WV State Standards: Math: M.O.A1.2.1, M.O.A12.2, M.O.A1.2.3, M.O.A1.2.5, M.O.A1.2.16, M.O.A1.2.17, M.O.A1.2.20, M.O. CM.5.2, M.O.CM.5.5, M.O.CM.5.8 Science: A1.2.1, A1.2.2, A12.3, A1.2.4, A1.2.5, A1.2.17, A1.2.18,  A1.2.19, A1.2.20, AM1.2.1, AM2.2.11, CM.5.2, CM.5.5, CM.5.8, AM1.2.5, AM1.2.6 , AM1.2.13, AM1.2.16 Technology: TEC.9-12.1.1, TEC.9-12.1.2, TEC.9-12.3.1, TEC.9-12.3.2, TEC.9-12.3.4, TEC.9-12.5.2, TEC.9-12.6.1 National Standards:  Math: 1, 2, 3, 4, 5, 6, 7, 8, 9 Science: 1, 2, 6, 7, 10, 11, 12, 13 Technology: 1, 2, 3, 4, 5, 6 Blooms Taxonomy: Knowledge, Comprehension, Analysis, Synthesis, Evaluation 21st Century Skills: Creativity and intellectual curiosity Critical thinking and systems thinking Problem identification, formulation, and solution Thinking and problem-solving skills Communication skills Information and media literacy skills Interpersonal and collaborative skills Social responsibility Self-direction Accountability and adaptability

Objective(s)

Students will:

• learn to measure dissolved solids, nitrates, and transparency of water according to the GLOBE Program protocols.
• design a settling tank based on given flow rates
• determine if the water is safe enough to discharge into a river downstream.

Time Required

Two 45 minute periods plus homework and field trip

Pre-Requisite Skills

High school algebra and ability to read a meter stick

21st Century Tools (Technology Tools)

Measuring dissolved solids is best done with a conductivity meter. Nitrates are measured with a LaMott kit, and transparency is measured with a turbidity tube. Calculators, Excel, and PowerPoint will also be needed.

Instructional Materials

Background and procedures for field measurements are from the GLOBE Program protocols for dissolved solids, nitrates, and transparency. For all mathematical calculations, students will use handout 3. Additional resources for water quality standards can be found at the WVU Extension Services Website. 

Description

The field component of this lesson is for students to learn the measurement process for dissolved solids (conductivity), nitrates, and for transparency (turbidity). This can be done in the field (preferably) by measuring a pond or in the classroom with water samples. Teams will design their settling tank based on the amount of initial solids and the water quality they must attain to legally discharge into the river downstream. The assessment for this lesson is their ability to measure conductivity, nitrates, and turbidity and if their settling pond would theoretically produce water that meets regulations.

Procedure

Differentiated Instruction

To incorporate various learning styles, this lesson can be varied for difficulty, limiting the number of environmental factors the students have to measure. Learners with disabilities could be given roles in a team that focused on strengths, not requiring them to perform activities that are beyond their ability level. Software for computer access such as Jaws or Kurzweil may also be used to make the materials more accessible. 

Collaboration

Chemistry and biology are closely tied with this mathematics lesson. It is suggested that the class work with a biological or environmental science teacher to learn accurate measurement techniques for temperature and dissolved oxygen. 

Author's Comments

This lesson illustrates how closely aligned mathematics and natural sciences are. Without the math background, planning a fish hatchery would be impossible. Have students reflect on what would occur if industry didn't have environmental standards to meet, especially with regards to AMD or fish farms.

21st Century Assessment/Evaluation

Teams are evaluated on their ability to measure dissolved solids, turbidity and nitrates. Also, their proposed settling pond must effectively treat the water.