Project Based Learning – Water
Rationale:
The purpose of my project is for students to understand the value and interconnectedness of water. It is essential for students to understand that water connects us all and is vital to life. Water is something that we all have in common. It is a need not a want and it is a valuable resource that needs to be respected. I chose to complete a project based on water because it is essential to life and is something that interconnects all forms of life on our planet. Students need to understand that the choice that people (including themselves) make in regards to water has a significant impact on our environment and ultimately our lives. Students need to understand that they have the power to change the choices that they make, and potentially have the power to change the choices other people make. Through this project, students will begin to see “the bigger picture” at a young age. The students will potentially take this knowledge with them and continue to be ambassadors for Earth as they grow. This project will help students to better make informed decisions and become more socially aware.
Grade Level:
This project has been constructed based on the Grade 2 Science, ELA, and Social studies curriculum. There is a possibility of extending it to fit with the Grade 2 Art curriculum also. Connections could also be made within the Grade 1 ELA curriculum as well as the Grade 5 Science curriculum.
Driving Question:
The Essential question for this project is: “How does water connect us?”
Broad Goals:
Science: Recognize the importance of air and water to life.
Recognize that polluted air and polluted water endanger life.
Recognize the importance of the oceans of the world.
ELA: Listen to a range of grade-level appropriate texts in a variety of situations for a variety of purposes
Write to express thoughts, information, feelings, and experiences in a variety of forms for a variety of purpose and audiences
Speak to express thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences
Social: Citizen Action
Knowledge Objectives
Concept Maps:
Curriculum Web
Topic Web
Resources:
Student Book Resources:
Cole, J. (1986). The Magic School Bus at the Waterworks. New York ; Toronto : Scholastic,
Dorros, A (1991). Follow the Water from the brook to the Ocean. New York : HarperCollins.
Verboven, A (1997). Ducks like to swim. New York : Orchard Books
Seed, D (1992). The Amazing Water book. Toronto : Kids Can Press
Guthrie, D (1993). Nobiah’s well: A modern African folktale. Nashville, Tenn. : Ideals Children's Books.
Jeunesse, G and Valat PM (1991). Water. Moonlight Publishing Limited, East Hendred, Oxon.
Llewellyn, C (2003). Stop Water Waste. North Mankato, MN. Chrysalis Books PLC.
Relf P (1996). The Magic School Bus –WET ALL OVER. Scholastic Inc. NewYork, NY.
Schuh, M (2006). Drinking Water. Capstone Press, Mankato, Minnesota
Teacher Book Resources:
Suzuki, D and Vanderlinden, K. (1999). You Are the World. New York : Greystone Books.
Dobson, C (1998). Watersheds: a practical handbook to healthy water. Willowdale, Ont. : Firefly Books,
Teacher Websites:
1. http://www.on.ec.gc.ca/greatlakeskids/morphie-home-e.html
2. http://www.ec.gc.ca/education/default.asp?lang=En&n=D3D10112-1
3. http://www.youtube.com/watch?gl=CA&hl=en&v=HW5eBfZhE4M
4. http://www.uwex.edu/erc/gwah/pdf-files/actionguide/1-15.pdf
5. http://www.edmonton.ca/city_government/documents/WasteWaterGuide.pdf
6. http://www.saskriverbasin.ca/watchdog.html
7. http://www.waterunderfire.ca/wufeep.php?t=138
8. http://www.ec.gc.ca/water/en/info/pubs/mountain/e_contnt.htm
9. The Evergreen curriculum http://www.sasked.gov.sk.ca/branches/curr/evergreen/index.shtml
Student Websites:
1. http://www.on.ec.gc.ca/greatlakeskids/morphie-story-title_e.html
2. http://www.wateraid.org/international/learn_zone/primary/default.asp
3. http://www.qld.waterwatch.org.au/schools/waterwatchgame.html
4. http://toxmystery.nlm.nih.gov/
Videos for class:
1. http://www.youtube.com/watch?v=rsPlchiHTpY
2. http://www.youtube.com/watch?v=kSvXxYvGSGQ&feature=related
3. http://www.youtube.com/watch?v=VHkozZYAIWo
4. http://videos.howstuffworks.com/hsw/5389-the-yellow-hat-waste-water-treatment-video.htm
5. http://videos.howstuffworks.com/discovery/30941-dirty-jobs-sewage-treatment-video.htm
6. http://www.youtube.com/watch?gl=CA&hl=en&v=HW5eBfZhE4M
7. Disney/ Pixar’s Wall E – 2008 98 minutes
Evaluation:
1. Exit slips
2. Journal entries reflecting and answering questions -demonstrating knowledge of topic
3. Rubric created with the students to evaluate group initiatives
4. Self/peer evaluation
5. Blog Sharing – group reflection on what we learned
Objectives:
Science:
· Distinguish between fresh and salt water.
· Describe the water cycle.
· Explain that virtually all living things require air and water.
· Identify some ways in which air and water can become polluted.
· Describe some ways in which polluted air and water can be harmful.
· Suggest some things that can be done to keep air and water from becoming polluted.
· Explain how the water in the oceans is different from the water in lakes and rivers.
· Recognize how the water cycle influences weather and life.
ELA:
· listen attentively for pleasure and information to a range of texts including legends, riddles, fables
· listen attentively to others’ ideas and paraphrase information shared
· respond appropriately to questions about what has been presented orally
· recall several key ideas or events in the sequence that they occurred
· follow three-step directions
· share ideas and information through group talk to extend understanding of topics
· ask questions to focus topics and identify information needs
· retell stories and experiences using logical sequence, and appropriate facts and details
· give directions
Social Studies:
· conduct interviews or surveys. (C, IL)
· all people have basic needs
Introducing Activity:
This project will be introduced through brainstorming a KWL chart with the students. After we have determined everything we know about water, we will read the story, Water, Water Everywhere by Mark J. Rauzon & Cynthia Overbeck Bix. After reading the story the students will complete the Human Water chart activity so they can understand that water is a big part of us. I will then demonstrate to the class the amount of water available for human consumption using the activity A drop in the bucket from Project Wet. There will then be a class discussion about why water is important. Students will then learn that for the next three weeks they will be examining ways people use, waste and pollute water, and the students will be water ambassadors who can help to save water!
Daily Plans:
Lesson Plan
Name: Amy Singh Date:
Subject: Science Grade: 2
Content: (Topic) Teaching Strategy: BrainstormingImportance of Water/Where is it found Focused imaging/ Concept formation
How do we use water?
Learning Objectives:
· Recognize how the water cycle influences weather and life.
· Distinguish between fresh and salt water.
· Describe the water cycle.
· Explain that virtually all living things require air and water. / Assessment:
Exit slip – two things I learned today
Adaptive Dimension:
Common Essential Learnings (CEL’s): IL, CCT, C, N, PSVS
Prerequisite Learning: Students must have access to and have used water before.
Students must understand that water is located all around the world.
Lesson Preparation:
Equipment/materials Whiteboard/chart paper and markers – butcher paper
Large bucket, two see through containers, eye dropper and a tin plate
Water, Water Everywhere by Mark J. Rauzon & Cynthia Overbeck Bix
World Map
Journals for students
Advanced preparation
Cut up ‘child length’ sheets of butcher paper for half of the class
Fill large container with appropriate amount of water
Presentation: / Classroom Management Strategies:
Set ( 8 min)
KWL chart as a class about the uses of water
Development (45min)
-Read “Water Water everywhere”
-Why is water important?
- Show world map, where is the water? Is there lots of water on the earth? There is salt water and fresh water
-complete Drop in the Bucket from project Wet (pg. 238)
-Now that we know there is not as much water for us to drink as we may have thought there was
How important is water?
We need water to live – we are going to see how much water we need for our bodies
-complete Human Water Chart from Project Wet (p. 63) / - Allow students to move around to see the demonstration
-allow students to make predictions
- Set up pairs for success
Closure ( 7 min)
Hand out journals to students
Write exit slip question on the board
-Two things I learned about water today are:
Extensions:
Exit Slip Name:Two things I learned about water today were:
1.
2.
Exit Slip Name:
Two things I learned about water today were:
1.
2.
Exit Slip Name:
Two things I learned about water today were:
1.
2.
Exit Slip Name:
Two things I learned about water today were:
1.
2.
Lesson Plan
Name: Amy Singh Date:
Subject: Science/ELA/Social Studies Grade: 2
Content: (Topic) How do we use water? Teaching Strategy: Guides for Reading andImportance of water Listening/Brainstorming/Surveys
Learning Objectives:
-Explain that virtually all living things require water (sci)
- recall several key ideas or events in the sequence that they occurred (ela)
- make connections between own and others' ideas and experiences (ela)
- conduct interviews or surveys / Assessment:
-Checklist of the connections students are making using the survey data.
- Group 1 will be responsible for adding a “What we learned about water” reflection on the blog.
Adaptive Dimension: Have students work individually on survey questions if they need some space. Have student’s record responses to surveys instead of writing them down. Have fidgets available for students during the stories.
Common Essential Learnings (CEL’s): PSVS, CCT, C
Prerequisite Learning: Students will need to have seen an example of a survey. Students will need to know how to approach people to complete a survey.
Lesson Preparation:
Equipment/materials
Book: Nobiah’s well: a modern African folktale
White board Markers, Example of a paper survey, Uses of water brainstorm from last class, survey response paper, 6 people willing to be surveyed. Waste water guide pp 48-50 for students to take home.
Advanced preparation
Read through books prepare questions, have some example questions made up, make up survey response paper, find 6 people within the school that are willing to be surveyed. Photocopy pp 48-50 of Waste water guide for students to take home.
Presentation: / Classroom Management Strategies:
Set (10 min)
KWL chart – revisit what we know, add what we have learned.
Read Nobiah’s Well before you read the book ask: What do you think this book will be about? Why do you think that? How do you think this book will involve water? Do you think this book will use water in the same way that you and I use it? / Have students sit in their groups on the floor.
Development (35 min)
If you drink water raise your hand. (count how many hands go up and write it on the chart paper)
If you use the toilet raise your hand. (count and write on the chart paper)
If you eat food raise your hand. (chart response).This is an example of a survey
Instructions brainstorm questions, choose 5 questions, and give a person a survey. – does everyone understand who can tell everyone what we are doing?
Point out the brainstorming chart: What questions could we ask people about how they use water? (write responses down)
After there are ~ 8 questions pick 5 as a class
When group is ready tell them who they will be surveying give response sheet to each group.
* Last question must be what do you do to save water? / Have students start on floor and can move back to desks or to a different space to write out their questions.
Closure ( 10 min) Record response on white board. What do these responses tell us about how people use water? Based on these answers do you think people use a lot of water or just a little bit of water? Can we think of anything that we can do to help people use less water?
Extensions: Waste Water guide pp 48-50 try to answer on own then take home to find out
Please circle your response of the question asked based on a scale of 1-10. 1 being “I don’t agree/it doesn’t apply” and 10 being: “Always/I agree”. For the final question please list anything that you do to conserve water on a daily basis.
1.
1 2 3 4 5 6 7 8 9 10
2.
1 2 3 4 5 6 7 8 9 10
3.
1 2 3 4 5 6 7 8 9 10
4.
1 2 3 4 5 6 7 8 9 10
5. I conserve water by:
Survey Connection Checklist
Never / Almost Never / Sometimes / Almost Always / AlwaysStudents are thoughtful about responses
Students are connecting water uses among people
Students are getting ideas from survey responses
Students are getting an idea of the ‘bigger picture’
Students are using information to make predictions about the state of water
Students are showing an interest in the conservation of water.
Lesson Plan
Name: Date:
Subject: Social/Science Grade: 2
Content: (Topic) Importance of Water? Teaching Strategy: Survey/ResearchHow do we use water? Where is it found? Projects/ Co-operative Learning groups
Learning Objectives:
· Describe the water cycle.
· Identify some ways in which air and water can become polluted.
· Suggest some things that can be done to keep air and water from becoming polluted
· conduct interviews or surveys / Assessment:
Journal Entries: What are some things we know about water now? / I wonder…
Group 2 will be responsible to re-examine what we have learned on the blog.
Adaptive Dimension: Have a variety of reading materials available, with different reading levels. Show survey results on visual graphs and evaluate what they mean orally.
Common Essential Learnings (CEL’s): C, CCT, PSVS, IL, N
Prerequisite Learning: Students will need to have completed their surveys.
Lesson Preparation:
Equipment/materials chart paper, question sheet for each book, ,Paper for students to illustrate or write about their book.
Books: Water –PM Valat, Stop Water Waste –Claire Llewellyn, The Magic School Bus at the Waterworks – Joanna Cole, The Magic School Bus Wet all over – Pat Relf, Follow the Water from Brook to Ocean- Arthur Dorros, Drinking Water – Mari Schuh,
Lesson 4 - Delicious account with 2 videos. computer + projector
Advanced preparation have graphs drawn up on white board, question sheet prepared for each book, have books from the library
Presentation: / Classroom Management Strategies:
Set ( 15 min)
Revisit KWL chart. What did we learn from the surveys? Does everyone use water in the same way? What are some things we can do to save water?
What do you think happens to water after we use it? After we flush, or the water goes down the drain what happens to it?
Lesson 4: Play “Earth Songs” Track # 7 & 8 / Ask students to remember their group roles, and if they would like a chance at a different role we can change the roles for tomorrow.
Development (35 min)
Before we can really become school ambassadors for water, we really need to know about water. So, each group is going to become experts about water from some books today.
You are going to be our classroom experts on your book. Tomorrow you will teach us about what happens to water in your book. So find a work space, and work together with your group to become experts! How are you going to teach us about your book?
If you finish answering the questions, I would like you write a story or draw a picture, or make up a song about what you learned about water from your book – this will help you to teach us about your book tomorrow!
Lesson 4:
Take your book and work with your group – how are you going to teach us about what you learned? Are you going to read your answers? Share your drawings? Sing a song? We have 10 minutes and then we will be presenting!
-Group teachings!
water? What way did they choose to teach you about water? / Rotate around the room checking in on each group.
Revisit the concept of respect, and practice ways of showing respect.
Closure ( 10 min)
Group 2 it is your turn to reflect on the blog today. What are some things we learned from the surveys about water usage today? What are some areas that we can work to conserve or save water? What do we have to do before we can become school ambassadors for water?
Lesson 4:
KWL chart what have we learned?
What did you learn about water today? (from someone else’s book!) Is it just adults that can teach people things? Today in your journals think of ways that you would like to teach people about the importance of water. You can draw, or write.
Extensions: Wastewater treatment videos from www.howstuffworks.com