Four Corners Guiding Questions

Transcription

1 Appendix A Go H2O! Water Systems Grade 8 Science and Technology Four Corners Guiding Questions Provide sample questions at each Corner: Changes What are some of the changes that occur due to the actions of the systems listed? What are some ways in which we take advantage of a system s ability to make changes occur in order to improve our lives? Cycles What are some of the cycles that can be observed in the operation of a system? What are some ways in which we take advantage of a system s ability to use cycles to improve our lives? Components What are some components of systems that we have brainstormed today? How do the components of your systems work together to accomplish a greater task? Connections What are some connections that exist within the systems that we have brainstormed today? Why are connections critical to the function of the systems? 1.

2 Appendix B Go H2O! Water Systems Grade 8 Science and Technology Both Sides Now ORGANIZER Name: Evidence That Supports Both Sides Now Circle your chosen question. Evidence That Opposes Do you think your waste water gets dumped into the local lake/river? Do you think your water comes from a big water tank? Do you think there are chemicals in your water? Do you think there is any water underground? Do you think the government regulates water and waste water management? If so, which levels of government? Are wells suitable sources of drinking water? Are septic tanks an acceptable way to treat waste water? Decision Reasons 2.

3 Appendix C Go H2O! Water Systems Grade 8 Science and Technology Residential Water Systems Survey Name: The purpose of this survey is to generate data for our class investigation. Please complete as accurately as possible. 1. Does your water come from a well? Yes No 2. Does your water come from a municipal water main? Yes No 3. Does your water require treatment within your residence? Yes No 4. If yes, provide details. 5. Is your residence connected to municipal sewage lines? Yes No 6. Does your residence have a septic tank? Yes No 7. If yes, how often does it need to be emptied? 8. If you have a well and septic tank, draw a small map to show where it is located on your property. 9. How old is your septic tank? 10. Does your family drink bottled water? Yes No 11. Does your family have a water cooler? Yes No 3.

4 Appendix D Go H2O! Water Systems Grade 8 Science and Technology Water Systems Investigation Instructions 1. Select one of the four water pathways that you would prefer to research: Water Pathways Guiding Questions for Research 1. How water enters a house when supplied by the municipality How does the municipality provide a continuous supply of fresh drinking water? What are some limitations of the municipal water supply? 2. How water enters a house when supplied by a well How does a well provide a continuous supply of fresh drinking water? What are some limitations of a well s water supply? 3. How waste water leaves a house through sewage How does the municipality treat a continuous supply of raw sewage? What are some limitations of the municipality s sewage treatment capacities? 4. How waste water leaves a house through a septic tank How does a septic tank treat a continuous supply of raw sewage? What are some of the limitations of septic tanks? 2. Research using: The Guiding Questions as a focus Multiple sources texts, Internet resources or information gathered from agencies or the local municipality. (Check with your teacher for sources that relate to your topic.) 3. Use It Says, I Say and So Organizer (Appendix F) to help you summarize and interpret your research. 4. Based on your preference (e.g., using cut and pasted images, drawn symbols with text, outlined notes), create a Flow Chart that illustrates the parts, functions and connections required to move water in or out of a residence. 5. Hand in the Flow Chart to your teacher for feedback. 6. Select and create a product from the Multiple Intelligences Choice Board (Appendix G) to illustrate the results of your research. 7. Present your Choice Board product. 4.

5 Appendix E Go H2O! Water Systems Grade 8 Science and Technology Water Systems Investigation Rubric Categories/Criteria Level 1 Level 2 Level 3 Level 4 Knowledge and Understanding Knows the parts (the sun, a residence, a water filtration centre, consumers, producers, and decomposers), functions and connections of the chosen water pathway: Water from municipal treatment plants Water from wells Waste water to municipal treatment plants Waste water to septic systems (Flow Chart and Choice Board) Thinking and Investigation Gathers relevant evidence and data from multiple sources The student: Demonstrates limited knowledge of the water pathway The student: sources, evidence and data that have limited relevance Demonstrates some knowledge of the water pathway sources, evidence and data that have some relevance Demonstrates considerable knowledge of the water pathway sources, evidence and data that have considerable relevance Demonstrates a high degree of knowledge of the water pathway sources, evidence and data that have a high degree of relevance Summarizes research into key ideas (It Says, I Say and So organizer) Communication Expresses and organizes ideas and information (Flow Chart and Choice Board) Summarizes with limited The student: Organizes and expresses researched information from the ecosystem investigation with limited Summarizes with some Summarizes with considerable Summarizes with a high degree of Organizes and expresses researched information from the ecosystem investigation with some Organizes and expresses researched information from the ecosystem investigation with considerable Organizes and expresses researched information from the ecosystem investigation with a high degree of A Rubric is an assessment tool used when assessing for and of learning. When the purpose is assessment for learning, students should be engaged in co-constructing the criteria to ensure that they know what success looks like. When the purpose is assessment of learning (evaluation), the Rubric provides the basis for decision-making about the student s level of achievement using the agreed upon criteria. 5.

6 Appendix f Go H2O! Water Systems Grade 8 Science and Technology It Says, I Say and So Organizer Name: The Source I Used: It Says What information is provided by this source? I Say What connections can I make to the information? Why is the information important? How do I know that the information is accurate? and So What key information can I summarize from both the source and my own thinking? 6.

7 Appendix G Go H2O! Water Systems Grade 8 Science and Technology Multiple Intelligences Choice Board Verbal-Linguistic Research log or journal Written essay Newspaper article Bodily-Kinesthetic Dramatic interpretation Using manipulatives to demonstrate process Visual-Spatial Graphic organizer Illustrations Brochure Cartoon Logical-Mathematical Timeline Thinking game Statistics and data to tell the story Intrapersonal Journal entry Poetry Portfolio Interpersonal Interview Partner reports Re-enactments Naturalist Creations of environmental scenes 3-D representation using natural materials Musical-Rhythmic Rap song Slide shows Narrative stomp 7.