How Can Maps Contribute to Our Understanding of Local Water Quality Issues?
In this lesson, students will learn how to analyze and create maps that communicate scientific data (especially data that is related to water quality).
How can a map help us choose a testing site?
- Identify characteristics of an effective map
- Analyze a map of the local area to identify potential water testing sites
- Learn to perform different water quality tests
- Learn to use geospatial mapping tools (like ArcGIS)
- Test the quality of local bodies of water
- Use map evidence to support an argument
How can a map help us organize and analyze our scientific data?
- Learn to perform different water quality tests
- Learn to use geospatial mapping tools (like GPS tracking apps)
- Collect geographic data
- Create a map based on water quality data from a local body of water
- Analyze and revise data-based maps
How can maps help us explore the broader implications of our data?
- Learn about different types of correlation
- Distinguish between correlation and causation
- Explore the relationships between multiple sets of geographic data
Discipline: Social Studies
Sub-discipline(s): Geography
Grade level: 9-12
Summative Performance Task
Description: The students will write a map-centric data report to visualize the data they collected.
Assessment method(s): Data report (essay), complete with maps
Assessment criteria:
- Did the student provide an accurate summary of the data the class collected, complete with helpful map references?
- Did the student’s map meet the following criteria?
- Did the student enter their data into the map correctly?
- Did the student choose an appropriate base map and scale?
- Did the student create a clear and accurate key?
- Did the student use symbols/icons and colors efficiently and effectively?
- Is the student’s map eye-catching?
- Is the student’s map easy to read (i.e. not too busy or crowded)?
- Does the student’s map include interactive elements, and do they work properly?
- Does the student’s map feature any indicators of reliability? (e.g. replicated data, an explanation of how the data was collected, etc.)
- Did the student adequately defend the claim that their map is “reliable”?
- Did the student adequately defend the claim that their map is “readable”?
- Was the student’s analysis of the data insightful and logical? Did the student make arguments about what the data means and back them up with map evidence?
- Did the student demonstrate an accurate understanding of the term “correlation,” including the fact that it is distinct from causation?
- Did the student accurately explain the relationship between their own data and at least one set of publicly available data (positive, negative, or no correlation), as well as the significance of that relationship?
- Did the student give a thorough explanation of how they revised their map after a second round of data collection?
Taking Informed Action
Description: The students will use the water quality data they collected (and the maps they created) to take some action towards solving any problems they uncovered.
OR
The students will collect data for the express purpose of comparing it to the water quality data they collected earlier on in the lesson.
Assessment method(s): Varies
Assessment criteria: Varies
Types of activities featured in this lesson plan...
C3 Standards
- D2.Geo.1.9-12 Use geospatial and related technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics.
- D2.Geo.4.9-12 Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.
Interdisciplinary Connections
Give your students a more integrated educational experience
Overlapping standards and skills
- Math: In this lesson, the students learn about different types of correlation and the scatter plots behind them. In a math class, they could dive even deeper into this topic.
- Science: In this lesson, the students test local bodies of water using a variety of methods. This gives them the opportunity to practice key science skills, such as collecting and recording data, following procedures, data analysis, and data reporting.
- Science: The summative performance assessment for this lesson is a data report. While the students do reflect on the scientific data they collected, the assessment is designed to fulfill geography standards; much of the focus is on the maps the students created with their data, rather than on the data itself. If your students are also using the Protecting Nebraska Waters curriculum in their science class and they complete one or more of the “phenomenon labs,” they will likely be asked to write a lab report about their data – how they collected it and what it means. You should consider combining the requirements of the two assessments, so that the students only have to write one data report.
Relevant lessons from other disciplines
English Lesson: How do we write an effective paragraph using CREW?
Science Lesson: What can aquatic organisms tell us about the health of a body of water?
Science Lesson: How vulnerable is my community to the threat of an algal bloom?
Science Lesson:How does nutrient pollution affect the water in my community?
Part of the "Water Testing" collection
Science Lesson: How do longitude and latitude help us analyze data and solve problems?