Tasks

=Post your tasks here from the August 30th and 31st session. Members can read and comment on your work.=

I have updated my work on both tasks; you can view them on the LDC wiki. I am in the process of teaching the argumentative task and will provide updates on how that went.

[|LDCTask11Apartheid docx.docx]

** Jessica's work: **
[|Argumentation Template for Task 2.docx] This looks Marvelous!

**(Jessica's NEW Task 12- Updated 10/9/11)**

Holly's Work for High School Science: [|Task 11 Anatomy Cardiovascular System.docx] [|Task 11 Physical Science.docx] [|Task 2 Physical Science.docx]

Mark Weese's Informative Task Work: Mark, as much as I loved the other task you were starting, I really like this one! Have you received much feedback from it? I have written this task in task 12 informative format... and therefore it is based on an essential question as well as requires students to read text rather than find their own research.

The task is based on the article "Dead in the Water" by Kirsten Weir, which discusses the detrimental effects of fertilizer runoff in the Mississippi River on marine life in the Gulf of Mexico. After reading the article, students will discuss major vocabulary and concepts fitting with the GPS, such as: Protist, Algal Blooms, Food Chains, Energy Connections, Bacteria, and Decomposition.

Students will also simulate their own "Dead Zone" in the classroom by setting up a controlled experiment that requires looking at pond water under the microscopes and the effects fertilizer has on the life in pond water. Science is based on research, making observations, making hypothesis, testing hypothesis, sharing results and making reference to other research by relating them to your results. This is exactly how I have begun to set up this module. Task 12 

[|Dead in the Water Lab.doc]