Exploring Water Sustainability: A Global Research Project

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Exploring Water Sustainability: A Global Research Project

Grade 8Science8 days

The project "Exploring Water Sustainability: A Global Research Project" focuses on addressing fresh water scarcity by integrating scientific discoveries, cultural knowledge, and community practices. Eighth-grade students investigate the causes and impacts of water scarcity in specific regions while exploring Indigenous perspectives and the role of modern scientific and technological innovations. Through portfolio activities such as mapping water issues, keeping a reflective journal on cultural perspectives, and developing an action plan, students synthesize diverse insights to propose sustainable solutions for water management. The project emphasizes the importance of cultural understanding, community involvement, and innovative strategies in achieving water sustainability.

Water ScarcityCultural KnowledgeScientific InnovationsSustainabilityIndigenous PerspectivesCommunity InvolvementAction Plan

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we integrate scientific discoveries, cultural knowledge, and community practices to develop sustainable solutions for fresh water scarcity in a specific region?

Essential Questions

Supporting questions that break down major concepts.

What are the causes and consequences of fresh water scarcity in the specific place being studied?
How can different communities, including First Nations, Métis, and Inuit, contribute their perspectives and practices towards water sustainability?
What scientific discoveries and technological innovations can be used to address water sustainability issues?
How does the management of water resources influence environmental and social systems?
What role does cultural knowledge play in understanding and addressing water sustainability?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will analyze and assess the social and environmental impacts of fresh water scarcity.
Students will learn and articulate First Nations, Métis, and Inuit traditional knowledge and practices regarding water sustainability.
Students will evaluate and present the impacts of scientific and technological advancements on water systems.
Students will develop a comprehensive action plan to address water sustainability challenges in a selected region.
Students will evaluate the role of cultural knowledge in managing and sustaining water resources.

Science Grade 8

E1.1

Primary

Assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues.Reason: This standard aligns as students will analyze the scarcity of fresh water and develop actionable plans during the project.

E1.2

Primary

Demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably.Reason: This standard fits well as students explore cultural knowledge focusing on First Nations, Métis, and Inuit water practices.

E1.3

Primary

Assess the impact of scientific discoveries and technological innovations on local and global water systems.Reason: The project emphasizes analysis of scientific discoveries and technology relevance to water systems, thus aligning with this standard.

Entry Events

Events that will be used to introduce the project to students

Water Detectives: Solving Our River's Mystery

Invite students to simulate a water-related mystery scenario where a local river is drying up unexpectedly. Provide multimedia evidence such as news clips, expert interviews, and river data graphs, prompting students to investigate using scientific methods. This connects directly to the core project goals and encourages students to explore the scarcity and sustainability of water resources innovatively.

Indigenous Voices and Water Stories

Begin with a storytelling session featuring videos or live talks from Indigenous elders and water specialists sharing their traditional knowledge and personal experiences of water management. Encourage students to reflect on these perspectives and explore how traditional and modern methods can work together toward sustainable outcomes. This will foster inquiry into diverse knowledge systems and cultural appreciation.

Community Water Warriors

Inspire students by introducing local 'water warriors' who have successfully initiated sustainability projects within their communities. Through guest speakers or recorded testimonials, students learn firsthand about practical steps taken towards water sustainability. This grounded insight encourages them to think critically and envision themselves as agents of change within their own community.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Water Issue Mapping

Students begin by mapping out the specific water sustainability issues of their chosen region. This gives them a concrete geographic focus for their research and allows them to visualize the connections between location, resources, and scarcity.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select a specific region experiencing water scarcity issues.

2. Gather data on the geographical features, climate, and existing water resources in the region.

3. Use mapping tools like Google Earth Education to plot key features and identify problem areas.

Final Product

What students will submit as the final product of the activityA detailed map showcasing water resources and scarcity issues in a region.

Alignment

How this activity aligns with the learning objectives & standardsAligns with E1.1 by having students assess the geographic impact of water scarcity.

Activity 2

Cultural Perspectives Journal

Encourage students to keep a reflective journal where they document and analyze First Nations, Métis, and Inuit perspectives on water management. This fosters an understanding of traditional knowledge and cultural significance of water.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Watch videos or attend talks by Indigenous elders and water specialists.

2. Reflect on the experiences and advice shared in these resources and write about their cultural significance.

3. Compare traditional knowledge with modern water management techniques in journal entries.

Final Product

What students will submit as the final product of the activityA reflective journal analyzing Indigenous water practices and their relevance today.

Alignment

How this activity aligns with the learning objectives & standardsCovers E1.2 by exploring Indigenous knowledge and values about water.

Activity 3

Innovation Impact Assessment

In this activity, students investigate recent scientific discoveries and technological innovations and evaluate their potential impact on water systems both locally and globally.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research recent scientific advancements and innovations in water conservation and sustainability.

2. Assess how these innovations are being implemented in the chosen region.

3. Analyze the pros and cons of these technologies in a report format.

Final Product

What students will submit as the final product of the activityA comprehensive report evaluating the impact of new technologies on water sustainability.

Alignment

How this activity aligns with the learning objectives & standardsAddresses E1.3 by assessing scientific and technological impacts on water systems.

Activity 4

Action Plan Development

After thorough research, students will develop an actionable plan to address water sustainability issues in their chosen region, integrating scientific discoveries and cultural practices.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Synthesize information from previous activities to identify key challenges and opportunities.

2. Draft a detailed action plan incorporating scientific know-how, Indigenous practices, and community involvement.

3. Create a presentation to share the action plan with peers and possibly local community members.

Final Product

What students will submit as the final product of the activityAn action plan presentation incorporating scientific and cultural strategies to address water sustainability.

Alignment

How this activity aligns with the learning objectives & standardsMeets E1.1 and E1.2 by proposing a actionable plan integrating diverse knowledge/values.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Water Sustainability Exploration Rubric

Category 1

Geographic Analysis

Assessment of students' ability to map and analyze geographical data related to water scarcity.

Criterion 1

Data Collection and Mapping

Evaluates the completeness and accuracy of data gathering and mapping related to water resources and scarcity.

Exemplary

4 Points

Gathers comprehensive and precise data; the map is highly detailed and accurately represents resource locations and scarcity issues.

Proficient

3 Points

Gathers relevant and accurate data; the map is clear and correctly represents resource locations and scarcity.

Developing

2 Points

Gathers some relevant data but misses key details; the map shows basic resource and scarcity representation but lacks clarity.

Beginning

1 Points

Struggles to gather relevant data; the map is incomplete and lacks coherent representation of resources and scarcity.

Criterion 2

Impact Analysis

Evaluates understanding of the social and environmental impacts of water scarcity within the geographic context.

Exemplary

4 Points

Presents an insightful and profound analysis of societal and ecological impacts of water scarcity, integrating well-researched evidence.

Proficient

3 Points

Presents a thorough analysis with clear evidence of societal and ecological impacts of water scarcity.

Developing

2 Points

Presents a basic analysis with limited evidence of the impacts of water scarcity.

Beginning

1 Points

Struggles to analyze the impacts of water scarcity; minimal evidence provided.

Category 2

Cultural Insight

Assessment of students' exploration and understanding of Indigenous perspectives and cultural knowledge on water management.

Criterion 1

Understanding Indigenous Knowledge

Evaluates comprehension of First Nations, Métis, and Inuit water practices and their cultural significance.

Exemplary

4 Points

Demonstrates profound understanding and respectful articulation of Indigenous water practices and their significance.

Proficient

3 Points

Shows thorough understanding and respect in discussing Indigenous water practices and significance.

Developing

2 Points

Describes Indigenous water practices with some understanding, but lacks depth.

Beginning

1 Points

Shows limited comprehension of Indigenous water practices and their cultural significance.

Category 3

Technological Evaluation

Assesses students’ ability to evaluate and interpret the impact of scientific discoveries and technological innovations on water sustainability.

Criterion 1

Innovation Analysis

Evaluates the ability to critique and assess scientific and technological solutions for water issues.

Exemplary

4 Points

Provides an insightful and comprehensive evaluation of technological solutions, showing deep understanding of their pros and cons.

Proficient

3 Points

Provides a clear evaluation of technological solutions with well-reasoned pros and cons.

Developing

2 Points

Provides a basic evaluation of technological solutions with some identified pros and cons.

Beginning

1 Points

Struggles to evaluate technological solutions; minimal pros and cons discussed.

Category 4

Action Plan Development

Assessment of students' synthesis and integration of diverse perspectives into a strategic action plan for water sustainability.

Criterion 1

Integration of Diverse Knowledge

Evaluates the extent to which students integrate scientific, cultural, and community insights into their action plan.

Exemplary

4 Points

Integrates comprehensive scientific, cultural, and community insights into an innovative and actionable plan for water sustainability.

Proficient

3 Points

Integrates relevant scientific, cultural, and community inputs into a coherent and actionable plan.

Developing

2 Points

Integrates some scientific and cultural inputs into a basic plan with notable gaps.

Beginning

1 Points

Struggles to integrate diverse inputs; the plan is vague and lacks actionable detail.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on how this project enhanced your understanding of fresh water scarcity in your chosen region.

Text

Required

Question 2

On a scale of 1 to 5, how much did you learn from integrating scientific, cultural, and community knowledge?

Scale

Required

Question 3

What was the most surprising piece of information you learned about First Nations, Métis, and Inuit perspectives on water sustainability?

Text

Optional

Question 4

Choose the statement that best describes your understanding of the role technological innovations play in addressing water issues.

Multiple choice

Required

Options

Technology is the primary solution to water issues.

Technology complements cultural and community practices.

Technology is not as effective as traditional methods.

I need more information to decide.