Unit+5

= SHARING OUR PLANET: Taking Care of Our Water =

** Summative Assessment: **
Yeoul **// Yeoul: Factory pollutants //** Otto **// Otto: Sanitation in Costa Rica //** Seung Hyeon **// Seung Hyeon: Oil Spills //** Amelia **// Amelia: Drinking water in Poland and America //** Satomi **// Satomi: Drinking water in Japan //** Alina **// Alina: Acid Rain affects on water //** Natacha **// Natacha: Volcano Ash in water //** Hyoung Min **// Hyoung Min: Littering Garbage and water damage //** Jaqueline **// Jaqueline: Garbage Dumps and ground water //** Andrew **// Andrew: Ocean Garbage that Floats //** Rin **// Rin: Ocean Garbage that Sinks and water inhabitants //** Sae Rim **//Sae Rim: Farm Pesticides and ground water//** Daniel **//Daniel: Sink Hole Garbage Fill and ground water//**

=UNIT 3=
 * **trans-disciplinary theme  An inquiry into communities and the relationships within and between them **
 * **central idea Our planet has limited resources that we need to take care of **

What lines of inquiry will define the scope of the inquiry into the central idea?
 * **Where our fresh water comes from **
 * **What has happened to our water **
 * **Who is responsible to take care of our water supply **

Water Experiments in Class:
1) two cups of water showing 97% salt water and 3% fresh water 2) Water use at home, what can we do to conserve 3) creating the water cycle: evaporation, condensation, precipitation, run off, and ground water //using fresh water// 4) adapting the water cycle with //salt water// in the ocean, proving only fresh water evaporates 5) penny and water molecules drops, what happens to the water as it "balls up" 6) finding out what fish come up against swimming down the river 7) what floats in water and what doesn't discussing what the outside of something does for floating 8) the effect of an oil spill on birds' feathers

// Summative Assessment: //
For our final presentation, students will use a poster board to describe a water problem and if there is anything we can do about it. Students will not be reading information, but instead, will be telling us about all the images and documents they put into their presentation. Think of this as a "mini" Grade 5 Exhibition for presentation practice.

//**On the poster board:**// 1) Two photos representing the water problem 2) A map showing where this problem is taking place 3) A graph describing the amount or proportion of the problem 4) A chart showing us something about the water problem or 5) A diagram explaining what is taking place (#4 or #5, or both) 6) Two newspaper type articles telling us about what this problem has caused 7) Two personally typed explanations of the problem 8) Some kind of attempt to solve the problem (albeit student's own ideas, government intervention, community programs, or outside help)

//Websites to research://
WHAT KINDS OF TROUBLE DO WE MAKE IN OUR WATER? [|http://www.derm.qld.gov.au/environmental_management/water/caring_for_our_water/index.html#water_pollution_sources] WAYS WE CAN HELP [] POPULATION DISTRIBUTION: Why are more people near the water sources? [] NASHUA RIVER WATERSHED: __//**A River Ran Wild**//__ by Lynne Cherry[| http://www.nashuariverwatershed.org/] http://wateruseitwisely.com/kids/index.php kids games for water conservation http://www.kiddyhouse.com/Themes/Environ/Water.html Water games http://www.epa.gov/region07/kids/drnk_b.htm Drinking water http://video.about.com/chemistry/Erupting-Volcano.htm http://news.yahoo.com/photos/polluted-playgrounds-1322361547-slideshow/polluted-playgrounds-photo-1322361145.html#crsl=%252Fphotos%252Fpolluted-playgrounds-1322361547-slideshow%252Fpolluted-playgrounds-photo-1322360957.html Worlds Worst Polluted Swimming Holes