Project Overview ~ Form courtesy of Buck Institute for Education (www.bie.org) page 1

Team members:

Jason, Mike, Genn, Telannia, Ninoska, Merrie

Name of Project:

Fight For Your Life

Duration:

30 hours?

Subject/Course:

Literacy

Grade Level:

9 (Possibly Middle and 10 to 12th)

Other Subject Areas to Be Included:

Technology, Algebra I, Science, Social Studies

Project Idea

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

http://www.youtube.com/watch?v=Ikb4WG8UJRw

Fight for your life: water wars. The Gulf Oil Spill is only the latest disaster to affect massive amounts of water, the source of life. Look at droughts as well as floods in our Nation and in the world, accidents like the Gulf spill, Chernobyl and more, and you'll see more and more that the world is in a simmering war over water. What about where you live? What are the challenges to your community's water, our nation's water and what plans are there for it? Will you need to fight for your "life", and how?

Students from each participating state will create some type of action relative to their area of study and the challenges in their area. Students will collaboratively create a multimedia presentation of some kind (website, PSA) that serves as a motivator, something that creates a sense of urgency about issues that they discover. (Could we use a differentiated 2-5-8 Menu empathizing technology) In addition, they should deliver a summary of existing or proposed plans/resolutions for their community to possibly some local officials. (Students can choose to define "community" as broad or narrow as they'd like.)

Driving Question

What are the challenges to the United State's water, and what plans are there for it? Will you need to fight for your "life", and how?

Content and Skills Standards to be addressed:

Addresses most of the NETS for Students, but we can get more specific. They will be using technology for some type of product, need to collaborate, research genuine information, use critical thinking and decision making, etc.

Those participating can put in their subject area standards as examples.

Web Design/Internet Essentials Standards -

1. search for information and evalute search results

2. examine Internet security issues and recognize the importance of working in a secure environment

3. evaluate, compare and contrast websites

4. design and create a basic website

Algebra I

1. Use the formulas from measurable attributes of geometric models (perimeter, circumference, area and volume), science, and statistics to solve problems within an algebraic context.

2. Solve two-step and three-step problems using concepts such as rules of exponents, rate, distance, ratio and proportion, and percent.

American Government

1. C.12.6 Identify and analyze significant political benefits, problems, and solutions to problems related to federalism and the separation of powers. (Should water be a state resource or a national resource.

2. C.12.11 Evaluate the ways in which public opinion can be used to influence and shape public policy ( In which ways are the governors of the great lakes states influenced by public opinion in relation to the use of great lakes water)

Language Arts (9th Grade)

10a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme
10b: evaluate how an author’s choice of words advances the theme or purpose of a work
10c: apply knowledge of the concept that a text can contain more than one theme

Earth Science / Ecology / Biology

CA Science Standards (Grade 9-12)

Ecology: 6c
California Geology: 9a,c
Investigation & Experimentation: a,f, g, h, m, n

1. Identify and apply knowledge of the concepts of the biogeochemical cycles, ecological succession, ecosystems, diversity, and the affects of pH change in water systems, to observations of changes in local water availability, water quality, and current heavy metal and pollution levels in comparison to earliest reported measurements available.

2. Using local EPA's "Learn the Issues" page, students will research the EPA's concerns surrounding Water. Students will select one of these issues to delve deeply into AND will be asked to link this choice to one of the other concerns the EPA has highlighted as it relates to water in their locality.

3. Evaluate the effectiveness of the steps being taken by local, state, and federal agencies to address these concerns. Identify departments and officials responsible for implementing steps studied.

4. Identify, contact and correspond with scientists from around the globe who are working on a problem similar to the class-identified concerns.

5. Identify and analyze potential solutions to the problems identified using global examples or novel ideas.

6. Design an implementation plan for community water concerns and present these ideas, together with research-supported evidence, to local, state and federal agencies for consideration for implementation.

T+A

21st Century Skills explicitly taught and assessed (T+A) or encouraged (E) by project work, but not taught or assessed:

Collaboration

Other:

Presentation

Critical Thinking:

Culminating Products & Performances

Group:

Present findings about local water issues in an interesting and motivational way that demonstrates potential strengths and threats to community (town, state, region) water supply, and a plan of action.

Note for discussion: could be a game, or "Dan Brown fiction" series, or multimedia product, up to the student. What seems key is that it is "motivational/inspirational/convincing"

Would like to see approximately 4 stages:

- Group formed, with general outline of approach and plan for next steps, deadlines

- Initial draft of products and information gathered, and next plan/deadlines

- Second, more prepared draft of products and final steps plan

- Final products and presentation

- Summative assessment to follow, for comparison to district benchmarks.

Presentation Audience

Presentation Audience:

Class

School

Class

School

Community

Individual:

Research the local region's water situation.

Find e-mail partner from a different region to discuss the similarities and differences between the regions water needs. Share their resources. with others in team.

Experts

Web

Other:

Project Overview ~ Form courtesy of Buck Institute for Education (www.bie.org) page 2

Entry Event to

launch inquiry

and engage students:

Maybe show something like the video linked above, there are many impressive videos that express the challenges to the world's water supply. It's important to have the students choose the size of their "community", and their project products. It's also important to make them see they can create an authentic awareness tool and possible solution.

Assessments

Formative Assessments

(During Project)

Quizzes/Tests

Practice Presentations

Journal/Learning Log

Notes

Preliminary Plans/Outlines/Prototypes

Checklists

Rough Drafts

Concept Maps

Online Tests/Exams

Other:

Summative Assessments

(End of Project)

Written Product(s), with rubric:

____________________________________________________

Other Product(s) or Performance(s), with

rubric:______________________________________________

Oral Presentation, with rubric

Peer Evaluation

Multiple Choice/Short Answer Test

Self-Evaluation

Essay Test

Other:

Resources Needed

On-site people, facilities:

Equipment:

Materials:

Community resources:

Reflection Methods

(check all that will be used)

Journal/Learning Log

Focus Group

Whole-Class Discussion

Fishbowl Discussion

Survey

Other:

YourWater