Molecule Murk: Cracking Water Pollution

Learning Goals & Products

Learning Goals

Students will be able to investigate stormwater runoff in a Chicago River neighborhood to identify how oil, trash, and synthetic chemicals move through water and affect the environment.

Students will be able to analyze data from Chicago Department of Water Management stormwater cases to determine major pollution sources and patterns.

Students will be able to explain how the chemical structure of common materials affects whether they dissolve, float, stick, or travel in runoff.

Students will be able to compare natural and synthetic materials to describe how they come from natural resources and impact society and waterways.

Students will be able to define an evidence-based How Might We problem statement that distinguishes the pollution problem from possible solutions.

Students will be able to ideate multiple feasible runoff reduction or monitoring solutions for a Chicago neighborhood near the river.

Students will be able to prototype a runoff model or service concept that shows how one solution could reduce pollution for local residents.

Students will be able to test and refine a prototype using runoff data, simple iteration logs, and feedback from at least one real user or partner.

Products

individual

User Interview Notes, Problem Framing Memo, and Annotated Runoff Prototype

Each student submits a research artifact with interview evidence, a clearly evidence-based How Might We statement, and one annotated prototype that translates their insight into a testable idea. This product proves individual understanding of the problem, the science, and the design reasoning that informed the team solution.

team

Chicago River Stormwater Solution Brief and High-Fidelity Prototype for Community Review

Teams produce a shared problem statement, a collaboratively developed higher-fidelity prototype or service solution, and a presentation for authentic stakeholders. The final package must show how individual research shaped the team’s decisions and how testing and feedback improved the solution.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can identify a pollution problem in the simulated Chicago runoff and explain at a basic level how human-made materials (oil, trash, synthetic chemicals) move through water into the river.	I can use evidence from stormwater observations and case data to describe likely root causes and patterns of pollution, and I can connect how material properties (e.g., float vs dissolve vs stick) help explain what travels in runoff.	I can apply scientific principles and information about natural vs synthetic materials to justify and refine a testable method (or model) to monitor or reduce one human impact on the Chicago River, including clear reasoning from evidence to solution.	I can design and improve a feasible monitoring-and-minimizing approach that predicts outcomes using scientific ideas (including chemical/material behavior) and evaluates effectiveness with data, explaining trade-offs and how the method addresses the real neighborhood context.
Deeper Learning Competencies	Collaboration	I can work with my classmates to share tasks and ideas while investigating stormwater runoff and pollution sources in our Chicago River context, using group discussion to stay on the activity goal.	I can collaborate to co-design a question or plan for analyzing stormwater data and material behavior, asking for input from peers and making clear choices about what evidence we will use.	I can take an active role in our team by explaining my reasoning about how chemical structures affect where pollutants go (dissolve, float, stick, travel) and by using that evidence to help our group refine our runoff model and solution direction.	I can lead shared decision-making during design and testing by coordinating roles, resolving disagreements using evidence from case data and our model/field tests, and helping the team incorporate partner feedback into a feasible, monitored plan to reduce stormwater pollution.
Deeper Learning Competencies	Effective Communication	I can share my observations about stormwater runoff (oil, trash, and synthetic materials) using clear sentences and labeled diagrams, and I can use evidence from my model or data to explain what I noticed about where pollutants go.	I can explain my thinking by linking patterns in stormwater case data to the chemical/physical behavior of materials (such as floating, dissolving, or sticking), and I can communicate my explanation with appropriate science vocabulary and a logical sequence of ideas.	I can present a coherent proposal and runoff model by describing the method I used to design it, connecting material structure to expected pollution movement, and using data/claims to justify my recommended monitoring or reduction approach.	I can communicate like a scientist by delivering a persuasive, audience-aware presentation (e.g., to Chicago water partners) that includes a clear claim, relevant evidence, and reasoning about impacts on ecosystems and people, and I can respond to feedback by revising my explanation for clarity and accuracy.