Introduction |
| Anchor Video |
| Concept Map |
| Project Calendar |
| Lesson Plans |
Letter to Parents |
| Assessments |
| Resources |
Modifications |
| Grant |
Week
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
1
|
-Show
anchor video
-Go
over driving question
-Brainstorm
possible information that will be helpful for the project
-Handout
a few articles to get them started
-Have
students pick groups
CAT: Background Knowledge Probe |
-Lesson:
Credibility of sources/ Types of sources
- Homework: Part B of credibility worksheet
Goal: The students will be able to determine if a
source is credible and what type of source it is.
|
-Field
trip to Shoal Creek/Greenbelt
|
-Work
day: Trip to Library
- Students will start
researching information that will be useful for the project.
Due: Part B of Credibility Worksheet
Goal: Students start to gather information about
water, droughts, conservation, ect.
|
-Lesson: Atomic Structure/ Water Structure
Goal: Students will know the atomic structure of
water and will be able to tie this in to future lessons
|
2
|
-Lesson: Covalent Bonding
Goal: students will understand the concept of
covalent bonding
CAT: Background Knowledge Probe |
-Lesson: Hydrogen bonding/ dipole-dipole interaction
Goal: students will be able to understand water’s
hydrogen bonding and how this adds to the uniqueness of water.
CAT: One
Sentence Summary
|
-Work
Day: Student will continue researching
information
|
-Lesson: Water as a Universal Solvent
Goal: students will be able to connect water’s
atomic structure and polar nature to why it is referred to as the universal
solvent
|
-Lab: Water as a Universal Solvent
Goal: Students will see first hand how water
dissolves many substances therefore making it a great solvent
|
3
|
-Work
day: finishing their researching
|
-Lesson: Colligative properties
Due: List of sources with a justification why
they are credible and what type of source they are(primary, secondary,
tertiary)
|
-Lesson: Colligative properties
Goal: the students will understand why water is
unique based on its colligative properties.
CAT -
Problem Recognition Tasks
|
-Work day: students will work on their
concept maps and coming up with a solution to the drought problem
|
-Work
day: Students will work on their concept maps and coming up with a solution
to the drought problem
Due: Concept map by the end of class
|
4
|
-Water
in the ecosystem
Goal; students will learn what major role
water plays in ecosystems.
|
-Work
day: Students will work on coming up with a solution
|
-Lesson: Water in biological processes
Goal: Students will learn how vital water is to
them
|
-Lesson
Work Quality
Due: proposed solution
|
-Work
day: students will work on letter to
community in which they address their the drought
and their solution.
|
5
|
-Water
quality lab
|
-Water
Quality Lab
|
-Work
day: Work on Letters to the community
Due: Rough
Draft of letter by the end of class.
|
-Water
Standards
|
-Purification
Techniques
|
6
|
Work
Day: Work on Final Letter and
presentations
-Return
Rough Drafts
|
Work
day: Work on Final Letter and
presentations
|
Work
day: Work on Final Letter and
Presentations
|
-Presentations
Due:
Final letter to the Community
|
-Presentations
CAT: Group Work Evaluation |