Water Pollution: High School Problem-Based Learning Curriculum

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Experiential Learning Depot
689 Followers
Grade Levels
9th - 12th, Homeschool
Resource Type
Standards
Formats Included
  • Zip
  • Google Apps™
Pages
30 pages
$8.00
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$10.00
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$2.00
Bundle
$8.00
List Price:
$10.00
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Experiential Learning Depot
689 Followers
Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).
Easel Activities Included
Some resources in this bundle include ready-to-use interactive activities that students can complete on any device.  Easel by TPT is free to use! Learn more.

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    Description

    This water pollution-themed science problem-based learning curriculum mini-bundle for high school students includes two problem-centered resources:

    • A problem-based learning experience where students develop a hypothetical comprehensive plan to solve the problem of water pollution from fertilizers
    • Community action project where students design and lead their own projects that require direct action to solve the problem in their community


    Each student or small group of students will explore water pollution and how it impacts their community. They will deeply explore the problem and develop a theoretical comprehensive plan to reduce or eliminate the problem of water pollution altogether.

    Students will then coordinate an action plan to help solve the problem and then take action. Each resource included in this bundle offers guiding templates to help save you time and streamline the process for your students.

    This is a great activity to teach 21st-century skills such as problem-solving. The community service and leadership elements make this experience an awesome high school resume builder as well.

    Both of the resources in this bundle include a printable and digital version (Google Apps). The resources are not editable at this time.

    This bundle includes:

    Bundle Part 1 - Problem-Based Learning Lesson Plan

    • Teacher guide
    • Student guide
      • Research planner
      • Solutions exploration guide
      • Presentation Outline
      • Reflection
    • Rubric

    Bundle Part 2 - Community Action Project-Based Learning Activity

    • Teacher guide
    • Two project proposals (1 - research the issue, 2- take action)
    • Exploring solutions brainstorming guide
    • Rubric 1: teacher-created PBL rubric for part 1 - researching the issue
    • Rubric 2: student-generated PBL rubric template for part 2 - taking action
    • Category and levels of mastery word banks for student-generated project rubrics
    • Daily check-in form
    • Learning reflection template

    Need some freebies to get you started?

    If you like this experiential science bundle, try these high school science resources as well:

    Blog Posts for PBL Guidance:

    Interested in new resource alerts, freebies, tips, tricks, and more?

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    Cover Font Credit: Mr. FISK Fonts

    Total Pages
    30 pages
    Answer Key
    Rubric only
    Teaching Duration
    1 month
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    Standards

    to see state-specific standards (only available in the US).
    Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
    Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
    Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
    Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
    Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

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