Water and the Community

By Victoria, Deanna, and Ashley

Goals

• Individual: Providing students with a basic background of resource preservation and the tools necessary to extend this knowledge into the global community.

• Society: We wish to build a society that utilizes its resources wisely and protects them for future generations.

Our students should…

• Understand: Why is water important? Where does our water come from? Are humans the only creatures that utilize water? Is all water the same/ is it all usable?

• Build confidence through group discussion and hands-on activities

• Connect life and education

Classroom Orientation

• Location: Pescadero, Ca• Summer Program• ~20 8th grade students (13-14 years old)

Teacher Roles

• Teacher as a guide/facilitator (provide options to the individual)

• Encourage discussion and reflection• Teacher as a learner (learn from student

presentation)• Teacher not the possessor of knowledge• Role may be limited because in larger classes,

the time would limit discussions

Evidence of learning

• Evaluations: students create a portfolio of all of their work during the curriculum and the teacher evaluates the effort

• Class presentations are evaluated by peers who comment on what was done well and what could be improved

• For society to use its resources wisely the individual must know how to use the resources wisely.

Assumptions

• Assumes that students entering the program are going to leave their community at some point and be able to use the knowledge they gained in their own community in whatever place they leave to.

• Assuming the individual learns through activities• Students have the desire to engage in learning and

plan to attend college• Students are willing to learn and try new things

Outcomes

• At the end of the curriculum, we hope students understand the importance of water in the community and world as a whole

Day 1

8:30-8:40 arrive, morning announcements, stretch/icebreaker8:40-10:10 Resource discussion: Class first, groups second 30 mins. each10:10-10:25 Break10:25-10:55 video and discussion (Video is 20 discussion is 10)10:55-11:55 Water basin activity11:55-12:55 Lunch12:55-1:10 SSR: Silent Sustained Reading1:10-3:00 Aquarium Demonstration3:00-3:30 personal journal reflection

Day 2

8:30-8:40 arrive and morning announcements8:40-9:45 drive to the City of Santa Cruz Desalinization Plant10:00-10:45 tour of Desalinization Plant10:45-11:00 drive to Long Marine11:00-12:15 eat lunch and explore the tidepools12:15-12:45 regroup/ refocus12:45-2:15 explore Seymour Discovery CenterAt the Seymour Discovery Center the students will be able to learn more about the oceans and the creatures that live in them.2:15-3:20 return to Pescadero

Day 38:30-8:40 arrive, morning announcements, and stretches/icebreaker8:40-10:00 students pick a topic of interest and go to the school computer/library to research chosen topic (topic must relate to water and what they have been learning).10:00-10:10 Break10:10-11:30 Research paper/project11:30-12:30 Lunch12:30-1:15 Presentation to class of what they have researched/learned so far1:15- 1:45 Water use in the home discussion

1:45-2:30 Brainstorm how we can conserve water in the home 2:30-3:30 Journal Reflection/Discussion: The students write about and

discuss what water topics interested them the most and the most important thing they have learned in this unit