This unit uses text-based inquiry to examine water quality issues through the lens of an engineer.
Applied Science, Career and Technical Education
High School
Grade 9, Grade 10, Grade 11
Material Type:
Unit of Study
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Date Added:
Creative Commons Attribution Creative Commons Attribution
Media Format:
Graphics/Photos, Text/HTML


Danielle Gasser on Oct 30, 05:10pm

As a Biology teacher, I think this unit will be a great addition to my classroom and help relate our Ecology concepts to North Carolina and our students' lives. Were you able to find articles that were more local? (Charlotte area?) It almost seems as though you could also tie this into a history class as you touch on many federal regulations. As I read through it, it seems as though your students have been well-prepped prior to this lesson for inquiry-style investigations. I am still a little confused as to what a Gant chart is exactly.

Laura Armstrong on Oct 03, 12:11pm

I found your articles very interesting and thought-provoking. I switched from teaching math to engineering this year, so reading through a different lens has provided me with lots of ideas and new insight. You guys planned and prepared the lesson well, start to finish. I thought the texts were well chosen and drawn together well. To relate what the students are learning to something that is a part of their lives on a daily basis is huge. I think this lesson definitely requires the students to think outside of the box.

Jeanne Cooper on Sep 27, 10:58am

This is a well thought out unit that focuses on a recent and real world problem in the backyard of Charlotte residents. The poster style presentation is a great idea and allows others to view the student's work. I wonder if some hands-on water quality analysis could be included to give the students experience reading and comprehending different styles of text as well as getting a feel for the water analyses that must be conducted in the type of situation found at Camp Lejeune.

Christina Segura on Sep 27, 06:34am

I loved the presenting the final product to a roving audience. I think that the topic is very relevant for the students and I love the take on looking at it as an engineer. I wonder if the rubric could be made digital so the roving audience could look at it prior to listening to the presentations. I wonder if sharing a few examples of the "I wonder" posters would help those outside this group have a better understanding of the task.

Lori Zeman on Sep 26, 09:16am


I like that your anchor text is about an area local to North Carolina. I feel like this would increase student buy-in as it is local and relevant to their current lives.

Your rubric is clear and easy to understand. Maybe add an area for all 3 teachers to give feedback instead of just 1 area?


Your essential question is a great opener for this project because it forces students to be introspective about what humans are doing to the earth and what they individually might be doing as well.

I liked that you have your students establish norms for group behavior on the first day. I'd be interested to hear how this went and your opinions on if you think it helped.


One thing that could be helpful to the students to improve their presentation skills would be to allow the visitors to the presentations to give specific feedback (both positive and constructive).

Something to think about to make your students final presentations more interactive would be to have them add some type of digital piece. Whether that be the students interviewing the public about common mis-facts with water pollution or their peers thoughts on water pollution before and after this project.



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