Our World's Freshwater Supply- -A National Geographic Project By: John Broin, 9th grade math
Project Overview:
1. Students will keep personal water journals and use them to estimate their daily water use.
2. Students will reflect on their own water usage and explain how they will practice conservation.
3. Students will demonstrate an understanding of the many demands for water found in a community.
4. Students will be able to locate areas of our world with fresh water shortages.
5. Students will idenfity the difference between fresh water and ocean water, and the earth's fresh water sources (i.e., rivers, lakes, groundwater, atmosphere).
1. Students will keep personal water journals and use them to estimate their daily water use.
2. Students will reflect on their own water usage and explain how they will practice conservation.
3. Students will demonstrate an understanding of the many demands for water found in a community.
4. Students will be able to locate areas of our world with fresh water shortages.
5. Students will idenfity the difference between fresh water and ocean water, and the earth's fresh water sources (i.e., rivers, lakes, groundwater, atmosphere).
Instructional Materials Needed:
Water used data collection chart
Data Summary/calculation chart (How much did I use?)
Questions for the water unit
Activity Rubric
Email Rubric
Students will also need access to:
Water used data collection chart
Data Summary/calculation chart (How much did I use?)
Questions for the water unit
Activity Rubric
Email Rubric
Students will also need access to:
- Computer access to the internet
- scanner
- Printer
- Notebooks
- pencils
- Camera
- Thermometer
- access to some sort of weather report
- via Television or radio, etc.
Washington Technology Standards:
Educational Technology Essential Academic Learning Requirements - Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems.
1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
1.3: Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources.
Justification for Washington Technology Standards being met:
Ealr 1 - integration : component 1.2 Collaboration: Students will exchange 6 very structured Emails with their ePals in order to gather information used to complete their projects. Students will share their summaries of the weather in the first email, they will then compare information and use this information to build their data sheets and help summarize what affects the weather in their ePals location.
Ealr 1 - integration : component 1.3 Investigate and Think Critically: Students will use the information they have gathered, as well as the information gathered by their ePals partner and then summarize what is causing the changes in the weather.
Ealr 1 - integration : component 1.2 Collaboration: Students will exchange 6 very structured Emails with their ePals in order to gather information used to complete their projects. Students will share their summaries of the weather in the first email, they will then compare information and use this information to build their data sheets and help summarize what affects the weather in their ePals location.
Ealr 1 - integration : component 1.3 Investigate and Think Critically: Students will use the information they have gathered, as well as the information gathered by their ePals partner and then summarize what is causing the changes in the weather.
Project Plan:
This is a sharing and collaboration between our 9th grade math class here in Great Falls, Montana and a 9th grade math class in Great Baddow, Chelmsford, Essex, England. Great Baddow High School. Our students will be emailing back and forth, gathering information on each location to, first of all share information about their own locations with their ePals and second of all build a project using both sets of information to help determine what is going on with the worlds water supply. Each student will be paired off with an email pal through ePals.
This is a sharing and collaboration between our 9th grade math class here in Great Falls, Montana and a 9th grade math class in Great Baddow, Chelmsford, Essex, England. Great Baddow High School. Our students will be emailing back and forth, gathering information on each location to, first of all share information about their own locations with their ePals and second of all build a project using both sets of information to help determine what is going on with the worlds water supply. Each student will be paired off with an email pal through ePals.
Special
thanks to ePals for letting us use this project.