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INTRODUCTION
As population levels rise around the world, access to fresh water will fall. As the water decreases, competition for scant and scarce supplies will only increase, and while wars of the 20th century were fought over oil, futurists predict 21st century wars will be fought over water.
In addition, as the planet heats up, climatic conditions will change drastically. The water sources for American West and Southwest will begin to dry up as less rain and snow fall. Drought conditions persist; little precious water left to fight the inevitable fires.
Our students know little about their own water supply, let alone the world’s. This WebQuest seeks to alleviate that deficiency, by using diverse learning strategies and assessments for diverse learners, a principle of culturally responsive teaching. Students will hear, draw, research, synthesize information, create, draw, present, using all their learning modalities. They will play a significant part in developing the activity in their cooperative groups and can control some portion of time of the lesson with their research, poster, and presentation, another guiding principle.
Water is both an easy and difficult subject. For young unaware American students its ubiquitous nature makes it easy to ignore. “Where does water comes from? A faucet, dude. End of story.” It is essential that the teacher/facilitator, who is more of a guide on the side than a sage on the stage, keep a positive attitude and a measurable amount of enthusiasm. There are difficult elements in the process but with the teacher’s communication of high expectations students will be successful because they are told they will be.
Utilization of diverse learning strategies; teacher as facilitator; reshaping the curriculum; student-centered, student-controlled classroom discourse will be culturally responsive teaching strategies that are used in this WebQuest. Students will use multiple learning strategies as they research their country. They will be engaged in developing their project. The teacher will guide on the side. The project will be interdisciplinary, using language arts, math, geography, science, and communication.
Water World Lesson
Objective
Students will be able to research water conditions for other countries (Bangladesh, Iraq, Costa Rica, India, and Kenya) around the world. For the purposes of this WebQuest, we have chosen five, but any five can be selected, perhaps based on the other cultures represented by the students in your class. This will help create culturally responsive teachers who gain knowledge of their students’ backgrounds. Students will develop a more heightened awareness of water, its supply and treatment, by accessing their city’s water department management website; learning where their water comes from and where it goes. Students will be able to present their research finding in a presentation form of their choosing. They will gather, evaluate, and synthesize data. They will apply their knowledge of language conventions and media techniques to create, critique, and discuss.
Class
Middle to high school. Ages 10 – 15.
Duration
2-3 days
Materials
1) I-Pads (or computer access)
2) Research Packet (one for each student)
3) Globe/Map (optional)
4) Poster paper, pencils, markers, glue, scissors
5) Index cards, overhead transparencies
6) Bucket, soap, measuring cup, timer (or…)
7) Toothbrushes (2 new), toothpaste
8) Appropriate sink
LEARNERS
There are a total of 19 students in our middle school classroom. Our demographics includes 11% African American, 21% Hispanic, 11% Asian, 47% Caucasian, and 11% other nationalities. There are 10 boys and 9 girls in the classroom. 37% of the students are on free and reduced lunch. All of the students are at the intermediate to fluent stage of language proficiency. The following languages are spoken at home: English, Urdu, and Spanish. Three of the students (16%) in our class our provided with ESL services for academic language, which includes writing. Three students (16%) are currently receiving reading or math intervention. Four of the students (21%) attend gifted education classes. Modifications are provided within the classroom for all students based upon academic performance. 47 % of the students are performing at grade level, 27 % below grade level, 26% are above in the area of math. In the area of reading, 40 % are at grade level, 34 % are below grade level, and 26% of students are above grade level.
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STANDARDS
NL-ENG.K-12.1
Reading for Perspective: Students read a wide range of print and non-print documents to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
NL-ENG.K-12.3
Evaluation Strategies: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
NL-ENG.K-12.4
Communication Skills: Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.
NL-ENG.K-12.5
Communication Strategies: 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.
NL-ENG.K-12.6
Applying Knowledge: Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
NL-ENG.K-12.7
Evaluating Data: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.
NS.9-12.6
Science in Personal and Social Perspectives: Personal health/Populations, resources, and environments/Risks and benefits
NSS-G.K-12.2
Places and Regions: Understand the physical and human characteristics of places/ Understand that people create regions to interpret Earth’s complexity/ Understand how culture and experience influence people’s perceptions of places and regions.
NSS-G.K-12.3
Physical Systems: Understand the physical processes that shape the patterns of Earth’s surface/Understand the characteristics and spatial distribution of ecosystems on Earth’s surface.
NSS-G.K-12.5
Environment and Society: Understand how human actions modify the physical environment/ Understand how physical systems affect human systems/ Understand the changes that occur in the meaning, use, distribution, and importance of resources.
NT.K-12.1
Basic Technology Operations and Concepts: Students demonstrate a sound understanding of the nature and operation of technology systems/ Students are proficient in the use of technology.
NT.K-12.2
Social, Ethical, and Human Issues: Students understand the ethical, cultural, and societal issues related to technology/ Students practice responsible use of technology systems, information, and software/Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
NSS-G.K-12.4
Human Systems: Understand the characteristics, distribution, and migration of human populations on Earth’s surface/ Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics/ Understand the patterns and networks of economic interdependence on Earth’s surface/ Understand the processes, patterns, and functions of human settlement/ Understand how the forces of cooperation and conflict among people influence the division and control of Earth’s surface.
PROCESS
Intro/Hook
Announce to the class that, according to the maintenance workers, they have been using too much water and it will have to be rationed or cut off if they cannot figure out ways to cut down. Brainstorm a quick list of ways to conserve water. Make sure washing hands or brushing teeth is mentioned. Announce that you are going to compare washing hands for 30 seconds with the water running, and for 30 seconds turning it off and on only when rinsing (another possible experiment is brushing teeth with the same water usage comparisons). Time. Measure. Compare.
Pose the Question
Where does our water come from? Where does it go?
Student research packet
Students will distribute packets and discuss the activity. Students will assemble in cooperative groups (the behavior and expectations of which will have been made explicit and modeled previously by teacher and class alike). They will choose a country or will be assigned one (with water issues, preferably).
Water World Activity
Students will research their respective countries, filling out the country quest packets together. They will use information from the WebQuest to create a presentation product.
Presentation
Teacher will explain the final product and assessment tool. Students may create a presentation product in a manner of their choosing among the following choices:
• Poster
• Powerpoint
• Written/oral report
Assessment
Students will be assessed authentically, based on their presentation product. Teacher will explain the rubric to be used and explain the expectations of the finished product (Please see rubric below).
Water Crisis Rubric
Name: ______________________ Date: _________________
CATEGORY | 4 | 3 | 2 | 1 |
Preparation | The student researched topic and extra resources. The student came prepared with visuals. | The student researched topic and extra resources. | The student assisted in researching the topic. | The student provided no assistance in researching the topic. |
Participation | The student engaged in discussions with team members, worked cooperatively with others, and provided relevant information on the topic. | The student engaged in discussions with team members, worked cooperatively with others, and provided an interest in the topic. | The student engaged in discussions with team members, and worked cooperatively with others. | The student engaged in discussions. |
Knowledge Gained | The student is very versatile in the subject area. | The student can discuss several ideas and demonstrate that they gained sufficient knowledge.
| The student can demonstrate some knowledge gained.
| Student showed little interest in the subject matter.
|
Short Essay Response | The student is able to summarize the water crisis in their given country and discuss the importance of the subject matter.
| The student is able to summarize the water crisis in their given country and discuss specific details they have learned.
| The student can discuss a few of things they have learned about the water crisis.
| The student cannot present a reasonable response that discusses what they learned.
|
Overall Behavior | The student was an excellent contributor to the project
| The student was a good contributor to the project | The student was an adequate contributor to the project | The student was not actively engaged in the project |
Resources
BBC (2012, September 1). The water 'crisis'. Retreived from
http://news.bbc.co.uk/today/hi/today/newsid_9747000/9747910.stm
Blue Planet Network (2014). Improving the impact of water and sanitation projects worldwide. Retrieved from
Blueplanetnetwork.org
Brainpop (2014). Water shortages. Retrieved from http://www.brainpop.com/search/search.weml?keyword=water+shortages
Brain Pop (2014). Water supply. Retrieved from http://www.brainpop.com/science/earthsystem/watersupply/preview.weml
Brain Pop (2014). Water pollution. Retrieved from
http://www.brainpop.com/science/ourfragileenvironment/waterpollution/pr… (Brain Pop - Water Pollution)
City of Chicago (2014). Water management. Retrieved from
http://www.cityofchicago.org/city/en/depts/water.html
National Geographic (2014). Global warming solutions. Retrieved from
http://environment.nationalgeographic.com/environment/global-warming/gw…
National Greographic (2014). Retreived from http://www.nationalgeographic.com/
(a search at National Geographic on 'water' brings up a dozen different articles)
Tresco, B.D. (2005). A Kid’s Guide to Drawing the Countries of the World. Power Kids Press.
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