Cycle 1

In the previous cycle students constructed explanations about the relationship between human population, the per capita consumption of resource, technological advances, and land use changes on Earth. The previous cycle set the foundation for students to consider the relationship between land use changes, water quality and availability, and climate change.

In this cycle, students will construct an explanation that answers the guiding question: What is the relationship between human changes to the environment and water quality? To begin with students will complete a card sort to indicate prior knowledge about the relationship between human activities and water quality. They will then observe a cycle level phenomena to consider the cause of coastal dead zones. Students will develop and use models of human land use activities that affect the quality of water in a location, including pollution plumes and impervious surfaces. They will read an article and case studies to provide real world examples of these models, and to construct explanations about the relationship between human activities, such as land use, and water quality. Students will revisit the cycle level phenomena to explain how agricultural practices ultimately cause the impairment of coastal areas, to further develop their explanation. Next, students will consider the types of solutions that can be implemented to improve water quality. They will design water filtration models to determine the type of filtration media that works most effectively in removing water contaminants. They will use this information to design an optimal water filtration system, using the engineering design cycle.

In the next cycle students will analyze and interpret data to provide evidence for climate change. They will construct arguments and consider how multiple lines of evidence, and scientific reasoning are needed to support scientific claims, such as the claim that humans are causing the Earth’s climate to change over time.