1
Exploring and
Understanding Water
Grade 2 Science
How does the amount and quality of water in our environment affect living things?
Big Ideas/Essential Questions Addressed:
•
•
•
•
•
What role does water play in our world?
How do people impact the quality of water? Why is the quality of water important?
How does water use vary around the world?
Do all people have easy access to clean water?
How does the amount and quality of water in our environment affect living things?
Developed by: Elise A. Milbradt
Exploring and Understanding Water
Publication Year: 2010
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1. Desired Results
Essential Question:
How does the amount and quality of water in our environment affect living things?
This unit, built on the above essential question, is designed for a grade two science class with
cross-curricular links to language and mathematics. The unit, designed around the importance of
having access to clean water, is created to follow a previous unit on the properties and
characteristics on water. Because a fair amount of writing is involved, this unit should not be
introduced too early in the grade two classrooms. Students should already have been introduced
to basic graphing in their math class.
Rational For Essential Question
This is a good essential question because I feel it fits with the following criteria:
1. Is the question centered around issues, problems, concerns, interests or themes relevant to
students’ lives and their communities?
This essential questions centers around water and students’ experiences with water. Water
is something students cannot get away from; everyone has had an experience with water.
Some students may be swimmers, some may have firefighters as fathers or mothers, and
some may help their families water their gardens. Water, as an important, basic element
of survival is extremely important to their communities.
2. Is the question open-ended (not a 'yes' or 'no' question); allowing students to create
answers at a variety of levels of understanding?
3. Is the question non-judgmental? It should allow the student to think about a concept
without dictating the directions or outcome of their thinking.
This question asks “how,” not just “does.” In this way, it provides for a range of student
responses. It was also intentionally developed to not indicate anything about “significance
or importance” or water, again allowing a range of responses.
4. Does the question invite the exploration of ideas from multiple perspectives or content
areas?
This question invites exploration of worldwide water concerns, as it relates to all living
things, and not just them as individuals. It also invites engagement with social studies and
mathematics through concepts such as quantities of world water use. This relates directly
to the science curriculum as two specific expectations are:
o Identify sources of water in the natural and built environment
o State reasons why clean water is an increasingly scarce resource in many parts of the
world
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Publication Year: 2010
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5. Does the question have enduring value beyond the classroom experience?
Water is an essential element and basic need for human survival. An appreciation of
water, and access to lots of clean water, is something students can take beyond the
classroom walls. In terms of expectations in the science curriculum, this speaks to the
following expectations:
o Students will assess the impact of human activities on air and water in the
environment, taking different points of view into consideration and plan a course of
action to help keep the air and water in the local community clean
o Assess personal and family uses of water as responsible/efficient or wasteful, and
create a plan to reduce the amount of water used, where possible
o Describe the ways in which living things, including humans, depend on air and water
6. To what extent do the ideas related to the essential question require uncovering?
Students must uncover a variety of things in order to answer this question, including:
How does the amount of water affect living things, how does quality of water affect
living things, what affects the amount of water, what affects the quality of water, how
does water, in general, affect living things, and how does the amount and quality of water
vary in different communities. These are just a few of the questions that will be explored
through individual lessons in order to allow students to develop an understanding that
will ultimate lead them to successfully attaining the expectations outlined on the next
page.
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Strands and Expectations
This unit is designed to address the following curriculum strands and expectations.
Science – Understanding Earth and Space Systems: Air and Water in the Environment
Overall Expectations:
- Students will assess ways in which the actions of humans have an impact on the
quality of air and water, and ways in which the quality of air and water has an impact
on living things
- Students will demonstrate an understanding of the ways in which air and water are
used by living things to help them meet their basic needs
Specific Expectations:
- Students will assess the impact of human activities on air and water in the
environment, taking different points of view into consideration and plan a course of
action to help keep the air and water in the local community clean
- Assess personal and family uses of water as responsible/efficient or wasteful, and
create a plan to reduce the amount of water used, where possible
- Describe the ways in which living things, including humans, depend on air and water
- Identify sources of water in the natural and built environment
- State reasons why clean water is an increasingly scarce resource in many parts of the
world
Language – Writing
Overall Expectation:
- Generate, gather, and organize ideas and information to write for an intended purpose
or audience
Specific Expectations:
- Write short texts using several simple forms (e.g. … a factual recount of a scientific
of mathematical investigation)
Math – Data Management and Probability
Overall Expectation:
- Collect and organize categorical or discrete primary data and display the data, using
tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other
graphic organizers, with labels ordered appropriately along horizontal axes, as
needed
Specific Expectations:
- Collect and organize primary data that is categorical or discrete, and display the data
using one-to-one correspondence in concrete graphs, pictographs, line plots, simple
bar graphs, and other graphic organizers, with appropriate titles and labels and with
labels ordered appropriately along horizontal axes, as needed
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Publication Year: 2010
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Note: Focus of this unit is on WATER; air can be explored in another unit. This unit is designed to follow a
unit on an investigation of water. Students will have prior knowledge, including:
The characteristics of water (water flows when not contained, is a clear, colourless,
odorless, tasteless liquid that exists in three states)
The stages of the water cycle (evaporation, precipitation, etc.)
Science vocab. surrounding water (solid, liquid, vapour, evaporation, condensation…)
2. Acceptable Evidence
This unit contains a fairly comprehensive assessment plan composed of elements of assessment
for learning, assessment as learning, and assessment of learning.
The unit begins with a diagnostic test: “assessment gathered before the learning process to
determine the appropriate starting point for instruction” (Ottawa-Carleton District School Board,
2008, p. 54). This is a way to assess prior knowledge because it asks students to respond to
statements about water, water quality and water access that have a basis in preconceptions and
previous experiences. Because “the strength of instruction is a function of teachers’
understanding of the strengths and weakness of their students” (Stiggins, 1992, p. 211), the
teacher can build off of students’ gaps in knowledge and/or areas in which they already have
strong understanding.
This diagnostic tool serves as both assessment for learning and assessment as learning. As a form
of assessment for learning, this tool allows an educator to develop an understanding of each
student’s “starting point.” From there, the educator is guided towards teaching strategies that can
best improve student learning based on their initial understandings (Ottawa-Carleton District
School Board, 2008, p. 54). As a form of assessment as learning, students are engaged in their
own self-monitoring strategy (Ottawa-Carleton District School Board, 2008, p. 56). This
particular assessment was developed around Dr Lorna Earl’s (2006) conceptualization of
assessment: it can provide an opportunity to find out where student misconceptions are and to
find ways of tailoring teaching to develop circumstances in which those misconceptions are
challenged. At the end of the unit, students will be asked to engage with this diagnostic test again
to see how their understanding has changed and developed across the course of the unit. This
diagnostic test will have no effect on grading, marking or reporting.
Observational assessment plays a role in the first and second lessons as well. This assessment
allows for an engagement with a child’s work habits and learning skills. Through informal
observation, the teacher can observe students’ behaviour and outward learning process.
Observational assessment can be used for anecdotal evidence in reporting, but will not be used for
marking or grading students’ work.
Lessons two, three and four are accompanied by journal responses. These journal responses
should effectively consolidate student learning for the lesson into one place where they can
articulate their growing understanding. The teacher will read each child’s three-sentence journal
response daily and assess for learning through a rubric. The journal provides a feedback
mechanism (a way of writing to the child about their learning) if written feedback is required
because assessment is learning (Cooper, 2007, p. 12). The teacher may also choose to have an
informal conference with a student about their journal responses if they notice the student is
struggling with particular concepts being covered in the unit. The assessment feedback given to
students responds to one of Cooper’s (2007) ‘big ideas’ in assessment: that assessment must
Exploring and Understanding Water
Publication Year: 2010
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inform students in words, not just numbers or grades, how they performed and how they can
improve (p. 9).
The rubric that accompanies each journal reading by the teacher is designed around the Ministry’s
achievement chart in science and technology and builds up to the final assessment rubric. I chose
to incorporate a rubric because rubrics are “powerful tools for both teaching and assessment,”
they “help define quality,” and they “reduce the amount of time teachers spend evaluating student
work” (Goodrich, 1996/97, pp. 14-15). Because this unit requires that the teacher read student
journals each day, it is extremely beneficial to them (time-wise) that rubrics are a simple way to
assess student learning. If students are struggling, through the rubric is can become tangibly
evident. If all of the students in the class are struggling with particular concepts, teachers can
change their teaching strategy to review, rehearse or re-teach material. These assessments are
formative assessments that will be used to guide teaching in the unit, but will not be used for
grading, marking or reporting because they indicate a student’s developing understanding.
The final assessment of learning is a comprehensive journal entry, encompassing learning across
the unit. The assessment strategies used are written responses and analysis of students’ work,
while the tool used is a rubric (Ottawa-Carleton District School Board, 2008, p. 46). For this
assessment performance task, students have the opportunity to record their learning, incorporating
writing, listing, and drawing in their understanding. This task is related to the essential question
of the unit because it asks students to engage with all the elements of the essential question they
have investigated throughout the week. If this unit has been effective, students should be able to
synthesize their understanding in a relatively clear way by engaging with all the elements of the
essential question. The rubric for this assessment is based on the four categories of the science
and technology achievement chart (knowledge and understanding, communication, application
and thinking and inquiry). This final assessment will be used for reporting purposes. When it
comes to justifying report cards to parents, the rubric assessment can help with justification
surrounding tangible criteria and achievement (Andrade, H.G., 2000, p. 13).
The final lesson also incorporates elements of assessment as learning, as students return to the
original diagnostic test and re-examine the statements contained on the page. Through this
process, students are able to reflect on their own learning (Ottawa-Carleton District School
Board, 2008, p. 57). Ideally, this kind of assessment can be confidence-boosting as well, because
students can see how much knowledge they have gained, and how their thinking has changed.
As the assessment tool throughout this unit is the rubric, it is important to acknowledge that there
can be user-bias in this tool. While rubrics are designed to be as objective as possible, the line
between “limited effectiveness” and “some effectiveness” can be a gray area. When instances like
that occur, it is up to the instructor to make a professional judgment. By and large, the assessment
in this unit can be deemed reliable, as clear criteria is evident in the rubrics and many, many
samples of performance are produced through the journal entries. All students will also be
working in the classroom on the final assessment task so they are being provided with a standard,
uniform assessment condition (Stiggins, 1987, p. 7). This unit’s assessment can also be deemed
valid because, under Stiggins’ (1987) criteria, the teacher is aware of the purpose of the
assessment (student should understand and communicate the overall and specific expectations of
the unit) and the levels of performance are specified along appropriate continuums (levels 1
through 4 on the rubric) (p. 7). In this case, cohesion of ideas and communication are paramount.
3. Lesson Plans
The following documents outline the five lessons to be included in this unit.
Exploring and Understanding Water
Publication Year: 2010
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Lesson 1
Introduction: Importance of Quality/Quantity of Water to Living Things
- Assessment For/As Learning: Diagnostic Test / Self-Assessment
Title: Introducing the Importance of Access to Water
Subject/Course: Science
Time: 60-70 minutes
Strand: Understanding Earth and Space Systems: Air and Water in the Environment
Lesson Description
Grade: Two
1. Students will begin their engagement with the study of water by deciphering a riddle.
2. Students will move into a preliminary diagnostic assessment task, designed to activate their prior knowledge. This
assessment takes the form of a “Yes, Don’t Know, No” format, in which students respond to certain statements about
water, water quality, water quantity and water use. Students are asked to think about their own water use and start
developing a plan for minimizing water waste in their homes. Students who are done early may engage in an art activity
to cover the front of their “My Water Journal” – an informal assessment tool to be used throughout the unit.
3. The body of this activity is students developing an understanding of the importance of water in the environment. In
groups of five to six, students will be given cut-out images of animals, fish, plants, insects, people, dishes, clothes, cups,
toilets, showers, baths, bathing suits, boats, watering cans, garden hoses, cars, fire engines etc. Students will be asked to
group the images based on how they relate to water. They will be given chart paper so they make lines to connect
groupings, if they wish. Students will be expected to engage in discussion (oral communication) with one another, and
with the teacher observer as s/he circulates asking prompting and probing questions such as, “Why did you put the
clothes and dishes together?”
4. The activity will conclude with a “coming together” reflection and expansion in which the teacher records students’
thoughts on four chart paper pieces, titled: how plants and animals use water, how people use water, what happens if
there is not enough water, what happens if the water is not clean? All chart papers will be added to as the unit continues.
Stage 1: Desired Results
Lesson Essential Question
• What role does water play in our world?
Ontario Curricular Overall Expectation
Students will demonstrate an understanding of the ways in which air and water are used by living things to help them
meet their basic needs.
Ontario Curricular Specific Expectation
- Assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce the amount of
water used, where possible
- Describe the ways in which living things, including humans, depend on air and water
Lesson Goals
By the end of the lesson students should:
- Be able to identify some ways in which humans, plants and animals use water
- Acknowledge the importance of water to living things
- Begin developing an understanding of their personal water use
Key concepts and/or skills to be
learned/applied:
•
•
Background Knowledge:
Living things, including human beings, depend on •
water to survive
•
Water is important and should not be wasted
•
Exploring and Understanding Water
What water is (characteristics, properties)
Where water is found (sources)
Personal experience surrounding water use
Publication Year: 2010
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Stage 2: Planning learning experience and instruction
Student Groupings
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•
•
•
Pairs/small groups
Individual
Larger group
Whole class
Instructional Strategies
•
•
•
•
Categorizing / grouping / clustering
Brainstorming
Cooperative learning / peer collaboration
Discussion
Materials
• Cut-outs (images from magazines, newspapers, etc)
• Chart paper (markers)
•
SmartBoard/Overhead/projector for displaying riddle
Accommodations
•
Students with difficulty reading can be grouped to complete the assessment for learning as the teacher reads the
statements aloud
Students who are finished quickly can start doing art on the cover of their journals
Students who are uncomfortable with writing tasks should be drawn into this activity through teacher prompts
during small-group discussion and whole-class discussion
•
•
Stage 3: Learning experience and instruction
Motivational Hook (2-5 MINS.):
The teacher will display the following challenging riddle on a SmartBoard, chart paper, or overhead:
-
I run but I never get tired. If I’m not contained, I go with the flow. I have many names, which depend on how
hot or cold I am. What am I?
Give students 2 to 5 minutes to talk in pairs or within their seating groups. Teacher circulates to ensure conversation
stays on-task. When the teacher is confident that at least two or three groups have a response, teacher asks: What is the
answer? Students will be called on, by putting up their hand, to answer. (WATER!)
Open (15 - 20 MINS):
Students will be given their “My Water Journal.” (A booklet of paper. See example document.)
Students will be instructed to turn to the first page of their journal. Teacher will read through this diagnostic test with the
children (teacher and students taking turns reading aloud). Students will be instructed to complete the diagnostic test
(which incorporates an element of self-assessment). When students are done, they can colour in the front cover of their
booklet and decorate it with water-related images and pictures.
Body (20 MINS):
The teacher will split the students into groups of five or six.
In these groups, students will be given cut-out images of animals, fish, plants, insects, people, dishes, clothes, cups,
toilets, showers, baths, bathing suits, boats, watering cans, garden hoses, cars, fire engines etc.
Teacher will prompt students to group the images based on how they relate to water. They will be given chart paper so
they make lines to connect groupings, if they wish.
Students will be expected to engage in discussion (oral communication) with one another, and with the teacher observer
as s/he circulates asking prompting and probing questions such as, “Why did you put the clothes and dishes together?”
Close (15 MINS):
Teacher will call the class’s attention together, as a large group. As a class, students will develop four charts (teacher
records as students put up their hands to add their ideas).
Chart 1: How plants and animals use water?; Chart 2: How people use water?; Chart 3: What happens if there is not
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enough water?; Chart 4: What happens if the water is not clean?
It is important to note that, at this point, students are just beginning to develop their ideas. If there are only one or two
points under each chart heading, that is OK. Students will be instructed that throughout the unit, if they have an idea to
add to the chart, they can add it themselves, or ask the teacher to add it.
Homework: Think about how you use water at home. Is it responsible and efficient, or wasteful? Talk to your parents
about what you are learning. Discuss family strategies for conserving water and keeping the water supply clean. (Letter
to parents and at-home worksheet attached.)
Link to Future Lessons
• Future lessons will delve deeper into water usage and water scarcity. This lesson is an introduction that will
encourage students to relate these topics to their everyday lives. The homework encourages them to think about
preventing water waste and creates a home-connection.
Assessment
• Assessment for learning (diagnostic test in journals)
• Assessment as learning (students assess their own previous knowledge and begin thinking about relating their
own experiences to the topic through the diagnostic test)
• Observational, during group work (informal, no recording)
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Lesson 1 – Assessment for/as Learning: Diagnostic Test / Self-Assessment
Water, Water, Everywhere?
*
Put a star inside the box you think goes with each of the following statements.
If you think the statement is RIGHT, put a star in the box that says: “YES.”
If you think the statement is WRONG, put a star in the box that says: “NO.”
If you don’t know, put a star in the box that says: “DON’T KNOW.”
YES
DON’T
KNOW
NO
Living things, like people, need water to survive.
When people do things to the water, such as pollute, it
means animals and people can’t drink the water.
There is so much water in the world; it doesn’t matter
if I use a lot of it.
It is my responsibility to make sure I don’t use too
much water or make water dirty.
Everyone in the world has access to water.
Everyone in the world has access to lot of clean water.
In my house, I use water everyday. These are the ways I use water:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Here are some ways I can use less water:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Dear Parent/Guardian:
In our science class over the next week we will be examining the importance of water to
living things. Included in this study is a discussion about water quality and water scarcity
in other areas of the world. Your child will be engaging in a variety of activities to
explore these concepts.
To encourage agency in the students, your child has been asked to think about ways that
they use water every day and ways that they waste water. Over the course of this unit, I
encourage you to help your child keep track of the ways your family uses water each day,
and the ways your family works to conserve water. Please use the attached form to get
you started. The support and guidance you provide your child will greatly benefit
our classroom discussions.
If you have any questions or concerns, feel free to contact me at any time.
Kind regards,
Exploring and Understanding Water
Publication Year: 2010
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Keeping Track of My Family’s Water Waste
Is our use of water responsible and efficient? Or is our water use wasteful?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
This is our plan to help conserve water:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Keeping Track of Water Waste
Today is: ___________________________________
Today we wasted water. (Circle one)
YES
NO
If you wasted water, how did you waste it?
________________________________________________________________________
________________________________________________________________________
Today we conserved water. (Circle one) YES
NO
If you conserved water, how did you conserve it?
________________________________________________________________________
________________________________________________________________________
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Keeping Track of Water Waste
Today is: ___________________________________
Today we wasted water. (Circle one)
YES
NO
If you wasted water, how did you waste it?
________________________________________________________________________
________________________________________________________________________
Today we conserved water. (Circle one) YES
NO
If you conserved water, how did you conserve it?
________________________________________________________________________
________________________________________________________________________
Keeping Track of Water Waste
Today is: ___________________________________
Today we wasted water. (Circle one)
YES
NO
If you wasted water, how did you waste it?
________________________________________________________________________
________________________________________________________________________
Today we conserved water. (Circle one) YES
NO
If you conserved water, how did you conserve it?
________________________________________________________________________
________________________________________________________________________
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Lesson 2
Quality of Water: How Humans Impact the Quality of Water
- Assessment for Learning: Journal Entry
Title: Human Impact on Water Quality
Subject/Course: Science
Time: 60-75 minutes
Strand: Understanding Earth and Space Systems: Air and Water in the Environment
Lesson Description
Grade: Two
Students will be introduced to the idea of water quality through an investigation of water pollution. Using hands-on,
experiential learning, students will see the way in which various substances (oil, garbage, sewage, and fertilizers) can get
into the water system. Students will develop an understanding of human impact on the environment, and come up with
ways that they can act to help keep water clean.
Stage 1: Desired Results
Big Ideas
•
How do people impact the quality of water? Why is the quality of water important?
Ontario Curricular Overall Expectation
Science:
- Students will assess ways in which the actions of humans have an impact on the quality of air and water, and ways in
which the quality of air and water has an impact on living things
Language:
- Students will generate, gather, and organize ideas and information to write for an intended purpose or audience
Ontario Curricular Specific Expectation
Science:
- Students will assess the impact of human activities on air and water in the environment, taking different points of
view into consideration and plan a course of action to help keep the air and water in the local community clean
- State reasons why clean water is an increasingly scarce resource in many parts of the world
Language:
- Write short texts using several simple forms (e.g. … a factual recount of a scientific of mathematical investigation)
Lesson Goals
By the end of the lesson students should:
- Be able to identify a variety of ways that humans impact our water
- Recognize that humans can have a negative and positive impact on water quality
- Recognize that they can be active agents in keeping the water in their community clean
Stage 2: Planning learning experience and instruction
Student Groupings
•
•
•
Large group discussion
Small group exploration
Individual reflection
Materials
•
Water stations (water with oil, water with garbage,
water with mock sewage, water with fertilizer
pellets, water filtration system (5 sets, one for each
group))
Exploring and Understanding Water
Instructional Strategies
•
•
•
Journal writing
Collaboration and cooperative learning
Inquiry and observation
Considerations
•
Some students will not be comfortable recording
their observations, so there will be one or two
designated “recorders” for each group as they go
around to the different stations
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Accommodations
•
•
•
Students who struggle academically will be supported through the various learning stations by their peers
Those who excel in academic settings can take this opportunity to take leadership roles (note taking, questioning,
guiding)
Students with limited writing abilities will be encouraged to both write and draw for their journal reflection
Stage 3: Learning experience and instruction
Motivational Hook (5 MINS.):
Students will watch a short 30 second clip (http://www.youtube.com/watch?v=Gi-p-qDjsVg&feature=related) that shows
an animation of a man dumping garbage into a river. The video cuts to an image of the man in the shower and garbage
coming back through the showerhead. The teacher will instruct the students to take 3-4 minutes to talk in pairs or small
groups about what they saw. What was interesting? Did anything surprise them? The teacher should prompt: Can anyone
think of other ways that our water gets dirty? Can you use dirty water to drink? Can you use dirty water to clean?
Open (5 MINS):
Two or three images will be shown to the class. These images will show polluted water. As a class, the teacher will ask
the students what they think has polluted the water in each picture. For example: the teacher will show a picture of oil in
water and ask “What do you think is in this water?” “Should it be in the water?” “Is it good or bad? Why?” “Do you
think something could have been done to stop the oil from getting into the water? What?”
Body (40-50 MINS):
Five stations will be set up around the room. Students will move in small groups around the stations. Students will have
6 to 10 minutes at each station to explore, think, and record their thoughts.
At the first station, students will be asked to record their observations of a mixture of oil and water. What do they see?
How could oil have gotten into the water? Could it be prevented? How?
At the second station, students will be asked to record their observation of a mixture of garbage and water. What do they
see? How could garbage have gotten into the water? Could it be prevented? How?
At the third station, students will be asked to record similar observation surrounding a mixture of fertilizer pellets and
water.
At the fourth station, students will look at water with mock sewage (yellow coloured water with cut-up tootsie rolls).
They will read a short description of water sewage treatment (what people do to have a positive impact on water
quality!). The group will be asked to record a response to the following statement: In some places, there is no water
treatment plant. Sewage goes straight into rivers, lakes, or oceans. What do you think about that? Would you drink water
with sewage in it?
At the fifth station, students will examine filtration more deeply. A jar of dirty water (with dirt, rocks, twigs, etc.) with a
fine mesh over the top will be provided. Students will be asked to pour the water from the jar into a big tub and record
their observations. (This will allow students to see filtration in action, as the mesh will not allow dirt, twigs, etc.
through.)
After all the students have had an opportunity to explore each station, the class will be called together. Through class
discussion and teacher recording, students will develop the class’s “Clean Water Plan.” This plan will list the ways that
students came up with to help keep water clean. (Treatment, filter, don’t pollute, etc.)
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Close (15 MINS):
Journaling: Students will be prompted to complete a private, individual reflection in their journal based on the following
three prompts:
1. Today, I learned…
2. Today, I was confused about …
3. I still want to learn about …
Homework: Think about how you use water at home. Is it responsible and efficient, or wasteful? Talk to your parents
about what you are learning. Discuss family strategies for conserving water and keeping the water supply clean.
(Continue recording on at-home worksheet)
Link to Future Lessons
• Once students have an understanding of the importance of clean water, it becomes even more significant in
coming lessons when they discover that clean water is a scarcity in many areas of the world.
Assessment
• Observations during activity (non-formal, observational assessment)
• Informal assessment for learning of journal entry (see rubric)
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Lesson 2 Assessment
Observational:
Use a recording sheet, such as the one below, to keep a running record of observations in order to
assess for learning. Records can also include notes about students’ engagement with the material,
and their demonstration of appropriate learning skills and work habits (participation, respect,
sharing, etc.).
Jean-Luc P.
William R.
Diana T.
Steven Y.
Luke S.
Beverley C.
Brent S.
Benjamin S.
…
Journal Entry – Informal Assessment Rubric
(Developed based upon the Ministry’s Achievement Chart in science and technology)
Student
demonstrates
knowledge and
understanding of
lesson content,
including facts
definitions and
terminology
Level 1
“Not Yet”
Level 2
“Almost”
Level 3
“Mostly”
Level 4
“Exceptional”
Demonstrates
limited knowledge
and understanding
of lesson content
Demonstrates
some knowledge
and understanding
of lesson content
Demonstrates
considerable
knowledge and
understanding of
lesson content
Demonstrates
thorough
knowledge and
understanding of
lesson content
Demonstrates
critical/creative
thinking processes,
skills and
strategies with
considerable
effectiveness
Expresses and
organizes ideas
and information
with considerable
effectiveness
Communication
has considerable
effectiveness
(purpose or
audience generally
clear)
Demonstrates
critical/creative
thinking processes,
skills and
strategies with a
high degree of
effectiveness
Expresses and
organizes ideas
and information
with a high degree
of effectiveness
Communication
has a high degree
of effectiveness
(purpose or
audience very
clear)
Student is able to
clearly express and
organize ideas and
information in
journal
Demonstrates
critical/creative
thinking processes,
skills and
strategies with
limited
effectiveness
Expresses and
organizes ideas
and information
with limited
effectiveness
The purpose and
audience of the
students’ writing is
evident (written to
inform the teacher)
Communication
has limited
effectiveness
(purpose or
audience unclear)
Student
demonstrates
processing skills
and strategies
through recording
knowledge
Exploring and Understanding Water
Demonstrates
critical/creative
thinking processes,
skills and
strategies with
some effectiveness
Expresses and
organizes ideas
and information
with some
effectiveness
Communication
has some
effectiveness
(purpose or
audience
somewhat unclear)
Publication Year: 2010
18
Lesson 3
Quantity of Water: Graphing Activity (Countries and Water Usage)
- Assessment for Learning: Journal Entry, Including Graph
Title: Water Quantity: Exploring Global Water Usage
Subject/Course: Science / Math
Time: 55- 60 minutes
Grade: Two
Strand: Science: Understanding Earth and Space Systems: Air and Water in the Environment
Math: Data Management and Probability
Lesson Description
Students will explore the idea of water use through a mathematical investigation of world-wide water use. They will
conduct a survey, develop a bar graph, and use their communication skills to articulate their learning.
Stage 1: Desired Results
Big Ideas/Essential Question
• How does water use vary around the world?
Ontario Curricular Overall Expectation
Math:
- Collect and organize categorical or discrete primary data and display the data, using tally charts, concrete graphs,
pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along
horizontal axes, as needed
Ontario Curricular Specific Expectation
Science:
- Assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce the amount
of water used, where possible
Math:
- Collect and organize primary data that is categorical or discrete, and display the data using one-to-one
correspondence in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with
appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed
Lesson Goals
By the end of the lesson students should:
- Have accurately graphed world-wide water usage
- Recognize that some countries use more water than others
- Begin hypothesizing why some countries use more water than other
Stage 2: Planning learning experience and instruction
Student Groupings
•
•
•
Large-group activity
Small-group investigation
Individual reflection
Materials
•
•
•
Handouts (survey and graph)
Country “water use” cards
1 liter water bucket
Exploring and Understanding Water
Instructional Strategies
•
•
•
Cooperative and collaborative learning; brainstorming
Graphing
Journal writing
Considerations
•
Some students may not feel strong in
mathematics; it is important to link this activity
to science
Publication Year: 2010
19
Accommodations
•
•
Peer-to-peer assistance for those with difficulty graphing
Students struggling with writing can draw pictures and write in their journal for reflection
Stage 3: Learning experience and instruction
Motivational Hook (10 MINS.):
Physical Bar Graph – Water Use at Home
On the board, the teacher will write: “Water Use at Home” and have three columns: “A lot,” “some” and “a little.”
Students will be directed to stand in front of the column which best describes their own water use. After the students are
in appropriate columns, the teacher will ask probing questions such as: “Which column is bigger than the others?”
“Using greater than/less than sentences, what can you tell me about our class’s water use?” Finally, the teacher can
prompt: “We’ve just made a kind of graph. What kind of graph is it?” (Students should recognize it is a bar graph.)
Open (5 MINS):
Class brainstorm (teacher record responses): In some countries of the world, people use less water than we do in
Canada. Can you think about reasons why this might be the case?
(Students come up with reasons, such as: not enough water, are more environmentally conscious, etc.)
Body (25 MINS):
Students are split into five groups.
Each group is given a country envelope. The countries will be Canada, France, Kenya, Ghana and Haiti. In the envelope
are their “water usage cards.” They must count the cards. Each card represents 10 liters of water. Each envelope
represents one day. (Students will be instructed that this activity is based on the average person from each country and
how much water they use every day. The teacher should bring in a 1-litre bucket so students have a tangible
understanding of the quantity.)
(Canada – 350L or 35 cards, France – 210L or 21 cards, Kenya – 50L or 5 cards, Ghana – 25L or 2 and a half cards,
Haiti – 10L or 1 card). The teacher must keep in mind that it is going to take longer for the US, Canada and France
groups to count their cards than the other groups.
Going around the classroom, using the provided handout, students must survey the other groups to find out each
country’s water use.
After the survey has been completed, they must use the provided graph handout to make a simple bar graph, depicting
the discrepancies between water use in various countries around the world. Each student must make their own bar graph
and include it in their journal at the end of the day.
The teacher will call the class together for a group discussion when most of the students have completed the task. This
can be done sitting at desks, or sitting together on the carpet in an open area. The teacher will ask: Do some countries use
less water than others? Why do you think this might be? Slowly, the teacher should facilitate the discussion so students
leave with the lingering impression that some countries do not have as much water as others.
Exploring and Understanding Water
Publication Year: 2010
20
Close (15 MINS):
Journaling: Students will be prompted to complete a private, individual reflection in their journal based on the following
prompts:
1. Today, I learned…
2. Today, I was confused about …
3. I still want to learn about …
Homework: Think about how you use water at home. Is it responsible and efficient, or wasteful? Talk to your parents
about what you are learning. Discuss family strategies for conserving water and keeping the water supply clean.
(Continue with at-home worksheet)
Link to Future Lessons
•
Next class, students will look at global water scarcity and inequality. This lesson provides them with the starting
point to understand that some countries use less water than others because they don’t have access to as much
water.
Assessment
• Rubric assessment of journal entry (informal assessment)
Note: This lesson is partially adapted from an in-class graphing activity in
Professor Richard Barwell’s PED 1158 G course on Tuesday, September 14, 2010
at the University of Ottawa.
Exploring and Understanding Water
Publication Year: 2010
21
Figure 1. Lesson 3 “Hook” – Water Usage Physical Bar Graph
Water
WaterUse
UseAtAtHome
Home
A
Lot
A Lot
Exploring and Understanding Water
Some
Some
A Little
Little
A
Publication Year: 2010
22
WATER USE SURVEY
COUNTRY
NUMBER OF CARDS
LITRES OF WATER
(Count by tens!)
Canada
France
Kenya
Ghana
Haiti
Exploring and Understanding Water
Publication Year: 2010
23
WATER USE BAR GRAPH
Canada
Exploring and Understanding Water
France
Kenya
Ghana
Haiti
Publication Year: 2010
24
Journal Assessment – Rubric
Journal Entry – Informal Assessment Rubric
(Developed based upon the Ministry’s Achievement Chart in science and technology and math)
Student
demonstrates
knowledge and
understanding of
lesson content,
including facts
definitions and
terminology
Student
demonstrates
processing skills
and strategies
through recording
knowledge
Student is able to
clearly express and
organize ideas and
information in
journal
Student is able to
clearly express and
organize ideas and
information in
graph
The purpose and
audience of the
students’ writing is
evident (written to
inform the teacher)
Exploring and Understanding Water
Level 1
“Not Yet”
Level 2
“Almost”
Level 3
“Mostly”
Level 4
“Exceptional”
Demonstrates
limited knowledge
and understanding
of lesson content
Demonstrates
some knowledge
and understanding
of lesson content
Demonstrates
considerable
knowledge and
understanding of
lesson content
Demonstrates
thorough
knowledge and
understanding of
lesson content
Demonstrates
critical/creative
thinking processes,
skills and
strategies with
limited
effectiveness
Expresses and
organizes ideas
and information
with limited
effectiveness
Expresses and
organizes ideas
and information
with limited
effectiveness
Communication
has limited
effectiveness
(purpose or
audience unclear)
Demonstrates
critical/creative
thinking processes,
skills and
strategies with
some effectiveness
Demonstrates
critical/creative
thinking processes,
skills and
strategies with
considerable
effectiveness
Expresses and
organizes ideas
and information
with considerable
effectiveness
Expresses and
organizes ideas
and information
with considerable
effectiveness
Communication
has considerable
effectiveness
(purpose or
audience generally
clear)
Demonstrates
critical/creative
thinking processes,
skills and
strategies with a
high degree of
effectiveness
Expresses and
organizes ideas
and information
with a high degree
of effectiveness
Expresses and
organizes ideas
and information
with a high degree
of effectiveness
Communication
has a high degree
of effectiveness
(purpose or
audience very
clear)
Expresses and
organizes ideas
and information
with some
effectiveness
Expresses and
organizes ideas
and information
with some
effectiveness
Communication
has some
effectiveness
(purpose or
audience
somewhat unclear)
Publication Year: 2010
25
Lesson 4
Sources of Clean Water: Water as a Scarce Global Resource (CHF Activity)
- Assessment for Learning: Journal Entry
Title: Title: Water As A Scarce Global Resource (Canadian Hunger Foundation resource)
Subject/Course: Science
Time: 60-70 minutes (perhaps use time surrounding a gym block)
Strand: Understanding Earth and Space Systems: Air and Water in the Environment
Grade: Two
Lesson Description
Students will explore the difficulties people in some areas of the world (in this case, Ghana) have with ease of access to
fresh water. The class is split into groups of seven students. Each group represents one nationality: Canadians and
Ghanaians. A water relay simulation is then played out, in which Canadians and Ghanaians must complete different tasks
in order to get water resource tickets. The relay is designed so that Canadians can get their water resources must faster
and easier than the Ghanaians. This simulation is designed to show students what life is like in developing communities
without easy access to clean drinking water. This simulation would ideally take place in a gym or outside.
Stage 1: Desired Results
Big Idea
• In some areas of the world, people do not have easy access to clean water.
Ontario Curricular Overall Expectation
-
Students will demonstrate an understanding of the ways in which air and water are used by living things to
help them meet their basic needs
Ontario Curricular Specific Expectation
-
Identify sources of water in the natural and built environment
State reasons why clean water is an increasingly scarce resource in many parts of the world
Lesson Goals
By the end of the lesson students should:
- Have accurately graphed world-wide water usage
- Recognize that some countries use more water than others
- Begin hypothesizing why some countries use more water than other
Stage 2: Planning learning experience and instruction
Student Groupings
•
•
Large group activity and discussion
Individual journal writing
Instructional Strategies
•
•
Journal writing
Experiential learning
Materials
- 1 tea towel or other linen item per group
- 1 cup or small container per group for resource tickets
- 2 stop watches
Accommodations
•
Students with mobility concerns can play the role of time keeper or recorder in their group.
Stage 3: Learning experience and instruction
Motivational Hook / Open (15 MINS.):
The teacher will ask the class for their predictions surrounding the following question:
How much of the water on earth is fresh, drinkable water?
(If students understand percents, that is good, but responses such as “a little,” “a lot,” or “the same as ocean water” are
OK too.)
Exploring and Understanding Water
Publication Year: 2010
26
After students have all had a chance to predict (the teacher will write student predictions on the board or on chart paper),
the teacher will tell them: “Fresh water is about 1 to 2 percent of global water. That’s TINY! That’s a very, very small
amount.”
To get students to understand how small this percentage is, teachers can show students what 1 or 2 percent of a piece of
paper is, or what 1 or 2 percent of a candy bar is (something they can relate to). Teachers could also display the
following graph:
http://ga.water.usgs.gov/edu/earthwherewater.html
Teachers must make sure, before moving on, that students understand that people cannot drink ocean water. Clearing up
this conception now is important. The teacher can ask the class: Can people drink ocean water?
The class will open up to discussion for 2-5 minutes. In the end, the teacher should facilitate the conversation towards an
end result of “people cannot drink ocean water.” (Potential questions include: “What kind of water comes out of our
taps? What kind of water comes out of our garden hoses? When you have a water bottle, what kind of water do you put
in it?”)
Body (50 MINS):
This activity should ideally take place in the gym or outside – wide open space is ideal.
Teacher: “In some communities around the world, people have to drink water from rivers, lakes, from the ground, or
rainwater they catch in barrels and buckets. In Canada, we get our water from taps and faucets. In some areas, they get
their water from wells.”
“We are going to play a game that will show you how difficult it can be to get clean water for people in Ghana.”
Students are split into groups of 7. If the group splits unevenly, students can join a group and repeat any of the tasks.
Randomly assigns groups as “Canadian” or “Ghanaian.” One person in the group will be a time keeper and given a stop
watch. Another person will record the time for each activity. (Splitting up = 5 minutes)
Each group will be given the following instructions:
You must collect 4 water cards. These cards are water you will use for drinking, cooking, watering crops and washing
clothes.
Ghanaians will be instructed that any time they want water they have to come up to the teacher and reach up, then touch
their toes. They must do this action 10 times to simulate pumping at a well. Canadians need to turn in one direction once,
and turn in the other direction once. This simulates turning on and off the tap. Time keepers start when the teacher says
start, and stop as soon as the activity is complete. (Instructions = 5 minutes)
Exploring and Understanding Water
Publication Year: 2010
27
Ghanaians will be moved to the far end of the gym (or moved about 10 meters from the teacher if done outside).
Canadians will stand right next to the teacher. The teacher represents the water source. (Moving = 5 min)
(Each time: Instructions 2 min, Activity 5 minutes)
Activity 1: Teacher says GO. Time keeper starts the stopwatch. Students holding the “Water for Drinking” card approach
the teacher. The student must complete their simulation (pumping water or turning on/off the faucet) to get their water
resource ticket. Students return to their group, say “glug, glug, glug” to simulate drinking water. Timekeeper stops the
stopwatch. Recorder records the time. The resource ticket goes into a cup or container.
Activity 2: Teacher says GO. Time keeper starts the stopwatch. Students holding the “Water for Cooking” card approach
the teacher. The student must complete their simulation (pumping water or turning on/off the faucet) to get their water
resource ticket. Students return to their group and pretend to stir a big pot for 30 seconds. Timekeeper stops the
stopwatch after 30 seconds have passed. Recorder records the time. The resource ticket goes into a cup or container.
Activity 3: Teacher ensures all the groups form a straight line. Teacher says GO. Time keeper starts the stopwatch.
Students holding the “Water for Crops” card approach the teacher. The student must complete their simulation (pumping
water or turning on/off the faucet) to get their water resource ticket. Students return to their group, and leapfrog over the
team lined up crouching on the ground. Timekeeper stops the stopwatch when the leapfrog is complete. Recorder records
the time. The resource ticket goes into a cup or container.
Activity 4: Teacher ensures all groups form a straight line. Teacher says GO. Time keeper starts the stopwatch. Students
holding the “Water for Washing Clothes” card approach the teacher. The student must complete their simulation
(pumping water or turning on/off the faucet) to get their water resource ticket and tea towel (or other linen). Students
return to their group and pass the tea towel to the person in front. The towel then gets passed either over their head or
under their legs, in an alternating fashion. Timekeeper stops the stopwatch when the tea towel reaches the last person.
Recorder records the time. The resource ticket goes into a cup or container.
Debriefing: Did it take the Ghanaians or the Canadians longer to complete each task? (Discuss, compare.) Why do you
think this? (Allow students to discuss their experiences as you walk back to your classroom for the closing reflection.)
Close (15 MINS):
Journaling: Students will be prompted to complete a private, individual reflection in their journal based on the following
three prompts:
1. Today, I learned…
2. Today, I was confused about …
3. I still want to learn about …
Homework: Think about how you use water at home. Is it responsible and efficient, or wasteful? Talk to your parents
about what you are learning. Discuss family strategies for conserving water and keeping the water supply clean.
(Continue at-home worksheet)
Assessment
• Informal, rubric-based assessment of journal response
Note: This lesson is a direct adaptation of the Canadian Hunger Foundation’s (CHF)
“Water Works!” activity. This lesson can be found at:
http://www.chf-partners.ca/teaching-resources/education/teaching-resources/teaching-resources.html
Exploring and Understanding Water
Publication Year: 2010
28
“Water
Exploring and Understanding Water
Works” Activity Cards
Publication Year: 2010
29
Journal Assessment – Rubric
Journal Entry – Informal Assessment Rubric
(Developed based upon the Ministry’s Achievement Chart in science and technology)
Student
demonstrates
knowledge and
understanding of
lesson content,
including facts
definitions and
terminology
Level 1
“Not Yet”
Level 2
“Almost”
Level 3
“Mostly”
Level 4
“Exceptional”
Demonstrates
limited knowledge
and understanding
of lesson content
Demonstrates
some knowledge
and understanding
of lesson content
Demonstrates
considerable
knowledge and
understanding of
lesson content
Demonstrates
thorough
knowledge and
understanding of
lesson content
Demonstrates
critical/creative
thinking processes,
skills and
strategies with
considerable
effectiveness
Expresses and
organizes ideas
and information
with considerable
effectiveness
Communication
has considerable
effectiveness
(purpose or
audience generally
clear)
Demonstrates
critical/creative
thinking processes,
skills and
strategies with a
high degree of
effectiveness
Expresses and
organizes ideas
and information
with a high degree
of effectiveness
Communication
has a high degree
of effectiveness
(purpose or
audience very
clear)
Student is able to
clearly express and
organize ideas and
information in
journal
Demonstrates
critical/creative
thinking processes,
skills and
strategies with
limited
effectiveness
Expresses and
organizes ideas
and information
with limited
effectiveness
The purpose and
audience of the
students’ writing is
evident (written to
inform the teacher)
Communication
has limited
effectiveness
(purpose or
audience unclear)
Student
demonstrates
processing skills
and strategies
through recording
knowledge
Exploring and Understanding Water
Demonstrates
critical/creative
thinking processes,
skills and
strategies with
some effectiveness
Expresses and
organizes ideas
and information
with some
effectiveness
Communication
has some
effectiveness
(purpose or
audience
somewhat unclear)
Publication Year: 2010
30
Lesson 5
Conclusion and Assessment:
How does the amount and quality of water in our environment affect living things?
- Assessment of Learning: Performance-Based Assessment
- Assessment as Learning: Return to Diagnostic Test / Self-Assessment
Title: Wrapping Up: Water in the World
Subject/Course: Science
Time: 70-80 minutes (science and language) Grade: Two
Strand: Science: Understanding Earth and Space Systems: Air and Water in the Environment
Language: Writing
Lesson Description
Students will synthesize their understanding of this unit by writing a creative story or an informative text answering the
following question: How does the amount and quality of water in our environment affect living things? Using their
journals, students will be asked to discuss all of the lessons involved in this unit of study. As they write and work,
students will also be prompted to return to their initial diagnostic test and take it again (second copy at the back of their
journals). How did their thinking change? Students will be encouraged to talk to one another, but each student must hand
in their final journal piece individually. Students will also be encourages to proofread and peer-edit.
Stage 1: Desired Results
Big Ideas/Essential Question
• How does the amount and quality of water in our environment affect living things?
Ontario Curricular Overall Expectation
Science:
-
Students will assess ways in which the actions of humans have an impact on the quality of air and water, and
ways in which the quality of air and water has an impact on living things
Students will demonstrate an understanding of the ways in which air and water are used by living things to
help them meet their basic needs
Language:
- Generate, gather, and organize ideas and information to write for an intended purpose or audience
Ontario Curricular Specific Expectation
Science:
-
-
Students will assess the impact of human activities on air and water in the environment, taking different
points of view into consideration and plan a course of action to help keep the air and water in the local
community clean
Assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce the
amount of water used, where possible
Describe the ways in which living things, including humans, depend on air and water
Identify sources of water in the natural and built environment
State reasons why clean water is an increasingly scarce resource in many parts of the world
Language:
- Write short texts using several simple forms (e.g. … a factual recount of a scientific of mathematical
investigation)
Lesson Goals
•
By the end of this lesson students should have demonstrated their overall understanding of the unit’s big ideas and
essential questions.
Exploring and Understanding Water
Publication Year: 2010
31
Stage 2: Planning learning experience and instruction
Instructional Strategies
Student Groupings
•
Independent
discussion
work
with
paired
or
grouped •
•
•
Journal writing
Reporting and summarizing
Reflection
Materials
Journals
Pens, pencils, markers, crayons (variety of writing implements)
Accommodations
•
Students will be encouraged to draw pictures to accompany their work and demonstrate understanding. Students
struggling with their writing can use this strategy to draw, label and list (writing) along with illustrate (draw) their
understanding.
Stage 3: Learning experience and instruction
Motivational Hook (5-10 MINS.):
Students turn to the last page in their journals: the same self-assessment/diagnostic test they did at the beginning of the
unit. Give students 5 to 8 minutes to complete this self-assessment again. Encourage students to think about everything
they have learned! They have worked hard! Ask students: Did you change any of your answers from the first test? Which
ones? Why? Discuss a few students’ responses as a large group.
Open (2-5 MINS):
Instruct students to open up their water journals and look at everything they have recorded, and any teacher feedback
and questioning. In pairs, students talk about their learning (“what I learned”) and try to clarify each other’s questions.
Body (45-50 MINS):
Teacher: Show me what you have learned! Write me a creative story or an informative text that touches on:
- Water’s importance to living things
- The way we use water
- Water quality
- Human impact
- Water scarcity
- Where we get water from
- Your own water use
- How people (and you!) can help to conserve water
Must be in full sentences and have proper grammar and spelling. You should keep in mind that your writing must have a
beginning, middle and end. If you want to include lists, charts, and pictures, you can do so as well! Use what you have
included in your previous journal entries and show me what you know.
10 minutes writing followed by 5 minutes of pair or group discussion. Then 10 more minutes of writing followed by 5
minutes of peer-reading and peer-editing. Students will be encouraged to ask each other about their work. Students will
then have 10 more minutes to finish writing, drawing and getting their ideas into their journal. The teacher will stop all
students 5 minutes before the end of their writing time. Students will have 5 minutes for proofreading, editing and
adding missing content. Students will be encouraged to clarify and clean up what they already have down.
Close (10 MINS):
Students hand in their journals and the teacher leads a class discussion towards synthesizing and wrapping up the unit.
Students are given the opportunity to provide feedback about the unit (what they liked, what they didn’t like, if they are
still confused, etc.)
Assessment
• Assessment of learning; final rubric for synthesizing journal entry
Exploring and Understanding Water
Publication Year: 2010
32
2. Water, Water, Everywhere?
Let’s see what you have learned!!
*
Put a star inside the box you think goes with each of the following statements.
If you think the statement is RIGHT, put a star in the box that says: “YES.”
If you think the statement is WRONG, put a star in the box that says: “NO.”
If you don’t know, put a star in the box that says: “DON’T KNOW.”
YES
DON’T
KNOW
NO
Living things, like people, need water to survive.
When people do things to the water, such as pollute, it
means animals and people can’t drink the water.
There is so much water in the world; it doesn’t matter
if I use a lot of it.
It is my responsibility to make sure I don’t use too
much water or make water dirty.
Everyone in the world has access to water.
Everyone in the world has access to lot of clean water.
Here are ways that my family and I conserve water:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Exploring and Understanding Water
Publication Year: 2010
33
Lesson 5 – Assessment of Learning Rubric (Final Journal Entry Rubric)
Level 1
Knowledge and Understanding
Demonstrates
knowledge and
understanding of
lessons’ big ideas &
essential questions
Overall synthesis of
unit learning
Level 2
Level 3
Level 4
Response
demonstrates
limited
knowledge and
understanding
Response
demonstrates some
knowledge and
understanding
Response
demonstrates
considerable
knowledge and
understanding
Response
demonstrates
thorough
knowledge and
understanding
Response
missing most
key points from
lessons
Response missing
a large number of
key points from
lessons
Response missing
few key points
from lessons
Response
effectively
synthesize and
summarizes unit
Response
indicates
limited
evidence of
analysis,
interpretation,
evaluation and
justifying
conclusions
Response indicates
some evidence of
analysis,
interpretation,
evaluation and
justifying
conclusions
Response indicates
considerable
evidence of
analysis,
interpretation,
evaluation and
justifying
conclusions
Response indicates
exceptional
evidence of
analysis,
interpretation,
evaluation and
justifying
conclusions
Student’s
message is
unclear or
difficult to
decipher;
limited
effectiveness
Student does
not use
organization
words (first,
then, next, etc);
writing does not
indicate an
understanding
of the
conventions of
beginning,
middle and end
Student’s message
can be found but is
hidden; some
effectiveness
Student’s message
is largely clear;
considerable
effectiveness
Student’s message
is very clear; high
degree of
effectiveness
Student
demonstrates
limited use of
organization
words (first, then,
next, etc); writing
indicates some
understanding of
the conventions of
beginning, middle
and end
Student
demonstrates
considerable use
of organization
words (first, then,
next, etc); writing
indicates
considerable
understanding of
the conventions of
beginning, middle
and end
Student
demonstrates
exceptional use of
organization
words (first, then,
next, etc); writing
indicates
exceptional
understanding of
the conventions of
beginning, middle
and end
Student
proposes
courses of
practical action
of limited
effectiveness
Student proposes
courses of practical
action of some
effectiveness
Student proposes
courses of practical
action of
considerable
effectiveness
Student proposes
high effective
courses of practical
action
Thinking and Investigation
Uses critical and
creative thinking
processes, skills and
strategies
Communication
Expression and
organization of ideas
Expression and
organization of ideas
Application
Proposing courses of
practical action to
deal with problems
relating to science,
technology, society,
and the environment
Exploring and Understanding Water
Publication Year: 2010
34
Bibliography
Andrade, H.G. (2000) Using rubrics to promote thinking and learning. Educational Leadership,
p.13-18.
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to Improve Learning. (pp. 4-25) Toronto, ON: Thomson Nelson.
Goodrich, H. (Dec 1996/ Jan 1997). Understanding rubrics. Educational Leadership, pp.14-17.
Lorna Earl. (Webcast 2006) Rethinking Classroom Assessment with Learning in Mind. Retrieved
October 13, 2010 from: http://www.curriculum.org/secretariat/april27.shtml
Ottawa-Carleton District School Board. (2008) Educators’ Resource Guide. Assessment,
Evaluation and Reporting of Student Achievement. Elementary. Ottawa, ON.
Stiggins, R.J. (1987). Design and development of performance assessment. In M. Gierl (Ed.),
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The Ministry of Education. (2007) The Ontario Curriculum Grades 1-8. Science and Technology.
Lessons:
Lesson 3 adapted from an in-class graphing activity in Professor Richard Barwell’s PED 1158 G
course on Tuesday, September 14, 2010 at the University of Ottawa.
Lesson 4 adapted from the Canadian Hunger Foundation’s (CHF) “Water Works!” activity. This
lesson can be found at:
http://www.chf-partners.ca/teaching-resources/education/teaching-resources/teachingresources.html
Exploring and Understanding Water
Publication Year: 2010