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Lesson 1: Develop a Hypothesis

Overview
After you have introduced the project, lead the students in developing their own hypotheses. Depending on the age and ability of the students, you may choose to have them develop the hypotheses as a whole class activity, as teams, or as individuals. At the end of the project, when the students have analyzed the data sent in by the other participants, they will revisit their hypotheses and decide whether or not the information supports or does not support their hypotheses).

Objectives
Students will:

Develop hypotheses to determine the following:

Whether the quality of a local fresh water body is good or polluted.

Whether or not water quality will be better in some areas of the world or worse.

Whether or not organisms found in the water will be the same or different all over the world.

Use language to clarify observations and to summarize information.

Convey information to others in written form.

Time
One 45 minute class period.

Materials

Printable Student Worksheet (optional)

Teacher Preparation
Writing a Hypothesis: There are many ways to write a hypothesis; the following links are just a few suggestions.

Writing a Hypothesis: A Student Lesson

Formatting a Hypothesis

Brainstorming

Brainstorming Rules

Brainstorming Map

Assessment
The students' hypotheses can be used for assessment based on the following sample rubric. Additionally, if students develop the hypotheses as a whole class activity or as teams, the students' participation in the activity can be used for assessment.

Score	Criteria
5	The hypotheses are thorough, based on scientific facts, AND identify the problems.
4	The hypotheses are based on scientific facts AND identify the problems.
3	The hypotheses are based on some facts AND identify the problems.
2	The hypotheses are guesses AND based on some facts.
1	The hypotheses are guesses and cannot be supported by facts.
0	The student did not write anything down.

NOTE: you can also make up your own Rubric using Rubistar.

Procedure

NOTE: The following instructions also appear in the Project Instructions section of this web site.

	Activity 1: Develop a Hypothesis
	For this project, you will engage in a variety of activities that follow the scientific method beginning with making initial observations and developing a hypotheses (see Student Guidelines for the using the Scientific Method for more information). Introduce the Project: The main purpose of this project is to make a general determination about the water quality of a fresh water body, compare the data collected by all project participants, and look for relationships, trends, similarities, and differences. To do so, you will: Conduct a variety of water sampling tests to analyze physical and chemical substances commonly found in a fresh water body Compare your findings with other participating classes. Initial Observations: Select a fresh water body such as a river or stream close to your community where you would like to conduct the fresh water sampling tests. Make an initial visit of the site. If that is not possible, it is recommended that you take a picture or several pictures of the fresh water body and show them to the class. Develop Hypotheses based on the following questions: (this can be done as a whole class activity, as teams, or as individuals) Do you think your water is of good, or poor quality? Why? Do you think the water quality will be better in some areas of the world or worse? Why? Are the organisms found in the water the same all over the world? Why or why not? Once you have written down your hypotheses, continue to the next activity.