How Much is Enough?
My Research Journal Template
By ______Home Group/Form ______
Activity Set 2 consists of Activities 6 to 12. My Research Journal serves two purposes.
1) The Journal is a guide. It explains what is required for each activity.
2) You will record your findings this Journal.
3) You will use the rubric* at the end of your Journal to assess your own work for each activity.
4) You will use the research findings you have recorded in your Journal towrite a response to the Unit Question: What determines how much we use?
*After you complete each section, use the self assessment rubric to help you to monitor the quality of your work.Use the feedback that the rubric provides you to reflect on how you can improve your work before you submit it to your teacherfor final assessment.
Activity 6: Keeping and assessing your research journal
Read carefully through the blue box above. Your teacher will explain the layout of this Journal and what is expectedas you work through Activity Set 2. The journal is assessed at the completion of this activity set.
At the end of this Journal is a partially completed assessment rubric. As a class, discuss the assessment criteria. What other criteria should be included? How would these criteria be assessed? Work in groups to add at least one more assessment criteria including descriptions for each level from 1 to 4. These criteria could relate to assessing individual goals or be developed as a whole class.
As your first entry for this Journal, copy and paste your response to the first unit question which you completed at the end of yourMy Water Usage Report from Activity Set One.
Activity 7: Introduction to factors that influence how much water we use.
Your teacher will provide you with a personal copy of Activity 7 Cluster Map worksheet. Follow the directions in the worksheet and complete the cluster map. Cut and paste a copy of the map below.
Self Assessment Score for this Activity =Activity 8: How do the authorities regulate water use?
You are to research domestic water usage requirements as determined by regulating bodies. Explore a local water authority website such as “Melbourne Water”, “Sydney Water” or another appropriate website and answer the following questions:
- What are water restrictions?
- How much water do the authorities say we need?
- Who are these “authorities”?
- How do these authorities calculate our water needs?
- How does what the authorities say you need compare to how much is used by your school, your family and by you?
Self Assessment Score for this Activity =
Activity 9: What simple behaviour changes can save water? How much can they save?
In this activity you are to research some simple ways that you can save water through changing your behaviours. There are many suggestions on water authority websites on how we can achieve the daily recommended water usage targets. Make a list of at least five simple behaviour changes that will reduce the amount of water you use.
Behaviour Change 1.
Behaviour Change 2.
Behaviour Change 3.
Behaviour Change 4.
Behaviour Change 5.
Self Assessment Score for this Activity =Activity 10: What are water saving products can we use and how much water can they save?
In this activity you will research what water saving products are available. These products range from inexpensive fixings such as water efficient shower heads to water tanks and grey water recycling systems. W can also purchase appliances with low water use ratings.
List some of these products and give a brief description of how they save water. Choose one product and find out how it works, how much it costs and how much water it can save. How much water would this save over a year if this device was used?
Self Assessment Score for this Activity =Activity 11: Hidden water and life style choices: How do our choices determine the amount of water really we use?
Life style choices and the day to day choices we make can significantly increase or diminish our water footprint. Almost everything we use, from buildings, furniture, clothing, vehicles, fuel and food, requires water to produce. This water is called “hidden water” (also referred to as embedded water or embodied water). One example of hidden water can be found in the meat we eat. If a family eats 1 kg of beef they have also consumed 15500 litres of water (that is the amount of water required to “grow” 1 kg of beef), and if the meat comes from sheep then 6100 litres of water was required, but only 3900 litres if the meat is chicken. (Source )This means that choosing beef for dinner requires uses 4 times more water than choosing chicken. Use this website to compare other foods.
Following the instructions in the Activity 11 Hidden Water and Lifestyle Choices handout, use the Showing Evidence Tool to consider the claim: “By eating more chicken and less beef you will save a lot of water.”
Similar comparisons can be made between choosing grains like rice with wheat. You can also investigate how much your choice of clothing effects their water consumption. Other areas for investigation could include: Should anyone own a private swimming pool? Does it matter what type of garden we have? Is growing our own food water efficient compared to purchasing food from the supermarket? How much water is involved in the production of commodities such as cars, mobile phones, paint and other things we all use. How much water is required to produce a 600ml can of soft drink? Does turning off a light switch save water?
Write a report on what you have discovered. Include recommendations on how you can reduce hidden water use in your life. Additionally, recommend lifestyle choices that should be avoided within the context of sustainability.
Self Assessment Score for this Activity =Activity 12: What determines how much people in our community use?
Write a response to the Unit Question, What determines how much people use? Your response is to bebased upon your research notes on Activities 6 to 11. You are expected to appropriately reference statements and claims that you make in their response. Use the rubric to make sure you give a well thought out response that is based upon your research. When you are satisfied with the quality of your work, submit your My Research Journal for assessment by your teacher and by one of your peers using the assessment rubric developed in Activity 6.
Self Assessment Score for this Activity =How to Use the Self-Assessment Rubric (see next page for rubric)
Instructions:
The rubric contains the criteria that you will be assessing your work against. Under each criterion are four descriptions numbered 4, 3, 2, 1. You are aiming to achieve a “4” or a “3” for each criterion.
“4” means you have achieved the highest level for a particular criterion. It does not necessarily mean that you cannot improve your work further and you should consider carefully any feedback others may provide.
“3” means that while you have provided high quality work, there is room for some improvement. The descriptions give you some ideas of ways that you can improve. If you are unsure then discuss this with your teacher or another person who you believe can assist you.
“2” means that while you may have covered the main ideas, there are a number of things you could do to lift the standard of your work. Use the descriptions to guide you on ways to improve your work. . If you are unsure then discuss this with your teacher or another person who you believe can assist you.
“1” means that you have covered some ideas but that there is much you can do to improve the quality of your work. It is probably a good idea to discuss this with your teacher or another person who you believe can assist you.
YourSelf Assessment Activity Score: How many criteria you use to assess an activity depends upon which activity you are doing.
Use this formula to determine your Self Assessment Activity Score.
Total of your assessment scores for all the criteria you used to assess the activity / =4 x number of criteria used (total possible score)
Eg. You used four criteria to score an assessment. You gave yourself the following scores for each assessment: 3, 2, 4, 3. Since there are four criterion the total possible score is 4 x 4 = 16. The toal of your self assessment scores are 3 +2+4+3=12
Total of your assessment scores for all the criteria you used to assess the activity / = / 124 x number of criteria used (total possible score) / 16
Self Assessment Score for this Activity = / 12
16
Activity Set 2, Activities 6 to 12Unit Question: What determines how much we use?
How Much is Enough?
My Research Journal Template
Self-Assessment Rubric
Instructions: Use this rubric to self-assess the quality your responses to each section in your My Water Usage Report. You should refer to this rubric regularly through Activities 3, 4 and 5 (not just at the end.) The activities for which assessment criterion is most relevant for are indicated in the rubric.
You may also choose to ask another person to assess your work using the rubric and provide you with additional feedback. You are striving to rate each part of your work as level “3 or 4”. Using this self- assessment as a guide effectively will support you to improve the quality of your answers.
Once you have completed all sections and you are satisfied that your work represents your best effort, submit this report to your teacher for assessment.
4 / 3 / 2 / 1Participation (Applies to all activities)
I enthusiastically participate in discussions by listening to others and by sharing my personal experiences, beliefs, and opinions. I think about what I am going to say before I speak. I use good reasons to support my opinions, and I explain where my information comes from. / I enthusiastically participate in discussions by listening to others and by sharing my personal experiences, beliefs, and opinions. I think about what I am going to say before I speak. / I participate in discussions by listening to others. I share my personal experiences, beliefs, and opinions if I am asked to do so. I think about what I am going to say before I speak. / I participate in discussions by listening to others. I briefly share my personal opinions if I am asked to do so.
My comments during a discussion build on what others have said. I summarise and add to other people’s ideas. When appropriate, I ask my classmates to explain more about what they have said. / My comments during a discussion build upon to what others have said. Sometimes I comment on what others have said. I ask questions. / My comments sometimes build upon what others have said. Occasionally I comment about what others have said. / My comments are mostly giving my opinion. I comment on what others have said only if I disagree with them.
ResearchSkills (Applies to all activities)
I can locate relevant sources of reliable information. I use key words to help me efficiently locate specific information. When reading through information I make comprehensive notes. / I can locate relevant sources of reliable information. When reading through information I make comprehensive notes. / I can locate relevant sources of reliable information. After reading through information I make a few notes. / I can sometimes locate relevant sources of reliable information.
JournalContent(Applies to all activities)
My writing shows that my response to each activity is thorough and reflects deep thinking. It shows that I look beyond the obvious. / My writing shows that my response to each activity is thorough and reflects deep thinking. / My writing shows that my response to each activity is researched to some extent. It shows that I have given some careful thought to what I have written. / My writing shows that I have some awareness of what the activity is about.
My writing contains detailed, well researched and relevant information that thoroughly addresses what the activities require of me. / My writing contains detailed and relevant information that addresses much of what the activities require of me. / My writing contains relevant information that addresses some of what the activities require of me. / My writing contains some information.
Reliability of Information Sources(Applies to all activities)
Information used for my work is based extensively on a variety of reliable sources and on data that I carefully gathered (water meter readings). / Information used for my work is mostly based on reliable sources and on data that I carefully gathered (water meter readings). / A lot of the information used for my work is based on my own opinions with some from reliable sources and from data I gathered (water meter readings). / The information used for my work is mostly based only upon my own opinions.
Referencing My Work (Applies to all activities)
I fully cited all sources of information that I used. / I fully cited most sources of information that I used. / I cited some sources of information that I used. / I cited some sources of information that I used.
Write Your Criteria Here(To which activities does the criteria apply?)
Write a description here for high level achievement of this criterion. / Write a description here for good level achievement of this criterion. / Write a description here for medium level achievement of this criterion. / Write a description here for low level for this criterion.
Write Your Criteria Here (To which activities does the criteria apply?)
Write a description here for high level achievement of this criterion. / Write a description here for good level achievement of this criterion. / Write a description here for medium level achievement of this criterion. / Write a description here for low level for this criterion.
© State of Victoria2010
Alan Thwaites participates in the Intel Teach Program as a Senior Trainer and facilitator; he developed this portfolio. Copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education, 2 Treasury Place, Melbourne, VIC, 3002The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made.
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Activity Set 2, Activities 6 to 12Unit Question: What determines how much we use?