Are You suprised



Planning the inquiry

|1. What is our purpose? | | |

| | |Class/Grade: 3 Age group: 7 - 8 |

|To inquire into the following: | | |

| | | |

|Transdisciplinary theme | |School: Makowski School code |

| | | |

|Sharing the Planet | |Title: The Trip of a Drip |

| | |Teachers: Regina McKinney, Julie Zawistowski, Bethany Vivian, Lucy Rouselle, Lisa Cullen, Cathy |

|Central idea | |Battaglia |

| | | |

|Water is a finite natural resource that is essential to all civilizations. | |Date: May 8, 2013 |

| | | |

|Summative assessment task(s): | |Teach: May 16, 2013 – June 21, 2013 |

| | | |

|What are the possible ways of assessing students’ understanding of the central idea? | |Proposed duration: number of hours 40 overall number of weeks 8 |

|What evidence, including student-initiated actions, will we look for? | | |

| | | |

|Mini-Exhibition (in preparation for 4th gr exhibition) | | |

|Using one of the following types of presentations: brochure, poster, poem, play, song, skit, puppet show, | | |

|timeline, diorama (terrarium), etc. | | |

| | | |

|The student (in a group) will educate the community about the importance of water to all civilizations. The | | |

|presentation will include: | | |

| | | |

|the uses of water | | |

|global water supply and its effects | | |

|conservation and pollution of water: Actions we can take | | |

|overview of a country affected by a water crisis | | |

|water technology | | |

| | | |

| | |2. What do we want to learn? |

| | | |

| | |What are the key concepts (form, function, causation, change, connection, perspective, |

| | |responsibility, reflection) to be emphasized within this inquiry? |

| | | |

| | |Connection, Responsibility, Function |

| | | |

| | |What lines of inquiry will define the scope of the inquiry into the central idea? |

| | | |

| | |Water’s unique and essential qualities. |

| | |Human technology has affected water usage, quality, and supply. |

| | |Clean water affects economy, culture, health, and international relations. |

| | |Our responsibility to conserve and use water wisely. |

| | | |

| | |What teacher questions/provocations will drive this inquiry? |

| | | |

| | |What are the different properties of water? |

| | |How does water affect the development of civilizations? (water kit concepts, salt vs. fresh, water in|

| | |different climates, water cycle, clean vs. polluted) |

| | |What is a water cycle? What is a watershed? |

| | |What technology have humans developed over time to best utilize water? |

| | |(aqueducts, ships, water purification, transportation of water, water pollution, water conservation) |

| | |(South West U.S. p. 146 Soc. St. book) |

| | |What actions can we take in our community? |

|3. How might we know what we have learned? | |4. How best might we learn? |

|This column should be used in conjunction with “How best might we learn?” | | |

| | |What are the learning experiences suggested by the teacher and/or students to encourage the students to |

|What are the possible ways of expressing student’s prior knowledge and skills? What evidence will we look | |engage with the inquiries and address the driving questions? |

|for? | | |

| | |Class discussion about world map with early civilizations (poem p.134) |

|Start with a four square and have the students write : | |What would happen if we didn’t have water? (Bubble Sheet) |

|What do we use water for (use) | |Timeline (water source natural to modern day uses and pollution), Water cycle – they draw and explain one |

|What does it look like (properties) | |from sources, then go to web site, then make one for display |

|Where can it be found? | |Water Science Experiments with observations, journaling, interpreting data |

|How can you conserve water? | |Read books from Science Kit and reflect on essential questions as they relate to each book (class |

| | |discussions and or individual writing) |

|What are the possible ways of assessing student learning in the context of the lines of inquiry? What | |Where does your water come from? (video Magic School Bus catches a wave) |

|evidence will we look for? | |Does everyone in the world get water in the same way? Do all areas of the world have the same availability|

| | |of fresh water? Salt water? What is the difference between fresh and salt water? (Big Book – Keiko’s Ocean|

|Class discussions/ Small group discussions – accurate use of unit vocabulary, linking of water to geography, | |Odyssey?) Where are each found? What are these different types of water used for? (hydroelectricity – how |

|culture and economy | |energy from water is transferred into mechanical energy and then electrical energy, bottle demo, hydo |

|Fluencies – weekly reading passage on specific topic with vocabulary | |writing from webpage.) |

|Vocabulary Test- vocabulary and comprehension test | |Website: educator_resources.html (click on Educators resources, click here to view |

|Writing – small passage response | |presentation – need projector with computer) |

|Drawing and labeling diagrams - creating illustrations and explanations for exhibition | | |

|Oral Presentations – report back to whole group on a paragraph, concept, idea | |What opportunities will occur for transdisciplinary skills development and for the development of the |

|Experiments – boiling water, freezing water. Filtering water. | |aptitudes of the learner profile? |

| | | |

| | |Knowledgeable: science – properties of water, social studies – link water to civilizations needs, scarcity |

| | |of water in some parts of the world |

| | |Communicator: written and oral language, listening skills, cooperative learning, educating community |

| | |through exhibition |

| | |Caring: looking at other countries’ water supplies |

| | | |

|5. What resources need to be gathered? |

|What people, places, audio-visual materials, related literature, music, art, computer software, etc. will be available? |

|Student Reading: (Science Kit Books - The Magic School Bus at the Waterworks, Rain to Dams by Clint Twist, Water: What It Is, What It Does by Judith S. Seixas, Weather by David Lambert, The Weather Pop-up Book by Francis |

|Wilson, Bringing the Rain to the Kapiti Plain: A Nandi Tale by Verna Aardema, Paddle- to-the- Sea by Holling C. Holling, The Wave by Margaret Hodges, Where the River Begins by Thomas Locker) (Buy for classes: Follow the |

|Water From Brook to Ocean by Arthur Dorros, A Cool Drink of Water by Barbara Kelsey, A River Ran Wild by Lynn Cherry, A Drop of Water by Walter Wick, Drip Drop by Barbara Scaling, “Ocean Pollution” by Barbara Brannon) |

|(Makowski Library books – The Great St. Lawerence Seaway by Gail Gibbons, Great Lakes by Henderson, Listen to the Rain by B. Martin {poem, observation}, Water Experimant Books, Magic Schoolbus at the waterworks {multiple |

|copies}, Captain Conservation All About Water {Wonders of Learning}, Magic Schoolbus Catches a Wave {DVD}, All About Solids, Liquids and Gases {Video}) (Websites – fill in from orange sheet) |

|(websites: - info on countries. kids/water.htm - interactive water cycle. kidzone.ws/water/ - water cycle, evaporation, … activity sheets. |

| (water lessons) .uk/education/resources/water_for_all/water/causes/intr_pupil.htm - water availability around the world. |

|kids.Videos/ -->Kenya --> type in water (arrow to next, click on play pumps web/home.jsp (Erie County Water Authority webpage) |

| (series on challenges for humanity – water) |

|How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? |

|Small group research to find answers to essential questions, come back together to share and refine answers, mushroom new questions from what we’ve learned, videos to review, websites and books to look at water around the |

|world and water pollution |

|6. To what extent did we achieve our purpose? | |7. To what extent did we include the elements of the PYP? |

|Assess the outcome of the inquiry by providing evidence of student’s understanding of the central idea. The | |What were the learning experiences that enabled the students to: |

|reflections of all teachers involved in the planning and teaching of the inquiry should be included. | |Develop an understanding of the concepts identified in “What do we want to learn? |

| | | |

| | | |

| | |Poem on page 134 |

| | | |

|How could you improve on the assessment task(s) so that you would have a more accurate picture of each | |Demonstrate the learning and application of particular transdisciplinary skills? |

|student’s understanding of the central idea? | |Communication Skills (): |

| | |Research Skills (): |

| | |Self-management Skills (): |

| | |Social Skills (): |

| | |Thinking Skills ():, |

| | | |

|What was the evidence that connections were made between the central idea and the transdisciplinary theme? | | |

|8. What student-initiated inquiries arose from the learning? | |9. Teacher Notes |

| | | |

|Record the a range of student-initiated inquiries and student questions and highlight any that | |Vocabulary: Aquaducts, irrigation, water sheds, ground water, water cycle, run off, precipitation, |

|were incorporated into the teaching and learning. | |condensation, evaporation, capillary action, water tension, ocean, river, lake, purification, pollution, |

| | |contaminated, germs, drought, flood, agriculture, hydroelectric power, electric generator, tubine |

| | | |

| | |Review if need be: |

| | |Why people settle in certain place? (Influence of environmental and geographic factors) |

|At this point teachers should go back to box 2”What do we want to learn?” and highlight the teacher | |How people depend on and modify their physical environment |

|questions/provocations that were most effective in driving the inquiries. | |Economics – production, distribution, exchange and consumption of goods |

| | | |

| | |New: |

|What student-initiated actions arose from the learning? | |Why is the natural resource of water so important to humans? |

| | |What are some of water’s special qualities and characteristics? (water cycle, solid, liquid, gas; capillary|

|Record student initiated actions taken by individuals or groups showing their ability to reflect, to choose, | |action, surface tension, salt vs. fresh – how do they differ, how do the react differently to temperatures?|

|and to act. | |Bouancy? |

| | |Science Kit experiences, books |

| | |Uses of water – drinking, bathing, growing food, making things in factories, transportation, energy |

| | |Is water found in equal amounts everywhere in the world? Look at written material from website and at |

| | |website (dams, water purification…) |

| | | |

| | | |

| | |Infinite versus finite natural resources. |

| | | |

| | | |

| | | |

| | |TfU: |

| | |I now understand that water is a precious but limited resource that is essential to life.Water is able to |

| | |change form and covers 70% of the entire earth’s surface. Water is constantly changing yet has no taste, |

| | |smell, or color. All of our water is continually recycled through the water cycle. It is our responsibility|

| | |to protect our water supply for the next generation. |

| | | |

| | | |

| | | |

| | | |

| | | |

| | |Chapter I: What is water? |

| | |Solid, liquid, gas |

| | |Preassessment, properties of water, science book (pB19), phases of matter worsheet, water (Huxley) |

| | |worksheet, experiment on properties, practice test questions. |

| | |Chapter 2 -The Water Cycle |

| | |Water Cycle: diagrams to draw and label, water cycle adventure play, make a terrarium sheet, trip of a drip|

| | |story, small group presentations- water cycle talks |

| | | |

| | |Chapter 3 -Water is finite, Water Worries (TfK) |

| | |Water is finite/water worries: Health magazine article (Water Worries), , clip of rap about|

| | |water |

| | | |

| | |Chapter 4 – Cleaning and Recycling Water |

| | |How do we get water clean? Filter experiment (SB A100-101), trip to water treatment facility, sequencing |

| | |activity |

| | | |

| | |Chapter 5 -Where do we get our water |

| | | |

| | |Chapter 6 –Summative |

| | |Intro to Exhibition for next year, use multiple modalities for presentation of information, be an expert in|

| | |an area of water and present your information. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download