written by Mary Wyatt Tiger to the Public Administration regarding communicating on drought surcharges, it was stated that “A utility’s goals for a drought surcharge are revenue stability, conservation and equity”. It doesn’t make sense to have individuals conserve water without putting some sort of monetary consequence behind it. It is evident that by charging citizens extra for excess water use would discourage residents from being wasteful. Statistically speaking, if all U.S. households installed water-saving features, water use would decrease by 30% saving an estimated 5.4 billion gallons per day. The council resolution said that at 1 cent per 100 gallons a surcharge would provide annual funding to the Bay County areas in the amount of approximately $14 million while costing each user household only about $13 per year.

Many areas around the globe have made this decision to protect their environment. By following the data from research, there is no doubt that solution two is better than solution one. Solution one is unrealistic in that it will not grab attention like a rising water bill does. Solution number one is not specific enough and is too easy for citizen to look over.

Some people will say that charging citizens for extra water consumption is ridiculous and unlawful. However, if we do not take immediate action to get consumers attention, we will be without water completely. People need to be responsible citizens and make the decision to protect our planet. Posting signs and sending out flyers on conserving water simply will not be enough. Once individuals

realize how much water they are wasting and ultimately have to pay for it, they will reconsider what they feel is “normal” usage.

Debriefing Plan and Coaching Questions


NGSSS in Science:













Debriefing Plan:

All teams of home owners and employees of the Springfield Water Department will make their presentations to the chair member John Smith and also to the County Citizens in the attendance of all other teams. By doing this, all possible solutions will be heard by all students. The teacher will keep track of the characteristics proposed for each “best solution”. These characteristics will be provided on a handout to all students on the day of class following the presentations. Both home owners and employees of the Springfield Water Department will rate each “best solution” on a scale from 1 to 5. Points are assigned for each “place” on the list (See chart below). The teacher will tally the points for each solution.

The two solutions awarded the most points will then be look at in a whole class session. The teacher will then ask the class if there is a way to combine the two solutions to make one “Outstanding” solution. Through a class discussion, students will reach an agreement on which sections of the solutions they wish to use. The teacher will write a bulleted list of these portions on the board for all to see.

Rating Points Awarded1 – Best 25

2 – Very Good 203 – Good 154 – Okay 105 – Fair 5

Five Essential Questions:

The “best” solutions must utilize accurate scientific concepts. This includes explaining each of the following in a way that demonstrates understanding of the learning outcomes:

1. Water usage

2. Importance of conserving

3. Human and environmental effects from overconsumption

4. Minimizing water consumption

5. Preserving the environment

While students construct their presentations, the teacher will stay actively involved and provide coaching to the student groups. The teacher will also continuously walk around to keep a checklist to know students are on task.

Coaching Questions:

C – Cognitive M – Meta-cognitive E – Epistemic

Type of Question Question

Meet the ProblemC Can you summarize the information you have received in your memo and or articles?

M Are there any unfamiliar terms that we need to go over in order for you to fully understand the problem at stake?

E Do you think this is a realistic problem? Do you believe that this could happen in the real world?

Know/Need to Know BoardC What does statistics regarding water usage mean for our problem?M What have you learned about conserving water?E Why is it important to know what laws are in place when it comes to conserving water?

Problem Statement

C What seems the most important when it comes to reducing the amount of water being used?

M What do you think is the central issue?E Have you considered the needs of all the stakeholders in this problem?

Research

C Do you have enough facts to suggest that your solution will effectively reduce the amount of water being used in the area?

M How did you work together in finding information on water consumption? Did it help in finding a solution?

E Why is this important? Generating Possible Solutions

C What scientific evidence do you have to back up this solution?M How did the group collectively decide on this solution?E Who will be unhappy with this solution?