High schoolers discuss why research skills are important to have as a skill in life. As a class, they identify their prior knowledge when it comes to researching a topic and discuss why it is important to be an independent learner. In...

Students are able to become more informed about the dangers of water contamination by sharing their prior knowledge with each other. They discover the importance of communicating these dangers to the public.

Students are able to calculate the population density of a country, and calculate the population density of large cities in that country. They are able to create an appropriate graph to represent their data for that country.

Students are able to identify questions they need to answer to comprehend a specific news article. They are pushed to question how they know that their drinking water is safe.

Pupils generate four statements and four questions based on their current level of understanding of the article from the engage lesson. They evaluate the statements and questions that they have generated and those of their classmates...

Students are able to explain why water is an indispensable resource in a written essay and class discussion. They identify at least three examples of where water has been a source of conflict between societies from a reading and...

Students are able to characterize arsenic and determine its potential health threats in writing. They are able to compare and contrast arsenic to other water pollutants using Venn diagrams. Students are able to demonstrate essay skills...

High schoolers, using directed questions, identify five internet resources. They use these resources to identify relevant information by highlighting those sections that address the provided questions. Students present the answers to...

Students engage in a paper treasure hunt to find a lode deposit of gold using the placer deposit concentrations of metals found in stream sediments. They use topographic maps and metal concentrations to assist them. Students discuss the...

High schoolers are able to provide a basic description of one country that has arsenic in its water supply. They are able to locate these countries on a map. Students explore the majors countries that have been affected by arsenic...

Students understand how mineral deposits are formed and why they are not evenly dispersed. They create and describe three different precipitates from four solutions simulating mineral ore deposit formation in sedimentary rock.

Students articulate a possible relationship between arsenic and gold deposits in a written statement using data to substantiate the relationship they describe. They use real data to determine the source of the arsenic in the drinking...

Students are able to identify the areas of the world that are affected by arsenic contamination of the water supply. They are able to describe the ways in which various societies deal with the problem of arsenic contamination. ...

High schoolers identify the causes of major natural disasters in a written response and on a poster. They explain with a written response, on a poster and to peers in an oral presentation, how people adapt to living in an environment...

Students read about and discuss the importance of easily available, clean drinking water. They participate in a role play scenario in which only one drinking fountain in the school has potable water.

Students identify the causes of arsenic contamination. They list the world organizations involved in ensuring sanitary water supplies. Students describe various methods to mitigate arsenic contamination.

Students articulate what elements must be present in a successful, persuasive speech by composing a "presentation plan." They explain what they know about speech delivery in preparation for the presentation of their final projects.

High schoolers identify the major health effects of arsenic contamination. They explain how arsenic gets into groundwater in Bangladesh. Students list ways to prevent arsenic from getting into drinking water. They explain why access to...

Students synthesize the information they have been researching on water quality to evaluate the potential health risks in a region with arsenic contamination. They prepare and present a persuasive speech that incorporates visuals.

Learners plot the locations of fallout from two disasters that polluted much of the world's air. They plot the ash fallout from the 1980 Mt. St. Helen's eruption to see what the wind patterns in the United States look like overall. Next...

Students are able to compose a dialectical journal entry which analyzes information presented in a text. They are able to compose a creative journal entry which develops characters, presents events in logical order, and includes sensory...

Learners predict the movement of an air borne pollutant using their understanding of air currents. They determine which governments and/or communities should be contacted to be forewarned. They also explore the properties of their...

Students explain how geography and climate play a role in the professions that are unique to their city. They explain how geography and climate influence the forms of transportation in their city.

Students describe their ideal city based on geography and climate and leisure activities in a collage and discussion. They apply their understanding of a city's layout based on geography and climate.