Standard 1: Science As Inquiry

Students understand and use the processes of scientific investigation and scientific ways of knowing. They are able to design, conduct, describe and evaluate these investigations. They are able to understand and apply concepts that unify scientific disciplines.

1SC-E1. Identify a question, formulate a hypothesis, control and manipulate variables, devise experiments, predict outcomes, compare and analyze results, and defend conclusions

PO 1. Design an experiment using a scientific method
PO 2. Conduct an experiment using a scientific method
PO 3. Analyze the results of an experiment
PO 4. Defend conclusions drawn from the analysis

1SC-E2. Create a model (e.g., a computer simulation, a stream table) to predict change

PO 2. Describe variables that cause change
PO 3. Explain cause and effect of variables within a system

1SC-E3. Organize and present data gathered from their own experiences, using appropriate mathematical analyses and graphical representations

PO 2. Interpret patterns in collected data

1SC-E4. Identify and refine questions from previous investigations

PO 1. Analyze the results of previous investigations
PO 2. Refine hypotheses from a previous investigation

1SC-P1. Propose solutions to practical and theoretical problems by synthesizing and evaluating information gained from scientific investigations

PO 1. Evaluate scientific information for relevance to a given problem
PO 2. Propose solutions to a problem, based on information gained from scientific investigations

1SC-P6. Identify and refine a researchable question, conduct the experiment, collect and analyze data, share and discuss findings

PO 1. Construct a researchable question
PO 2. Employ a research design that incorporates a scientific method to carry out an experiment
PO 3. Analyze experimental data
PO 4. Communicate experimental findings to others

Standard 3: Personal and Social Perspectives in Science And Technology

Students understand the impact of science on human activity and the environment and are proficient in the uses of technology as they relate to science.

3SC-E4. Implement a proposed solution or design and evaluate its merit

PO 1. Apply a proposed solution to a problem
PO 2. Evaluate the merit of a proposed solution

Standard 6: Earth And Space Science

Students understand the composition, formative processes, and history of the earth, the solar system and the universe.

6SC-P5. Identify, investigate and predict the factors that influence the quality of water and how it can be reused, recycled and conserved

PO 1. Describe the properties of water that make water a unique and essential substance
PO 2. Describe factors that impact water quality
PO 3. Describe factors that influence the reuse, recycling and conservation of water
PO 4. Predict future trends in water quality control and conservation, based on factors that influence water quality and usage

Top | Standards | Notes | Materials | Contact me | Return to Castaway WebQuest

Standard 3: Geography

Students analyze locations, regions, and spatial connections, recognizing the natural and cultural processes that impact the way in which people and societies live and interact with each other and their environment.

3SS-E4. Demonstrate understanding of the characteristics, purposes, and use of geographic tools to locate and analyze information about people, places, and environments, with emphasis on:

PO 1. ways to display geographic information and characteristics through maps, charts, and graphs
PO 2. purposes of, and differences among, maps, globes, aerial photographs, charts, and satellite images
PO 3. constructing and interpreting maps, charts, and geographic databases using geographic information

3SS-P1. Acquire, process, and analyze geographic information about people, and environment by constructing, interpreting, and using geographic tools, with emphasis on:

PO 1. constructing and interpreting maps to infer geographic relationships, distribution, and features, including interpreting thematic maps of world population growth and United States and international time zones

3SS-D2. Analyze the world's physical geography, including Earth/Sun systems, weather systems, climate patterns, biogeography patterns, ocean characteristics, and basic landform processes, with emphasis on:

PO 1. revolution and rotation, time, days, seasons, time zones, the Tropics of Cancer and Capricorn, and the Arctic and Antarctic circles
PO 3. climatic controls and relationship to latitude, altitude, and position on a continent

Standard 3: Technology Productivity Tools

Students use technology tools to enhance learning to increase productivity and creativity, and to construct technology-enhanced models, prepare publications and produce other creative works.

3T-E1. Using formatting capabilities of technology tools for communicating and illustrating

PO 1. Use word processing editing tools to revise a document
PO 2. Design a word processing document with graphical elements

3T-E2. Use a variety of technology tools for data collection and analysis

PO 1. Use technology devices to collect and record data
PO 2. Create and use a spreadsheet to analyze data (use formulas, create charts and graphs)

3T-E3. Publish and present information using technology tools

PO 1. Design and create a multimedia presentation or Web page using multiple digital sources
PO 2. Publish or present the above presentation

Standard 5: Technology Research Tools

Students will utilize technology-based research tools to locate and collect information pertinent to the task as well as evaluate and analyze information from a variety of sources.

5T-E1. Locate information from electronic resources

PO 1. Identify electronic research resources
PO 2. Define subject searching and devise a search strategy to locate information using available electronic research resources

Standard 6: Technology as a Tool for Problem Solving and Decision-Making

Students use technology to make and support decisions in the processof solving real-real world problems.

 

T-E1. Determine when technology is useful and select and use the appropriate tools and technology resources to solve problems

PO 1. Based on a problem selected by the student, identify and use appropriate technology tools to:

a) collect data
b) interpret data
c) develop a solution to the problem
d) present findings

Top | Standards | Notes | Materials | Contact me | Return to Castaway WebQuest

Standard 1: Number Sense

Students develop number sense and use numbers and number relationships to acquire basic facts, to solve a wide variety of real-world problems, and to determine the reasonableness of results.

1M-E5. Represent and use numbers in equivalent forms

PO 1. Add, subtract, multiply, and divide integers, positive fractions and decimals

1M-E6. Recognize that the degree of precision needed in calculating a number depends on how the results will be used and the instruments used to generate the measurements

PO 1. Express answers to the appropriate place or degree of precision
PO 2. Apply the appropriate strategy
PO 3. Demonstrate/describe the magnitude of a rational number

Standard 2: Data Analysis and Probability

Students use data collection and analysis, statistics, and probability to make valid inferences, decisions, and arguments to solve a variety of real-world problems.

2M-E1. Construct, read, analyze and interpret tables, charts, graphs, and data plots

PO 2. Interpret and analyze data from graphical representations and draw simple conclusions
PO 3. Choose an appropriate graphical format to organize and represent data

2M-E2. Make valid inferences, predictions and arguments based on statistical analysis

PO 1. Formulate predictions from a given set of data and justify predictions
PO 2. Compare a given prediction with the results of an investigation
PO 3. Critique the conclusions and recommendations of others' statistics
PO 4. Consider the effects of missing or incorrect information

2M-E3. Display and use measure of range and central tendency

PO 2. Find the mean, median, mode and range of a data set
PO 3. Choose appropriate measures of central tendencies to describe given or derived data

Standard 3: Patterns, Algebra and Functions

Students use algebraic methods to explore, model and describe patterns, relationships and functions involving numbers, shapes, data and graphs within a variety of real-world problems-solving situations.

3M-E7. Solve simple linear equations and inequalities using a variety of methods and a variety of manipulatives

PO 1. Solve equations using whole numbers with one variable; multiple steps
PO 2. Solve linear (first degree) equations using models/manipulatives, symbols and/or graphing in a one-step equation

Standard 5: Measurement and Discrete Mathematics

Students make and use direct and indirect measurement, metric and U.S. customary, to describe and compare the real world and to prepare for the study of discrete functions, fractals and chaos which have evolved out of the age of technology.

5M-E2. Select and use appropriate units and tools to measure to the degree of accuracy required in a particular problem-solving situation

PO 3. Measure to the appropriate degree of accuracy to solve problems

First, thank you for considering this WebQuest. I hope it is all you expect it to be. If you have questions or suggestions, I would be glad to hear them. My email address is listed below.

I believe this is an exciting and fun activity for middle school students. This activity covers a wide range of standards. It involves inquiry, open-ended investigations, collaboration, and many process skills.

Either as an introduction and motivator or at the conclusion of this activity, show the movie Castaways.

The solar still activity, Getting Fresh Water From Sea Water, is an excellent activity for teaching the scientific method. This activity works best when left set up all day long and the fresh water is collected first thing in the morning. You must pour water into the hole, especially if you live in a dry environment, like Saudi Arabia or Arizona. There isn't enough water in the soil to get good results. My students pour in a couple of liters or water. Give the water time to soak into the soil before covering, otherwise your beaker floats on the water. I haven't tried this, but I've heard of people putting plant material in the hole as a source of water.

Before starting, have your students predict which color plastic will work best.

The biggest problem with this experiment is that students don't seal the plastic to the ground by stacking dirt around the edges; the evaporating water escapes into the atmosphere. Often, they get too much dirt on the plastic surface and it collapses. Other common problems are not getting the collection container centered under the plastic, knocking the container over while putting the plastic on top, or not getting the hole deep enough and the plastic rests on top of the container.

When all things work well, you can expect to get between 50 and 100 mL of fresh water per site. How many sites would you have to have in order to survive? For two people to survive?

Have your students make a graphs of their results. Use a spreadsheet program to enter data and design graphs with the aid of the computer.

It is important to repeat the experiment to see if you can duplicate the results and to work out all the bugs from the first experiment.

How would increasing the surface area of the solar still effect the amount of fresh water produced? Have your students determine the relationship of the surface area to water produced and construct a spreadsheet to estimate water produced.

The Building a Shelter activity is interesting to do with middle school students. Most of my students have elected to build a model of a shelter; the shelters are usually made of sticks. However, they have done excellent PowerPoint presentations. This is a great activity for students that want to be engineers and students that like to build things. Challenge your students to include windows for ventilation.

You may want to limit building materials to materials around your school. If you live in a rocky area, encourage your students to use rocks. If you live in a woody area, encourage your students to use sticks.

How can you insulate the walls? Water proof the roof? How would you vary the construction if you marooned in a temperate zone? Alpine?

Finding Your Location is a challenging activity. Your students will need to construct a simple astrolabe using a soda straw, protractor, string, and a weight. Accurately reading the measurement of the angle of Polaris is the greatest problem, especially since this is done at home in the evening. Just locating Polaris may be a challenge. This may be an activity for your student's family to do together. Remember to use the compliment of the angle you measure with the protrator.

The instructions on the worksheet are fairly clear for finding your latitude during the day time. The problem may be getting your students together when it is noon. This might be a good time to try cooperative learning.

The NOVA program gives clear instructions for finding your longitude. The program explains the process then gives the student several examples to solve. All examples are based on knowing the time of sunrise.

Have your students look up sunrise in your local papers and see if they can calculate their longitude using this method. Give your students some problems of your own.

My students have had a little trouble with the mathematics involved in the process of calculating longitude when accounting for the time of year. Once you figure it out, you can explain that to your students.

Shovel to dig a hole 8-12 inches in diameter and 12-16 inches deep

Black plastic trash bags cut into 1 square yard pieces

Clear plastic cut into 1 square yard pieces (available at lawn and garden shops or construction supply stores.

250 mL beaker or similar size container to place in the center of the pit to collect water

Graduated cylinder

Bucket or large bottle to pour water into the hole

Graph paper

Coping saw or small hand saw for cutting sticks and branches

Glue, plaster or mortar

Paint and brushes

Modeling clay

Scissors

Old newspaper to cover desks

 

If doing a multimedia presentation, you will need a multimedia authoring program such as HyperStudio or PowerPoint

Soda straw

Medium weight string

Paper clip or similar object to be used as a weight

Protractor

Atlas that will show longitude and latitude

Clock

Newspaper that will show time of sunrise in your area