ࡱ> [ `7bjbj 7fΐΐ`/aaaaauuuu4u0t5]0_0_0_0_0_0_0$R240a0aa0PPPraa]0P]0PP1.!0G7Vuj.I0000.6z5z5,!0z5a!0(P00P0z5 ': Planning the inquiry 1. What is our purpose? To inquire into the following: Transdisciplinary theme Sharing the Planet Central idea Water is a finite natural resource that is essential to all civilizations. Summative assessment task(s): What are the possible ways of assessing students understanding of the central idea? 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 Class/Grade: 3 Age group: 7 - 8 School: Makowski School code Title: The Trip of a Drip Teachers: Regina McKinney, Julie Zawistowski, Bethany Vivian, Lucy Rouselle, Lisa Cullen, Cathy Battaglia Date: May 8, 2013 Teach: May 16, 2013 June 21, 2013 Proposed duration: number of hours 40 overall number of weeks 82. 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? Waters 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? This column should be used in conjunction with How best might we learn? What are the possible ways of expressing students prior knowledge and skills? What evidence will we look for? Start with a four square and have the students write : What do we use water for (use) What does it look like (properties) Where can it be found? How can you conserve water? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Class discussions/ Small group discussions accurate use of unit vocabulary, linking of water to geography, culture and economy Fluencies weekly reading passage on specific topic with vocabulary Vocabulary Test- vocabulary and comprehension test Writing small passage response Drawing and labeling diagrams - creating illustrations and explanations for exhibition Oral Presentations report back to whole group on a paragraph, concept, idea Experiments boiling water, freezing water. Filtering water.4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? Class discussion about world map with early civilizations (poem p.134) What would happen if we didnt have water? (Bubble Sheet) Timeline (water source natural to modern day uses and pollution), Water cycle they draw and explain one from sources, then go to web site, then make one for display Water Science Experiments with observations, journaling, interpreting data Read books from Science Kit and reflect on essential questions as they relate to each book (class discussions and or individual writing) Where does your water come from? (video Magic School Bus catches a wave) 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 Keikos Ocean Odyssey?) Where are each found? What are these different types of water used for? (hydroelectricity how energy from water is transferred into mechanical energy and then electrical energy, bottle demo, hydo writing from webpage.) Website: relianceproducts.info/educator_resources.html (click on Educators resources, click here to view presentation need projector with computer) What opportunities will occur for transdisciplinary skills development and for the development of the 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:  HYPERLINK "http://countries.pppst.com/index.html" http://countries.pppst.com/index.html - info on countries.  HYPERLINK "http://www.epa.gov/kids/water.htm" www.epa.gov/kids/water.htm - interactive water cycle.  HYPERLINK "http://www.kidzone.ws/water/" www.kidzone.ws/water/ - water cycle, evaporation, activity sheets.  HYPERLINK "http://www2.scholastic.com/browse/collection.jsp?id=350" http://www2.scholastic.com/browse/collection.jsp?id=350 (water lessons)  HYPERLINK "http://www.oxfam.org.uk/education/resources/water_for_all/water/causes/intr_pupil.htm" www.oxfam.org.uk/education/resources/water_for_all/water/causes/intr_pupil.htm - water availability around the world.  HYPERLINK "http://www.kids.nationalgeographic.com/Videos/" www.kids.nationalgeographic.com/Videos/ -->Kenya --> type in water (arrow to next, click on play pumps  HYPERLINK "http://www.ecwa.org/web/home.jsp" www.ecwa.org/web/home.jsp (Erie County Water Authority webpage)  HYPERLINK "http://ngm.nationalgeographic.com/ngm/0209/feature1/index.html" http://ngm.nationalgeographic.com/ngm/0209/feature1/index.html (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 weve 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? Assess the outcome of the inquiry by providing evidence of students understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How could you improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea? What was the evidence that connections were made between the central idea and the transdisciplinary theme? 7. To what extent did we include the elements of the PYP? What were the learning experiences that enabled the students to: Develop an understanding of the concepts identified in What do we want to learn? Poem on page 134 Demonstrate the learning and application of particular transdisciplinary skills? Communication Skills (): Research Skills (): Self-management Skills (): Social Skills (): Thinking Skills ():,  8. What student-initiated inquiries arose from the learning? Record the a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2What do we want to learn? and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student initiated actions taken by individuals or groups showing their ability to reflect, to choose, and to act. 9. Teacher Notes Vocabulary: Aquaducts, irrigation, water sheds, ground water, water cycle, run off, precipitation, 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) How people depend on and modify their physical environment Economics production, distribution, exchange and consumption of goods New: Why is the natural resource of water so important to humans? What are some of waters special qualities and characteristics? (water cycle, solid, liquid, gas; capillary action, surface tension, salt vs. fresh how do they differ, how do the react differently to temperatures? 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 earths 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), charitywater.org, clip of rap about water Chapter 4 Cleaning and Recycling Water How do we get water clean? 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T,VT@@,Lkq dhcivilizations.4!: !!3;&!:A.TTVT@@Lkq dP ?% % %  TT,aLT@@,7Lkq dP 6 % % % TOLT@@Lkq dSummative assessment task(s):33MM-.)-$$)#$L)3-$3#TTMO~T@@MLkq dP 2 % % % TTT@@ Lkq dP ) Rp@Times New Roman tRQ`2tl X$Q`2tl Id/1lt ,d/1XG* Times ew Roman ɋ8'1x%1,dv% % % Td#\T@@nLkq dTWhatS&" WMFC xx.*TT]#qT@@]nLkq dP T(r#@ T@@rnOLkq dare the possible ways of assessing students understanding of the central idea?*%%.%.* .%=** ** % .* /.%. ./.%%!*...**.%%%.%*.%*)TTA #m T@@A nLkq dP R- T 6T@@ Lkq dWhat evidence, including studentS.*%*.%.%%.%./.* ..%.TT7RT@@7Lkq dP-T$S T@@S$Lkq dinitiated actions, will we look for?.*%.*%*. ==%**-*%)TT / T@@ Lkq dP - % % % TT> T@@+ Lkq dP %Rp @Times New Roman݃ <ރRQ`2<4ރ ߃ $Q`2<4ރ Id/14ރ< ,9d/1XG* Times ew RomanEhރ8'1ރރx%1ރ,9dv% % % Rp @Times New RomanHك ܃,ڃRQ`2܃ك ۃ܃$Q`2܃ك Id/1ك܃ 5d/1XG* Times ew Roman$Fك8'1ڃڃx%1<ڃ5dv% % % % % % % % %  Rp @Times New RomanT߃ 8RQ`2߃ $Q`2߃ Id/1߃ 3d/1XG* Times ew Roman`C߃8'1  x%1H3dv% % % % % % Td@  T@@ Lkq dTMiniY2TT@  T@@ Lkq dP-!T@  T@@ Lkq ddExhibition (=32122!' % Ld   !??% ( T@  T@@ Lkq dtin preparation for 422!,2,!,22!2!2% % % TX0 { T@@l Lkq dPth"% % % TT@  T@@ Lkq dP T@ T@@ Lkq dhgr exhibition)1!,32222!TT @ ) T@@ Lkq dP - Tt x $ T@@ 1Lkq dUsing one of the following types of presentationsH'2122,3!2,!22H2102,'2!3!,',2,22'Ty B $ T@@y Lkq dd: brochure, 2!2,22!, T& T@@ ?Lkq dposter, poem, play, song, skit, puppet show, timeline, diorama 22',!22,N2.0'231'22222,'22HN,2,22!,N, T 7 T@@ Lkq dp(terrarium), etc.!,!!-!2N!,,TT8 d T@@8 Lkq dP - TT } T@@f Lkq dP - T T@@ >Lkq dThe student (in a group) will educate the community about the =2,'22,2!2,1!222!H,22,,,2,-2NN220,2222, T h c T@@L @Lkq dimportance of water to all civilizations. The presentation will N22!,2,,2!I,,!2,,2-,22'=2,2!,',2,22H T|e  T@@ Lkq d\include:2,22,TTe 0 T@@ Lkq dP - TT I T@@2 Lkq dP -Rp @Wingdings݃x݃RQ`2xp݃ރ\$Q`2xp݃ Id/1p݃x 0d/1X ;Wingdigsp`2,VL0B݃8'1݃݃x%1ރ0dv% % % Rp @"Arial݃ x݃RQ`2xp݃ ރ\$Q`2xp݃ Id/1p݃x LLd/1X3.* Arial`2@up`2,VL,L@E݃8'1݃݃x%1ރLLdv% % %  % % % TTL  T@@ Lkq dP.% % % TTK  T@@ Lkq dP h% % % TK & T@@ Lkq dpthe uses of water2,2','2!H,,"TT'K S T@@' Lkq dP -!kq d"  % % % TT&" WMFC xfx ,T@@Lkq dP.% % % TT -T@@Lkq dP h% % % T| /T@@Lkq d\global w122,IT /T@@Lkq dater supply and its effects,,!'2220,22',!!,,(TT /T@@Lkq dP -!kq d"  % % % TT2T@@Lkq dP.% % % TT1T@@Lkq dP h% % % T1 T@@4Lkq dconservation and pollution of water: Actions we can ,22',!2,22,22222322!H,,!I,22'H,-,2!kq d"  Td*T@@Lkq dTtake,2-TT+WT@@+Lkq dP -!kq d"  % % % TTT@@qLkq dP.% % % TTT@@qLkq dP h% % % Tl T@@q0Lkq doverview of a country affected by a water crisis22,!2,H2!,,222#0,!",,,240,H,,!,!'(TT ! T@@ qLkq dP -!kq d" % % %  % % % TTT@@Lkq dP.% % % TTT@@Lkq dP h% % % T6T@@Lkq dlwater technologyH,,!-,222231TT7hT@@7Lkq dP 2!kq d" " !v  d % % %  TT  T@@ Lv  dP 2" ! )J % % %  TT6 Z T@@6 L )JP %% % %  % % % T6 vhT@@6 UL )JtClass/Grade: 7%! <%*%% % % TTwjT@@wUL )JP32% % % TH hT@@U*L )J T hT@@U L )JdAge group: ;)%)*)*% % % TTjT@@UL )JP TXjT@@UL )JP7 2TT&jT@@UL )JP-"TT'?jT@@'UL )JP TT@qjT@@@UL )JP82% % % TTr hT@@rUL )JP % TT6 mZ T@@6 L )JP % TT6 Z *T@@6 L )JP % T6 -T@@6 wL )JxSchool: Makowski .%)**J%)+;!)T,-T@@w%L )J T-T@@w L )JdSchool code.%)**%**$TT-T@@wL )JP % TT6 Z T@@6 L )JP % T6 {JT@@6 7L )JTitle: The Trip of a Drip4%4)%4**%<)TT|JT@@|7L )JP % T6 MT@@6 ML )JTeachers: Regina McKinney, Julie Zawistowski, Bethany Vivian, Lucy Rouselle, 4%%%)% 7%))%J%<))&)!)%2&; +;!)8%)&*(=)&)3)&(7** %% T6  T@@6 L )JLisa Cullen, Cathy Battaglia2 %8)&)7%*(8%&)&TT T@@L )JP % TT6 Z iT@@6 VL )JP % Tp6 l T@@6 L )JXDate: <%%Td lT@@ L )JTMay J&(TxlT@@L )J\8, 2013****)TTlT@@L )JP % TT6 Z )T@@6 L )JP %Rp @Times New Roman<ރRQ`2<4ރ ߃ $Q`2<4ރ Id/14ރ< Ed/1XG* Times ew omanxDhރ8'1ރރx%1ރEdvdv%&" WMFC xFx Rp@Times New RomanEd/1XT܃|(Fd ݃A|h]||܃ @wf !9!J !XX   P 4݃.0Fd" ݃|0FdPFdރ=ރwYwdv% ( Rp @Times New Roman|(Fd ݃A|h]||܃ @w 9!T܃|(Fd ݃A|h|܃ @ۃ܃ |`|]|| |3 P"d @w P ܃|| |w"df !wYwdv% ( Rp@Times New Roman|(Fd ݃A|h|܃ @ ۃT܃|(Fd ݃A|h|܃ @ۃ܃ |`|]|| | P" @w P ܃|| |wP"f !wYwdv% ( Rp @Times New Roman|(Fd ݃A|h|܃ @ ۃT܃|(Fd ݃A|h|܃ @ۃ܃ |`|]|| |3 Q"d @w P ܃|| |w"df !wYwdv% ( % (  T6 ,T@@6 vL )JtTeach: May 16, 2013 4%%%)J%(******TT,>T@@vL )JP *TT>,RT@@>vL )JP TS,"T@@Sv L )JhJune 21, 2013!))%)**)*)TT#,GT@@#vL )JP % TT6 Z T@@6 L )JP % T6 mHT@@6 5L )JlProposed duratio/)** %**)%*TnHT@@n5<L )Jn: number of hours 40 overall number of weeks 8))*?*%*)*) ***)%%)*?+%*:%&) +TTHT@@5L )JP *" '% Ldgjg!??%  % Ldgjg!??%  % Ldkq k !??%  % Ldr u r !??%  % Ldr u r !??%  % Ld   !??%  % Ld   !??%  % Ld )  !??%  % Ld*-*!??%  % Ld*-*!??%  % LdgjIg!??%  % Ldr u Ir !??%  % Ld  I !??%  % Ld*-I*!??% ! N, % % %  TT6 Ng T@@6 L N,P 2" % LdgJjMgJ!??%  % Ldr Ju Mr J!??%  % Ld J M J!??%  % Ld J M J!??%  % Ld J)M J !??%  % Ld*J-M*J!??%  % LdgNjgNs!??%  % Ldr Nu r Ns!??% ! )d % % %  T6 6T@@6 L )d2. What do we want to learn?2_2,22H,H,22-,!2-TT6T@@L )dP - % % % TT6 :b T@@6 L )dP - % % % T6 T@@6 JL )dWhat are the key concepts (form, function, causation, change, connection, O)%%%)%)&)%*)%%* *?))%*)%%* %*)&)%**%%*))%%*) T 6 V T@@6 C NL )dperspective, responsibility, reflection) to be emphasized within this inquiry?*% *%%)%% **) *)%%%*)&" WMFC x&x**%%?+)% %%*;*)* )*)('TTCV T@@C L )dP % TT6 Y Z T@@6 L )dP % % % % Td6 ) T@@6  L )dT T ) T@@  L )d` T$ ) T@@ $L )dConnection, Responsibility, FunctionH288,,!28H-'828'8!2<88,!28TT ) T@@ L )dP 6 TT6 + k T@@6 L )dP 6 % % % T46 k T@@6 QL )dWhat lines of inquiry will define the scope of the inquiry into the central idea?O)%)& *)*)(;*%)%)% %**%*)%)+)()*)%%%)%*%%%TTl  T@@l L )dP % TT6 Z \ T@@6 I L )dP %Rp@Symbol݃x݃RQ`2xp݃ރ\$Q`2xp݃ Id/1p݃x \+d/1X5Symbol`23p`2,VL<+F݃8'1݃݃x%1ރ\+dv% % %  % % % TT6 [ [ T@@6 L )dP&Rp@"ArialL 0RQ`2 $Q`2 Id/1 'd/1X3.* Arial0l28'1x%1@'dv% % % TT\ d T@@\ L )dP p% % % T8 d  T@@ 'L )dWater s unique and essential qualities.O%% *)*)%&)*% &)%+)%& TTd  T@@ L )dP %! )d"  % % % TT6 [ % T@@6  L )dP&% % % TT\ % T@@\  L )dP p% % % T H' T@@  ?L )dHuman technology has affected water usage, quality, and supply.<*@%)%&*)***()% &%%&*:%%* %)%*)%(&)* ***(TTI m' T@@I L )dP %! )d"  % % % TT6 ' [ T@@6 z L )dP&% % % TT\ 0 T@@\ z L )dP p% % % T 0  T@@ z L )dxClean water affects e7%%);&%%%% %T0 @ T@@z 5L )dconomy, culture, health, and international relations.%*)+A(%))%)%%)%)*)%)%+*%%%*) TTA0 e T@@Az L )dP %! )d"  % % % TT6 [ T@@6 L )dP&% % % TT\ T@@\ L )dP p% % % T  T@@ 4L )dOur responsibility to conserve and use water wisely.<)% **) *(*%*) %)&%)*) %;%%; %(TT  T@@ L )dP %! )d"  % % % TT6 b S T@@6 B L )dP - % % % T6 U  T@@6 <L )dWhat teacher questions/provocations will drive this inquiry?O)%%%%)%*)%!** **)*%%*) ;*)%) )*)(&TTU 7 T@@ L )dP % TT6 Z T@@6 L )dP % % % % TT6 [ xT@@6 gL )dP&% % % TT\  xT@@\ gL )dP p% % % TP xT@@ g+L )dWhat are the different properties of water?S.**%%.%.%%%..%*.%%% *<*%%)TTxT@@gL )dP -! )d"  % % % TT6 z[ T@@6 L )dP&% % % TT\  T@@\ L )dP p% % % TH T@@ *L )dHow does water affect the development of cA*=.*% =)%%*%%.%-%*%&" WMFC xx*/C&.*%TT@@L )divilizations? (water kit *%**. *=)%%-! )d"  T  >T@@ -NL )dconcepts, salt vs. fresh, water in different climates, water cycle, clean vs. %*.%%.  ** %% .=*$%..%%%.%C*& =*%$%*%%%%*.* ! )d"  T B T@@  L )d`polluted).*.%.TT B8T@@ L )dP -! )d"  % % % TT6 [ T@@6 L )dP&% % % TT\  T@@\ L )dP p% % % TP T@@ +L )dWhat is a water cycle? What is a watershed?S.* *=)%%%*%%*S.* *=)%% .%.*TT,T@@L )dP -! )d"  % % % TT6 [ iT@@6 XL )dP&% % % TT\  iT@@\ XL )dP p% % % T iT@@ XFL )dWhat technology have humans developed over time to best utilize water?S.*%%..****.**%./C*. .%*%*.%.**%%C%*.& .%%=*%%)TT iT@@XL )dP -! )d"  % % % TT6 k[ T@@6 L )dP&% % % TT\ t T@@\ L )dP p% % % T sT@@ L )d(aqueducts, ships, water pur*..%..%  /. =*%%..%THsRT@@*L )dification, transportation of water, water %**.%*. .*%**.*<*%%=*%$! )d"  T c/T@@ FL )dpollution, water conservation) (South West U.S. p. 146 Soc. St. book).*.*.=*%%$*. %%**)..*..S% <..***-*%..**-TTd/T@@dL )dP -! )d"  % % % TT6 1[ T@@6 L )dP&% % % TT\ : T@@\ L )dP p% % % TH 9T@@ *L )dWhat actions can we take in our community?S.**%*. %*.=%*-%.*.%%+DD/.**TT9>T@@L )dP *! )d" " % Ldgjg!??%  % Ldr u r !??%  % Ld   !??%  % Ld   !??%  % Ld )  !??%  % Ld*-*!??%  % Ldgjcg !??%  % Ldgdjggd!??%  % Ldgdjggd!??%  % Ldkdq gkd !??%  % Ldr u cr  !??%  % Ldr du gr d!??%  % Ldr du gr d!??%  % Ld  c  !??%  % Ld d g d!??%  % Ld d g d!??%  % Ld d)g d !??%  % Ld*-c* !??%  % Ld*d-g*d!??%  % Ld*d-g*d!R&WMFCxx??% % % ( 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  ."System--@Times New Roman--- )2 8Planning the inquiry 2 8 o,<@Times New Roman---.2 G<1. What is our purpose?  2 G< o 2 U< o---82 d<To inquire into the following:  2 d< o 2 t< o@Symbol---@"Arial---@Times New Roman------ 2 ,<o--- 2 2< o---.2 B<Transdisciplinary theme   2 < o,<'--- 2 < o@Times New Roman---@Times New Roman------2 ,< ---&2 I<Sharing the Planet      2 < o --- 2 < o--- 2 ,<o--- 2 2< o---2 B <Central idea  2 < o,<'--- 2 < o---e2 ,<<Water is a finite natural resource that is essential to all             2 ,<civilizations.   2 < o --- 2 ,< o---72 <Summative assessment task(s):   2 < o--- 2 .< o@Times New Roman---2 =<What  2 =3< o2 =6O<are the possible ways of assessing students understanding of the central idea?  2 =< o;2 K <What evidence, including student  2 K<-oA2 K$<initiated actions, will we look for?   2 Kw< o--- 2 X< o@Times New Roman- - - @Times New Roman- - - - - - - - - @Times New Roman- - - - - - 2 iB<Mini  2 i^<-o2 ic <Exhibition ( - @ !hjB-  )2 i<in preparation for 4- - - 2 b<th- - - 2 i#< o 2 i&<gr exhibition) 2 iv< oU2 yB1<Using one of the following types of presentationsl  2 yc <: brochure, j2 B?<poster, poem, play, song, skit, puppet show, timeline, diorama     %2 B<(terrarium), etc.  2 < o 2 B< oh2 B><The student (in a group) will educate the community about the   k2 B@<importance of water to all civilizations. The presentation will     2 B<include: 2 q< o 2 B< o@Wingdings- - - @"Arial---- - - 2 n<o--- 2 u< o- - - %2 <the uses of water  2 < o,<'- - - 2 n<o--- 2 u< o- - - 2 <global w 42 <ater supply and its effects 2 L< o,<'- - - 2 "n<o--- 2 "u< o- - - Y2 "4<conservation and pollution of water: Actions we can    ,<'2 3<take 2 3< o,<'- - - 2 Dn<o--- 2 Du< o- - - S2 D0<overview of a country affected by a water crisis   2 D< o,<'- - - - - - 2 Un<o--- 2 Uu< o- - - #2 U<water technology  2 U< o,<'',<- - -   2 I< o',<---  2 G< o------(2 X<Class/Grade:  --- 2 XD<3o---J2 XK*< 2 X <Age group: --- 2 X< o2 X <7  2 X<-o 2 X< o 2 X<8o--- 2 X$< o 2 f< o 2 t< o+2 <School: Makowski   C2 Z%< 2  <School code 2 < o 2 < o22 <Title: The Trip of a Drip 2 j< o2 M<Teachers: Regina McKinney, Julie Zawistowski, Bethany Vivian, Lucy Rouselle, a     52 <Lisa Cullen, Cathy Battaglia 2 z< o 2 < o2 <Date: 2 <May 2 &<8, 2013w 2 K< o 2 < o @Times New Roman-@Times New Roman- @Times New Roman-@Times New Roman- @Times New Roman--)2 <Teach: May 16, 2013   2 [<o 2 a< o2 d <June 21, 2013 2 < o 2 < o#2 <Proposed duratioe2 B<<n: number of hours 40 overall number of weeks 8   2 [< o'- @ !;- - @ !;- - @ !;- - @ !;- - @ !;- - @ !;- - @ !;- - @ !;- - @ !;- - @ !;- - @ !<- - @ !<- - @ !<- - @ !<- ,#- - -   2 # o'- @ !- - @ !- - @ !- - @ !- - @ !- - @ !- - @ !- - @ !- ,$- - -  52 1$2. What do we want to learn?   2 1$ o--- 2 @$ o---z2 NJ$What are the key concepts (form, function, causation, change, connection,  2 \N$perspective, responsibility, reflection) to be emphasized within this inquiry?   2 \b$ o 2 j$ o---2 z$ 2 z $ A2 z"$$Connection, Responsibility, Function       2 z $ o 2 $ o---2 Q$What lines of inquiry will define the scope of the inquiry into the central idea?   2 n$ o 2 $ o@Symbol------ 2 $o@"Arial--- 2 $ o---F2 '$Waters unique and essential qualities.  2 $ o,$'--- 2 $o--- 2 $ o---j2 ?$Human technology has affected water usage, quality, and supply.    2 C$ o,$'--- 2 $o--- 2 $ o---+2 $Clean water affects e[2 l5$conomy, culture, health, and international relations.  2 g$ o,$'--- 2 $o--- 2 $ o---Y2 4$Our responsibility to conserve and use water wisely.  2 $ o,$'--- 2 $ o---e2 <$What teacher questions/provocations will drive this inquiry?   2 $ o 2 $ o--- 2 $o--- 2 $ o---L2 +$What are the different properties of water?   2 $ o,$'--- 2 ,$o--- 2 ,$ o---J2 ,*$How does water affect the development of c    12 ,$ivilizations? (water kit  ,$'2 :N$concepts, salt vs. fresh, water in different climates, water cycle, clean vs.    ,$'2 H $polluted) 2 H4$ o,$'--- 2 W$o--- 2 W$ o---L2 W+$What is a water cycle? What is a watershed?     2 W$ o,$'--- 2 f$o--- 2 f$ o---t2 fF$What technology have humans developed over time to best utilize water?     2 f$ o,$'--- 2 u$o--- 2 u$ o---52 u$(aqueducts, ships, water purJ2 u*$ification, transportation of water, water   ,$'t2 F$pollution, water conservation) (South West U.S. p. 146 Soc. St. book)    2 m$ o,$'--- 2 $o--- 2 $ o---J2 *$What actions can we take in our community?    2 $ o,$''- @ !#- - @ !#- - @ !#- - @ !#- - @ !#- - @ !#- - @ !$- - @ !- - @ !- - @ !- - @ !$- - @ !- - @ !- - @ !$- - @ !- - @ !- - @ !- - @ !$- - @ !- - @ !- --՜.+,D՜.+,X hp  Buffalo Board of EducationUH/ Are You suprised ? Title 8@ _PID_HLINKSA0"w?http://ngm.nationalgeographic.com/ngm/0209/feature1/index.html!http://www.ecwa.org/web/home.jsp,4/http://www.kids.nationalgeographic.com/Videos/z Vhttp://www.oxfam.org.uk/education/resources/water_for_all/water/causes/intr_pupil.htmk< 8http://www2.scholastic.com/browse/collection.jsp?id=350]http://www.kidzone.ws/water/M@"http://www.epa.gov/kids/water.htm Y&http://countries.pppst.com/index.html  !"#$%&'()*+,-./012356789:;<>?@ABCDEFGHIJKLMNOPQRSTUVWYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FZ7VData 4_1Table=5WordDocument7fSummaryInformation(X0DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q