Overland High School Unit Planner 2007-2008 |
|||
Maximum Points Possible: 100 |
|||
| What do I want students to learn? | Resources and Templates | ||
Standards and Benchmarks
Be sure to distinguish between which specific standard and benchmark is being addressed and which is being assessed. being |
Colorado Model Content Standards GVC Essential Benchmarks ISTE’s Technology Standards Information Literacy Standards ELD Standards |
||
| The Learning Outcomes for “The Dirty Water Project” (aka "The Filter Project") - Check out the Alignment of these Learning Outcomes with Student Assessment |
|||
| Students will: | |||
| •Value: (Attitude, Belief and Purpose) Check out Roberts' Eight Curriculum Emphases - 10 Points |
•Know: (Content and Vocabulary) - 5 Points |
•Do: (Skills, Strategies, Processes and Literacy) - 5 Points |
|
| Why is this topic worth learning? The world's water is vital to life. Both minor and major changes in Earth's water can have profound effects on human existence (continued in Big Ideas). How is this connected to the real world? First, students will learn how and where the potable water in their community comes from. Then, having recognized and appreciated water as the most precious of commodities - with barely 0.01% freshwater available - students will understand why water scarcity might lead to potential conflicts in the 21st century and figure out ways they might avoid/mitigate/resolve such conflicts. See, the UN Global Policy Forum articles addressing "Water in Conflict" and similar issues |
What will students know? Essential Vocabulary How can we tell if water is contaminated? How do we describe the levels of contamination in ppm or ppb? Can we conclusively prove the health hazards of contaminated water? [Watch a 3-minute edited segment from the movie "Erin Brockovich" - a case settled in 1996 for $333 million, one of the largest settlements ever paid in U.S. history - to provoke student thinking and discussion]. Information presented in slide show for Direct Instruction in "The Dirty Water Project" |
What will students be able to do Learn higher-level literacy skills - critical thinking, problem solving, inference making, mathematical reasoning and visulalization/modeling - as they use their knowledge to solve problems and challenges anchored in the context of "The Dirty Water Project" |
|
Enduring Understandings
|
Resources for Enduring Understandings | ||
What big ideas/principles/themes/generalizations/macro-concepts favorably illustrate the coherence and practical value of learning your subject? (something students will remember long after they've forgotten "the details," as Wiggins & McTighe would argue)
|
|||
Essential QuestionsGuiding, driving questions which lead to deep foundational knowledge and enduring understandings |
Resources for Essential Questions | ||
| 1. What is the hardest thing to get out of water to make it clear and safe for drinking? 2. How are you affected by the quality and quantity of water available daily? 3. Is the water coming out of the tap at home and school healthier than bottled water? How can you tell? 4. Does/Should our Government play a role in regulating tap water and bottled water? |
|||
| How am I going to assess student learning? | |||
Assessments
|
Resources for Assessment | ||
ITEM ANALYSIS of Summative Assessment |
|||
"The Dirty Water Project" |
RECALL Remember Understand |
APPLICATION Apply Analyze |
EVALUATION Evaluate Create |
| Factual Knowledge | 17% |
14% |
|
| Procedural Knowledge | 12% |
14% |
|
| Conceptual Knowledge | 20% |
10% |
8% |
| Metacognitive Knowledge | 5% |
||
Diagnostic Assessment: Assessment for Learning |
|||
| 1. Pre-write/Think-write (CRITICAL THINKING) Pretest prompts |
|||
Formative Assessment: Assessment as Learning |
|||
| 2. Essential Vocabulary Online Crossword 3. Inquiry Scenario - Students will arrange six containers, each containing anthracite, fine sand, garnet gravel, garnet sand, gravel, and rocks, in the correct order in which they are arranged in a real filter at the water treatment plant. Then they write down their reasons for their arrangement using both photographs and the actual samples. Through this activity, students are introduced to two concepts: weight and density (MATHEMATICAL REASONING). 4. Direct Instruction PowerPoint Slide Show 5. Hands-on Guided Inquiry Project - Students have to design a water filter using only activated carbon, sand, gravel, cotton, plastic cups, wood structural supports, and hot glue to neutralize pH, reduce turbidity, remove conducting particles, and capture the filtered water (PROBLEM-SOLVING). After drawing their designs (VISUALIZATION/MODELING), and planning how much material they would buy, students have to purchase the material for building their teacher-approved designs. 6. Review through tests of their designs; evaluation by their peers using the five criteria–design, creativity, explanation, cost efficiency & test-endurance–10 points per criteria (MATHEMATICAL REASONING); reason(s) for failing one or more tests, for instance turbidity test (INFERENCE-MAKING); redesign (if time permits); online crossword and PowerPoint Slide Show used during Direct Instruction. |
|||
Summative Assessment: Assessment of Learning |
|||
| 7. Post-write (CRITICAL THINKING) similar to Pre-write and Post-test same as Pre-test | |||
| How am I going to structure the learning for all students? | |||
ProcessLearning Environment, Instructional Strategies, Instructional Groupings, Calendar and Timelines |
Teaching Resources Lesson Plan Templates |
||
| Cherry Creek School District's Pre-Observation Form ( Students will work in teams of two-three throughout the project Suggested Lesson Plan) |
|||
Teaching ResourcesPrint resources, technological, people, etc. |
|||
| Online Resources for The Dirty Water Project [(PowerPoint Slide Show for Direct Instruction, and movies of students explaining the four tests (pH, conductivity, flow rate and turbidity) ] | |||