PBL Fall 2015, Special Education team Name of Project: Water

PBL F ALL 2015, S PECIAL E DUCATION TEAM

Name of Project:

Subject/Course:

Water Conservation in CA

Special education classes: Science, Math,

ELA, Social Science

Duration:

8 weeks

9/9 - 11/6

Grade: 6th, 7th, 8th Teacher(s): Camp, Prince, Singleton,

Stout

Other Subject

Areas to Be

Included:

Content/Common

Core / NGS

Standards to be taught and assessed :

Alternate Curriculum - all subjects

Next Generation Science Standard(s)

MS-4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.

MS-ESS24 Earth’s Systems: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Common Core Standard(s): Math

CCSS.MATH.content.6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

CCSS.MATH.content.6.SP.B.5 Summarize numerical data sets in relation to there context.

CCSS.MATH.content.6.RP.1; CCSS.MATH.content.6.RP.3; CCSS.MATH.content.6.G.1

CCSS.ELA-LITERACY.SL.6.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.


Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.


Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Content Standard(s): History/ Soc. Science 6.2.1 Trace the development of agricultural techniques that permitted the production

-tion of economic surplus and the emergence of cities as centers of culture and power.

6.2.2 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early early civilizations.

6.5.1 Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization.

Common Core Standard(s): English

RI6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide an objective summary of the text. text, including its relationship to the characters, personal opinions or judgments.

W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

SL6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade

6 topics, texts, and issues , building on others’ ideas and expressing their own clearly.

Alt. Curriculum : Accessing math through Unique Curriculum and science through Attainment Curriculum; ELA/SS will follow CCSS above; Alt Content Standards: ELA: S3, S10, S11, S12, S13, S16, S18; Math: S 16, S17, S18; Science: S10, S13, S15, S18/19

Essential

Question/Driving

Question

Project Idea

Summary of the issue, challenge, investigation, scenario, or problem

How can we contribute to water conservation in our community?

Students will discuss current knowledge regarding water shortage. We will explore real-life media on the importance of water in our lives.

Students will collect data on water usage in their communities. Classes will explore ways in which water is being wasted and how it can be conserved. Students will read informational text from various resources. Students will design water conservation ideas and tips to share with their peers, families, and communities.

Connections: student interests, community, partnerships, background, experiences

21st Century Skills to be taught and assessed :

Group work, Weekly school announcements,

Rigorous thinking/discussion, idea and water tips problem solving and sharing

Students will examine their school, home neighborhoods, and communities for water usage, waste, and conservation efforts. They will build upon background knowledge and increase small ideas into bigger ideas that are sustainable in multiple communities.

Collaboration

Communication (Oral Presentation)

College & Career Ready

X

X

X

Critical Thinking

Creativity

Problem Solving x x x

Major Products &

Performances

Group:

Individual:

Student group created newsletters and brochures presenting data collection/analysis, main ideas, pictures, and tips for students and community members to follow regarding water conservation

Design project: Students will research what would be the most effective water collection tool; can be at home or in the community.

Research/informational texts summary of main ideas and text references; vocabulary lists; internet usage/technology; data collection: analyze charts/graphs and presentation of data; participate in science experiment of water waste; Water conservation how-to: tips, community resources, and design project development

X?

X

Presentation Audience

Presentation Audience:

Class

School

X

X

X

Class

School

Community:

Experts: If possible -

Experion?

Web

Other:

Entry Event to launch inquiry, engage students:

Event dates:

9/9: Prince/Stout

9/10:

Camp/Singleton

Assessments

Stout : Prep w. BrainPop video “Water Supply.” Neighborhood walk to conduct pre-observation of neighborhood water use and conservation efforts with all ELA students (Prince/Stout). ELA/Social Studies: Show video of a world without water, and list the ways we use water. Think about if LA had no water for a day. Eat crackers w/out water. Math: Estimation of gallons of water usage in every day activities.

Math: Students will be invited to participate in a estimation game. Students will take an educated guess in answering questions about

Water Usage in California. Facts will be revealed and points will be distributed to students who have the closes guess/estimation to the posed question on the topic of water usage in California.

Science: Students will be guided on a exploratory visit to the community garden. In the community garden they will engage in an activity

“Getting your hands dirty.” In this activity students will participate in a scavenger hunt for a variety of common items found in a garden. At the end of the activity students will face the delima of having dirty hands and no water available to wash their hands clean. This activity serves the purpose of leading into the discussion of the importance of protecting the water supply in our community.

ELA: Neighborhood walk to conduct pre-observation of neighborhood water use and conservation efforts with all ELA students

(Prince/Stout). No water for an entire period (excluding emergencies). Students will not be allowed to drink water, use the sink in the classroom or go to the bathroom. They will be told there is no water and we do not know why. Near the end of the period, students will have an opportunity to write a reflection addressing: how they feel/felt and what concerns they might have about having limited water supply.

Social Studies:Show parts of movie - War of the Worlds(aliens destroying earth for water). Hook question: We are drinking the same water that the dinosaurs water the dinosaurs drank. We have a water shortage in California. The dinosaurs are extinct! Any thoughts about the movie we saw on

Friday on Friday and what I just told you?

Formative Assessments

Practice Presentations:

(During Project)

Journal/Learning Log: ELA

Preliminary Plans/Outlines/Prototypes:

ELA/Science

Rough Drafts: ELA, newsletter

Quizzes/Tests/Exams ALL

Summative Assessments

(End of Project)

Written Product(s), with rubric

Oral Presentation, with rubric: SS; Weekly announcements

Resources Needed On-site people, facilities:

Multiple Choice/Short Answer Test

Essay Test

Equipment:

Materials: Cups, buckets

Community resources:

X

X

X

X

X

X

X

X

Notes:

Checklists: TIPS, ALL

Concept Maps:

Other:

Collaboration/presentation

(w/ rubric); hands-on assessments

Other Product(s) or

Performance(s), with rubric

Peer Evaluation: All;

Newsletter

Self-Evaluation: ELA, SS

Other:

Possible field trip to Hyperion Water Treatment plant; possible representative from the water company

Reflection

Methods

(Individual,

Group, and/or

Journal/Learning Log:

X

Focus Group

Whole Class) Whole-Class Discussion

Survey

X

Fishbowl Discussion

Other: Collaboration Rubric

X

Individual Teacher Weekly Plans (STOUT)

Teacher:Stout__ Subject: Alt. Curriculum - All__Begin Date _September 9___End Date:__November 6______

Week __1__ Entry event: Prep w. BrainPop video “Water Supply;” Neighborhood walk to conduct pre-observation of neighborhood water use and conservation efforts with all ELA students (Prince/Stout). Show video of a world without water, and list the ways we use water. Think about if LA had no water for a day. Other week activities: 1.

Have students eat saltines and don’t immediately give them water (as appropriate) to see what it’s like to not have access to water - what is it on a larger scale? 2. Estimation of water usage for showers, brushing teeth, washing hands, etc. 3. Vocab: Shortage

Hours per week: _6___

Number of students:44 _____

X

Week __2__ 1: Vocab: water cycle 2. Explore water cycle; 3. Students will inquire about difference sources of water in California 4. Students will engage in cooperative learning by utilizing informational texts to gather information/summarize for their peers

Hours per week: _6___


Week __3__ 1. Vocab: Drought; 2.CA Drought: what it’s all about; 3. Students will conduct an in-depth inquiry using Internet research: how to get started on research projects 4. Charts/graphs - analyze and summarize

Hours per week: _6__

Number of students: 4

Week __4__ 1. Vocab: Research, Internet terms; 2. Stout will engage students in an essential element of incorporating technology through exploring Internet research: how to find websites and facts; write facts; 3. Find graphs on Internet to analyze; students will use data to develop research inquiries to explore and expand knowledge

Hours per week: 6__

Number of students:4 ____

Week __5__ 1. Conserve/conservation; 2. Science experiment: how much water do we waste washing our hands and brushing our teeth? Lead into - how can we conserve water at school.3. Students will engage in magnet standards of engineering and design by using various materials and resources to design a process to conserve or reuse water in their homes or community.

Hours per week: _6__


Weeks _6 - 8 1. Students will collaborate to create tips on water conservation; 2. what can students do at home and in community? 3. how to share information with others (lead into newsletter creation); 4. Distribute information to peers and community.

Individual Teacher Weekly Plans

Teacher: Prince Subject: ELA Begin Date _September 9___End Date:__November 6______

Hours per week: 6___


Week __1__

ENTRY/HOOK: NO WATER FOR AN ENTIRE PERIOD(excluding emergencies). 1. Students will not be allowed to drink water, use the sink in the classroom or go to the bathroom. They will be told there is no water and we do not know why. Near the end of the period, students will have an opportunity to write a reflection addressing: how they feel/felt and what concerns they might have about having limited water supply. 2. Lesson on how to use the

Internet for research. 3. Teacher model how to write a summary and journal entry using ELMO. 4. Journal entry

(independent) - think, feel, observations, ideas/tips.

Hours per week: 3_____


Week __2__

I CAN IDENTIFY A DROUGHT: 1. Vocabulary wall: drought, conservation. 2. Research informational articles about droughts and conservation. 3. Students will conduct an in-depth inquiry into the drought by reading and answering questions about the drought in CA - main idea/details. 4. Written summary of research and informational article. 5. Journal entry - think, feel, observations, ideas/tips.



Week __3__

I CAN CREATE AN EFFECTIVE SURVEY/POLL/QUESTIONS ABOUT WATER USAGE IN MY COMMUNITY:

1.Teacher will show sample questions about water usage and conservations (whole class). Students brainstorm a list of questions related to water usage (timed-pair-share/small groups). 2. Discuss list (StandUp-HandUp-PairUp).

3. Revise list (RoundRobin). 4. Journal entry(independent) - think, feel, observations, ideas/tips.



Week _4___

I CAN EXPLAIN WAYS TO CONSERVE WATER WITH FACTS, DETAILS, ETC.: 1. Using information obtained from research and in journal,, teacher will have a class discussion about tips and ideas on water conservation.

Students will use RoundRobin ideas and create a list of top ten. 2. Students will conduct an in-depth inquiry of pertinent tips and ideas related to water conservation - with a partner, using RallyRobin. 3. Journal entry

(independent) - think, feel, observations, ideas/tips.

Hours per week: 3 _____


Week __5__

I CAN EXPLAIN WAYS TO CONSERVE WATER WITH FACTS, DETAILS, ETC.: 1. Teacher will show samples of brochures and newsletters via PPT. 2. Teacher will demonstrate how to start a brochure/newsletter using

Microsoft Publisher via overhead projector. 3. Students will begin working to create a brochure or newsletter

(choose one) work with one partner - include visuals to support ideas. 4. Journal entry ((independent) - think, feel, observations, ideas/tips.


Number of students: 12 _____

Week __6__

I CAN DESIGN AN EFFECTIVE WATER CONSERVATION DEVICE: 1. Students will research various water collection devices - with a partner. 2. Students will use a Venn diagram to compare their top two water collection devices - with a partner. 3. Teacher will review Venn diagram with the entire class and discuss benefits. 4.

Teacher will give students specific guidelines needed to locate/create a specific device (milk container, bottle, etc.). 5. Students will bring device, and it will be created in science class. 6. Journal entry (independent) - think, feel, observations, ideas/tips.


Individual Teacher Weekly Plans (SINGLETON)

Teacher:_Singleton__ Subject: Math/Earth Science___ Begin Date _September 10___End Date:__November 6______

Number of students: _____

Week __1__

Math: I CAN ESTIMATE AND MAKE APPROXIMATIONS.

Entry Event

Students will be invited to participate in a estimation game. Students will take an educated guess in answering questions about Water Usage in California. Facts will be revealed and points will be distributed to students who have the closes guess/estimation to the posed question on the topic of water usage in California. Students will complete a personal survey to discover and quantify their own water use.

Science: I CAN PROBLEM SOLVE, REASON AND USE CRITICAL THINKING SKILLS.

Entry Event

Students will be guided on a exploratory visit to the community garden. In the community garden they will engage in an activity “Getting your hands dirty.” In this activity students will participate in a scavenger hunt for a variety of common items found in a garden. At the end of the activity students will face the dilemma of having dirty hands and no water available to wash their hands clean. Students will use critical thinking skills and problem solving to find alternate and resourceful ways to clean their hands. This activity serves the purpose of leading into the discussion of the importance of protecting the water supply in our community. Students will begin a KWL graphic organizer to keep record of the information they already know about the topic of water conservation, what they

Hours per week: _8____


want to know and what they will learn over the course of the lesson.

At the end of the week, students will reflect on the main ideas of the lesson including key vocabulary, facts gained about water conservation from discussions, videos, surveys, interviews, etc. Students will refer to their KWL charts in order to extract the most important information to include in a weekly power point slide.

Week _2___

Math: I CAN IDENTIFY A PIE CHART.

Students will learn to identify and distinguish the different types of charts and graphs and hold a discussion about the most appropriate use for each type in displaying/communicating different forms of data ex. frequency, intensity, duration.

Science: I UNDERSTAND AND CAN EXPLAIN WHAT THE EARTH IS MADE OF

Students will study text and visuals explaining how the earth is made up of mostly water. Students will study the earths oceans and consider/discuss the pros and cons of desalination as a possible solution to earths drought.

Students will produce two clay earth models. One of the clay models will be based on the earth as it is known as the blue planet and the second clay earth model will be based on the hypothetical biochemistry of the earth during a severe drought.



Week __3__

Math: I CAN READ DATA FROM A PIE CHART. I CAN DEFINE AND DETERMINE THE MEAN AVERAGE OF A

DATA SET

Students will learn to read a pie chart and bar graph and interpret and analyze the the facts involved.

Science: I UNDERSTAND THE VALUE OF EARTH’S NATURAL RESOURCES

Students will work in small groups as part of a jigsaw activity to identify and describe a variety of natural resources. Students will compare and contrast natural resources renewable and nonrenewable examples.

Students will illustrate water conservation posters for campaigns.



Week __4__

Math: I CAN INPUT DATA ON AT LEAST TWO DIFFERENT GRAPHS/CHARTS. I CAN DEFINE AND

DETERMINE THE MEDIAN AVERAGE OF A DATA SET

Students will learn to transfer the data they collect on a survey/poll onto a graph/chart.

Science: I OBSERVE METHODS OF CONSERVING EARTH’S NATURAL RESOURCES



Week __5__

Math: I CAN DEMONSTRATE DATA INPUT IN VARIOUS GRAPHS AND CHARTS. I CAN DEFINE AND

DETERMINE THE MODE AVERAGE OF A DATA SET

Students will learn to identify and calculate an average with the use of a graph. Students will learn to identify and



calculate the average amount of water usage in their household each week.

Science: I PROMOTE AND MODEL VARIOUS METHODS OF CONSERVING EARTH’S NATURAL

RESOURCES

Students will continue to develop ideas for water conservation. Students will verbally promote methods toward water conservation to their peers. They will also illustrate posters to raise awareness amongst their peers.

Students will be recorded as they model and promote responsible water use and tips toward conserving water.

Week __6__

Math: I CAN USE DATA TO CALCULATE AN AVERAGE OF WATER USAGE AND OR WATER

CONSERVATION IN MY HOME

Students will deliver a presentation of their data that will be collected on a weekly basis. The water usage/conservation data will be displayed on a chart or graph of the students choice and ideas for reducing water use will be further discussed.

Science: I CAN DESIGN AND CONSTRUCT A FUNCTIONAL TOOL FOR CONSERVING EARTH’S WATER

Hours per week: __8___


Individual Teacher Weekly Plans

Teacher: Camp Subject: Social Studies Begin Date _September 10___End Date:__November 6______

Week __1__ I CAN RESEARCH THE HISTORY OF WATER CONSERVATION

Kagan: Prior knowledge about water conservation, drought in California. Movie War of the Worlds(parts), media videos about CA water drought. Students will research the history of water supply and water conservation in

California. Students will share prior knowledge about water conservation

Hours per week: __5__


Week __2__I CAN CONSTRUCT A WORD WALL PERTAINING TO THE HISTORY OF WATER

CONSERVATION

Grouping - Kagan - 10 main word vocabulary pertaining to water conservation - Word Wall. Possible skype from one of my former adult students from Ethiopia with students. Start working on planning music video on water conservation. Answer main questions in groups. Assessment. Students will construct a word wall pertaining to the history of water conservation. Students will create their own music video.



Week __3__I CAN CREATE A SURVEY ABOUT WATER CONSERVATION.

Family survey: How much water does your father/mother/guardian use when they bathe? How much H2O is used when you flush the commode? etc. Guest speaker from Water company. Small group discussion. Grouping critique. Students will construct an in depth survey about water. Students will create a survey about water conservation and continue work on music video.



Week __4__I CAN CREATE A QUIZ

Multiple choice and short answer quiz. Thought provoking questions. Example: If you only had 5 gallons of water for the day for your family; how would you divide it? Student driven assessment: Students will create a quiz that will ask questions and contain facts about water conservation.



Week __5__I CAN CREATE A POSTER

Revise/critique public products. Commercial/music video/posters/3 dimensional projects. Students will create a poster pertaining to water conservation. Posters will be displayed around school



Week _6___I CAN THINK CRITICALLY AND PROBLEM SOLVE

Project wall - final assessment - group work & individual. Practice/planning for Steam Night. Students will be a part of the solution to water conservation by forming ideas and displaying their ideas for STEAM night. A music video on the topic of water conservation will be filmed and viewed by the audience for STEAM night.

Hours per week: ____


Subject

# Hours per week

Theme Integrated with Major Subject Area

Time Planned

Total #

Weeks

Total

#Hours

Actual Time Spent

# Hours per week Average

Total # weeks

Total #

Hours

Science

Math

Social Studies/

History

English

Art

Technology

4

4

2

3

2

8

6

8

8

2

32

32

12

24

4

8 8 64

Alt. Curriculum

6 8 48

Systemic Reform: Please check all that apply Brief description of how this unit is coordinated with the systemic reform

X_ Differentiated Instruction

_X_Project Based Learning

X _Inquiry

X_Data Driven Decision Making

___Other_________________

Teacher Meeting Times to Discuss the

Interdisciplinary Project: period 60min - 110min depending upon the schedule

X_Cooperative Learning

(Kagan)

___CRRE

X_Heterogeneously

Grouped

X_CCSC Curriculum

Alignment

X Arts Integration

___

Other________________

Differentiated instruction: 1. Students who have difficulty with words can use visuals to express their ideas. 2. Students will receive step-by-step instructions in writing and verbally on how to research. 3. Students have paras available to clarify and reinforce concepts and instructions. 4. Grouping: although heterogeneous grouping works well and will be used most often, some students may be grouped according to reading level, as this is an effective way to differentiate when dealing with lengthy or challenging reading passages. In this way, groups that need intensive work will get the instruction they need. 5. Mini-lessons will be used to support your students who might require more one-on-one assistance. This can be provided by the teacher or para. 6. Voice and choice

- students will be able to design their own final product and their brochure.

Kagan Cooperative Learning : 1. Students will use Timed-Pair-Share to brainstorm a list of questions related to water usage. 2. Students will use StandUp-HandUp-PairUp discuss their list. 3. Students will use RoundRobin to revise list. 4. Students will use RoundRobin ideas and create a list of top ten ideas related to their subject. 5. Students will conduct an indepth inquiry of pertinent tips and ideas related to water conservation - with a partner, using RallyRobin. Students will also use RallyRobin to discuss their: Venn Diagram, brochure and water collection design.

Arts Integration – Students will express creativity and integrate arts in the following areas: newsletter, brochure/pamphlet, PSA and a water collection device (final design product).

Information and Communication Skills:

Student, cognizant of audience and purpose, articulates thoughts and ideas accurately and effectively through oral, written or multimedia communications. Students will integrate the arts by creating a tip sharing radio announcement each week over the loud speaker.

Students will also develop peer communication skills through cooperative learning application.

Thinking and Reasoning Skills:

Students will further their in-depth inquiry skills by molding their own driving question throughout the PBL unit, adding to and reforming their thinking as information is gained and questions are being generated. They will also utilize technology tools (e.g., calculators, data collection probes, videos, educational software) for problem solving, selfdirected learning, and extended learning activities.

Personal and Workplace Skills:

Students will work collaboratively, understanding that cooperative learning is more than group work. Each student will focus on the larger goal of a project, framing appropriate questions related to the goal, developing and initiating a plan of action with specific tasks and appropriate benchmarks, and completes the project on time.

Common Formative Assessments : The students and teacher will complete a selfreflection on the project. In this self-reflection the students and teacher will reflect on what they learned, what they liked best, what they liked least, and things they would do to make it better. Throughout the project the students will keep journals and respond about progress on a daily basis (Journal Log).

Other: quizzes, practice presentations, peer evaluations, self-evaluation, concept maps, survey, journal log, research inquiry. After PBL completion, each teacher will use reflective data to differentiate issues and opportunities throughout the unit to use or prepare for in upcoming projects and units.

PBL Fall 2015, Special Education team Name of Project: Water

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