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Metacognition Training through Think-Aloud Pair Problem Solving [TAPPS]: Two Lessons about Rivers part of Cutting Edge:Develop Program-Wide Abilities:Metacognition:Activities
Attached is a description of how to use "Think-aloud Pair Problem Solving" in a classroom. It is followed with two lesson plans on the topic of rivers.
Flood Curves Lecture Tutorial part of Cutting Edge:Enhance Your Teaching:Teaching Methods:Lecture Tutorials:Examples
This Lecture Tutorial worksheet guides students through thinking about the effects humans have on infiltration, and how that effects the duration and severity of floods. It is designed to be used in groups after a brief lecture introducing surface and ground water flow into a stream.
JiTT - Dam Removal - A Good Idea or Not? part of Just in Time Teaching:Examples
1) What are some of the biological effects of dam removal (good and bad)? 2) What are some of the more pressing/compelling reasons to remove a dam? Explain. 3) The Stanley and Doyle (2003) article states that, ...
Rivers: Short In-class Activity part of Interactive Lectures:Examples
Images of the James River in Virginia, including one at flood stage, and of potholes, all of which can be used to have the students make observations, estimates, and interpretations. -
Hydrosphere part of Socratic Questioning:Examples
Detailed, annotated example of Socratic questioning for topics of hydrologic cycle, streamflow hydrographs, and impacts of land-use change on streamflow. -
JiTT - Groundwater and Archaeology part of Just in Time Teaching:Examples
1) What is causing the groundwater to rise to the foundations of Egypt's archaeological structures? What damage is the groundwater doing? 2) Describe at least two different solutions that have been proposed to ...
JiTT - Water Issues and the Aswan High Dam part of Just in Time Teaching:Examples
1) What are some of the GOOD changes for the environment and positive impacts on the local people from construction of the Aswan High Dam? 2) What are some of the BAD changes for the environment and negative ...
ConcepTest: Stream Baseflow During Droughts part of ConcepTests:Examples
What happens to the volume of water that passes from groundwater to streams during a prolonged drought? a. it increases b. it decreases c. no change
ConcepTest: Humid Climates and Water Transport to Streams part of ConcepTests:Examples
In a humid climate (e.g., Georgia), which process contributes the greatest volume of water to streams? a. human activity b. overland flow c. groundwater discharge
ConcepTest: Arid Climates and Water Transport to Streams part of ConcepTests:Examples
In an arid climate (e.g., Arizona), which process contributes the greatest volume of water to streams? a. human activity b. overland flow c. groundwater discharge