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Community Experience

👥 DWM and river partner Q&A

Critical Thinking & Problem Solving Effective Communication Collaboration MS-ESS3-3 MS-ESS3-3 MS-PS1-3 Big Ideas Performance Tasks Real-World Challenge Learning Partners and Clients Submission Required

Students meet virtually or in person with Chicago Department of Water Management staff or Chicago Riverwater and local science team members. They ask prepared questions about infrastructure limits, common pollution sources, family impacts, and realistic monitoring or reduction options, then add partner evidence to a class insight board.

Plan day
Day 7
Duration
45 min
Grouping
Whole Class
Steps
6 steps

Lesson plan

6 steps · 45 min
# What teachers do
1 Launch the purpose of the partner Q&A by reminding students that they are gathering evidence for a later proposal about reducing stormwater pollution near the Chicago River; review norms for respectful listening, concise speaking, and empathy for families affected by polluted runoff. (5 min)
2 Have teams quickly review the strongest questions from the previous source evaluation work, sort them into categories such as pollution sources, infrastructure limits, family impacts, material behavior, and realistic fixes, and assign roles including facilitator, note-catcher, follow-up questioner, and insight board poster. (8 min)
3 Students meet with DWM staff, Chicago Riverwater, or local science team partners and ask prioritized questions about common pollutants, synthetic and other human-made materials in runoff, how material properties affect movement in stormwater, neighborhood impacts, monitoring methods, and realistic reduction options. (18 min)
4 In teams, students debrief immediately after the Q&A by comparing notes, identifying at least three key pieces of partner evidence, and selecting the most realistic pollution problem and one possible solution direction for a neighborhood near the river. (7 min)
5 Teams add their strongest evidence, one direct partner insight about infrastructure or material behavior, and one remaining question to the class insight board, then complete a brief share-out so classmates can hear patterns across partner responses. (5 min)
6 Close with a quick reflection in which students write how today’s partner evidence changed or strengthened their thinking about the main pollution source and a realistic fix they could recommend later. (2 min)
Preparation (10 items)
  • Confirm the community partner visit format, time, location or virtual link, speaker names, and any technology needs at least one day in advance.
  • Share a short agenda and student-friendly purpose with partners so they know students will ask about stormwater pollution sources, infrastructure limits, family impacts, material behavior, and realistic reduction strategies.
  • Prepare a visible question bank template with categories for pollution sources, material structure and behavior, synthetic materials, community impacts, monitoring, and feasible fixes.
  • Create team note-capture sheets or a digital form with spaces for partner claim, evidence, vocabulary, constraints, community impact, and possible solution ideas.
  • Set up a class insight board, digital or physical, with columns for pollution source, material/property insight, infrastructure limit, family/community impact, realistic fix, and unanswered questions.
  • Pre-assign or prepare students to choose discussion roles so every student has a speaking, listening, or synthesis responsibility during the Q&A.
  • Prepare sentence stems for student questions and follow-ups such as 'What evidence shows...?', 'How does that material behave in runoff?', 'What makes that solution realistic or difficult?', and 'How does this affect families nearby?'
  • Test projector, audio, camera, microphones, and internet connection if the session is virtual or hybrid, and prepare a backup plan such as recorded partner responses or emailed answers.
  • Brief students before class on professional interaction expectations, including eye contact, one speaker at a time, taking accurate notes, and thanking partners.
  • Identify a few strategic prompts to support quieter students, multilingual learners, and students who need more structure during live questioning.
Student-facing instructions
You will work with your team to interview a Chicago water or river partner and gather evidence for your stormwater pollution proposal. Your goal is to learn which pollution sources most affect neighborhoods near the river, how oils, trash, chemicals, and other human-made materials move through runoff, what limits city infrastructure faces, and which fixes are realistic. You will need your team question list, note sheet, and access to the class insight board. First, review and prioritize your team’s questions and take on a role. During the Q&A, ask clear, respectful questions, listen carefully, and record specific evidence, examples, and constraints. After the conversation, compare notes with your team, choose your strongest evidence, and post it to the class insight board. End by writing how the partner’s ideas changed your thinking about the most important pollution problem and a possible solution direction.