What D'Ya Know?

Students explore the {definitionbot=disable}contents of untreated water, using a microscope to find organisms. They then create their own filtering system to clean the water. Finally, students research water-borne pathogens that may be increasing in number due to effects of global warming.

Materials Needed
Extension Activities
Relevant Curriculum Standards


Students will fill out a chart rating their knowledge of vocabulary terms for a new chapter of this website. You could establish teams to compete for increasing the percentage of words learned. Team members could offer clues to help each other learn the terms they don’t already know or with which they are only slightly familiar.

Estimated class time:
Half of a class period


Students will:

  • Begin to familiarize students with new vocabulary words.
  • Gain an idea of the knowledge level of students on a new subject.
  • Give students an idea of what terms they already know, and increase interest in learning about what they don’t already know.


  • List of vocabulary words for the chapter or section of this website being studied and discussed.
  • A copy of “Rate Your (Topic) Knowledge” chart for each student to fill out. See example:



Know it Well

Heard of It


































  • Better to use “No Clue” rather than “Clueless?” If so, just switch it out.


  1. Pass out a Rate Your Knowledge chart to each student, either with a supplementary list of vocabulary words that students can then fill in for themselves or with relevant vocabulary words filled in already.
  2. Have students check the appropriate box for how well they know each term.
  3. For terms the students say they know well, have the students jot down their meanings on the back of the paper.
  4. Lastly, referring to the EcoHealth Glossary, hold a class discussion in which students can share what they know and you determine which are the words or terms the whole class has no clue about and which require more direct instruction from you. The Glossary offers some terms that do not yet appear in dictionaries and offers definitions with intra-linked terms.


  • Completed chart of terms
  • Participation in discussion


  • After the unit is finished, have students go back and re-evaluate their knowledge of the terms, if possible using their original charts, to allow them to see how much they have learned.


This lesson correlates to the following: Standards for the English Language Arts of the National Council of Teachers of English.

English Language Arts, K-12, from the NCTE (National Council of Teachers of English)

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics)
  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Get the Lingo | Making Connections | What D'Ya Know?

Additional information