Engaged Learning Project Template

Title of Project: My Water Is Our Water

Subject(s): Social Studies/ Environmental Sciences
Grade Level(s): 6-8
Abstract:
This engaged learning project will bring awareness of the lack of clean
water and proper sanitation to people in Asia and Africa. After research
and discovery exercises of the location, geography, cultures, religions,
and governments in Asia and Africa, students will create video to
encourage conservation of water in efforts to change the plight of
millions of people.
Three- or four-sentence description of your project and audience. Include a
statement of what students will be doing. What adult/professional role will they
assume? How will the learning be situated in an authentic task?
Learner Description/Context:
Most students have electronic devices and use them in the classroom.
I will reserve the Lap Top Lab and will be used on specific days of the
project. (Lap-tops / or devices will be needed for the majority of this
project. Each student will need ear buds or headphones. Although, use of
the computer is necessary to create video)
One day of this project will take place outside the classroom, weather
permitting.
Classroom makeup
2 classes- Advanced Content/Gifted students
1 classes general education / 3 students with cognitive learning
disabilities
Characteristics of the learner and description of the learning environment(s) where
the learning experience will take place. Help others see your local context in
order to determine if they can replicate it. Include culturally-influenced interests,
ways of learning, funds of knowledge that exist among students, parents and the
community. Explain how these assets will be used to strengthen the learning
experience for students.
Time Frame:
This project will take 10-12 class periods @ 45 minutes (2 weeks)
How long will this learning experience take to complete and how much class time
will be dedicated to the learning experience during this time.
Standards Assessed:
SS7G9- Locate on a geo-political map physical features and countries of
Southern and Eastern Asia
SS7G10-Discuss environmental issues across Southern and Eastern Asia
a .describe causes and effects of pollution on the Ganges and Yangtze
Rivers

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template

SS7G11- Explain the impact of climate, location, population distribution,
physical characteristics, distribution of natural resources on Southern
and Eastern Asia.
SS7G12 The student will analyze the diverse cultures of the people who
live in Southern and Eastern Asia.
b. Compare and contrast the prominent religions in Southern and Eastern
Asia: Buddhism, Hinduism, Islam,
c. Evaluate how the literacy rate affects the standard of living.
Government
SS7CG7The student will demonstrate an understanding of national
governments in Southern and Eastern Asia.
Economics
SS7E10- The student will describe factors that influence economic growth
and examine their presence or absence in India
NETS-S
1. Creativity and innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
c .Use models and simulations to explore complex systems and issues
2. Communication and collaboration
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
a .Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences
using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with
learners of other cultures
d. Contribute to project teams to produce original works or solve
problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a .Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template

4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
digital tools and resources.
a. Identify and define authentic problems and significant questions for
investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed
decisions
d. Use multiple processes and diverse perspectives to explore alternative
solutions
5. Digital citizenship
Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of
information and technology
6. Technology operations and concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
d. Transfer current knowledge to learning of new technologies
What local, state, and national standards have you addressed? (Include GA
technology integration standards, local technology standards, and/or ISTE NETS-S)
Learner Objectives:
Summative assessment: Students research and analyze information to
produce a public service announcement about water scarcity and its
effects on economic development. Students will be evaluated on this
using a rubric. Formative assessments include map quizzes, blog posts
reflections, $2 summaries, peer reviews, and vocabulary assessments.
Students will discover how water is a scarce natural resource for about
1/5 of the worlds population. Water scarcity increasingly calls for
strengthened international cooperation in the fields of technologies for
enhanced water productivity, financing opportunities, and an improved
environment to share the benefits of scarce water management. In this
engaged learning project, students will create a video that addresses
water scarcity issues and its effects on economic development.
Write a statement of what students are going to know and be able to do as a result
of this learning experience and how it will be measured.
The hook or Introduction:
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template

Using a glass of water, a $20 dollar bill, a gold watch, and a picture of an
oil well, pictures of arsenal of weapons and I will ask students to rate on
a rating scale the importance of each resource. Then they provide
reasons for their ratings. This will illicit group discussions and then a
whole class discussion. I will record their responses and post on the
white board. I expect that most students will not choose the glass of
water.
Students will be exposed to a new learning experience, involving
technology, student choice, and simulation in learning about new
cultures, economic development and become problem solvers to realworld problems.
A brief description of how the learning experience will be introduced to students
and why the project should be interesting/motivating to students.

Process:
Part 1- research 6 days
During the first part of this project students will be working
independently to locate the geo-political features on the map, reading
and researching climate patterns, economic development, Then, they
will research various cultures, religious groups, industries, government
systems, and diseases. They will be given a project description sheet
listing expectations, activities and a framework for completion. It will
also include quiz dates, as well as checkpoints throughout. It will also
include blog posts assignments and reflection summaries. Each student
will also be required to contribute vocabulary entries to the class wiki.

Day 1- (See Doc-Attachment- Part 1-Study Sheet )

Introduction to unit: Hook- Evaluate the most valuable resource in the

world. Students will be divided into groups of 4-5 students. Each group
will choose a leader, a recorder, and a spokesperson. Then, groups will be
instructed to evaluate resources as to the most valuable to the least
valuable resources.
Using a glass of water, a $20 dollar bill, a gold watch, and a picture of an
oil well, pictures of arsenal of weapons and I will ask students to rate on
a rating scale the importance of each resource. Then they provide
reasons for their ratings. After groups have discussed and recorded their
ratings, each group will share ratings. Then whole class will discuss and I
will record their responses and post on the white board.

Day 2-3 Laptops needed

Students will use the sites to complete the web search
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template

Day 4
Whole group discussion/ video presentation
Discovery Unitedstreaming Videos Varanasi- The City of Light

Day 5- assessmentUsing Socrative, I will assess students knowledge of location of

important features. Students scoring less than 75% will make corrections
and retake quiz. Those that score 75% or higher will proceed to Part 2

Part 2: Group work and whole group lessons (See

attachment Part 2)
In the advanced learning classes students will be able to choose their
groups. In the general education classes, I will divide the groups
according to ability and previously determined (learning style inventory).
For students absent or out of class, I will open the classroom before
school and allow students to work on project before school.

Days 7-11 (See attachment/)

Hands-on experiment during this part of the project will include:
1. Contaminated water experiment using M & Ms candies
2. simulations and methods of gathering water ( outdoor obstacle course
)
3. problem solving perspectives (role-playing)
4. An expert from Georgia Tech will Skype to discuss the innovations and
applications of water purifiers (http://ewb-gt.org/school-outreach)
Engineers Without Borders

Days 12- 16 (See attachment Video Assignment/Rubric)

1. Video creation
2. These videos will be posted on the school website- geography page.
The process is the way you structure the learning to engage students in the
project/learning experience goals and objectives. How are they going to
accomplish the task? What are the students doing? What is the teacher doing?
How are you assessing the process of learning? How is the student directing the
learning? A sequence of unfolding events is usually provided and a timeline is
often used.
Product:
Students will create a video
The final product for assessment will be the video created by each group
using:
audacity, document cameras, devices, Pod-cast-O-matic, and/or Audacity.
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template

Technology is integrated as a web-quest activity and using Skype, Nat
GEO Map Maker, Wikispaces, Google-Earth
A rubric will be used for the final product as well as a peer and self
assessment rubric.

Student roles: Explorer/ Teacher/Producer

Teacher Roles: Facilitator, guide, Co/investigator
What is the end-product the students will produce? Who will use/care about the
product? Why will the product be meaningful to students? How is technology
integrated within this product? How will you assess the product?
Technology Use:
I am using some of the web-quest materials from last year. Some of the websites
are listed below:
Water.org
World Health Organization
The Water Project
Vesterguard
LifeStraw
UN-Water Scarcity/ Water For Life
Circle of Blue.org- Chokepoint India
Water Scarcity TEDEd
Unitedstreaming Videos Varanasi The City of Light
WorldvisionA Walk in Sabinas Shoes
What technologies are critical to the project and how will they be used (examples:
To communicate with peers/mentors, to construct/publish original products, to
analyze data, etc.) How does the proposed technology use in this learning
experience support the indicators of engaged learning?
References and Supporting Material:

Rubrics
Teacher created materials are attached and referenced throughout project
List materials that you used to develop this learning experience. List supporting
materials that the instructor would need to implement this learning experience.
What would need to be made? (Rubrics? Videos? Samples? Books) Include links to
existing Web resources that a teacher would use to understand and implement
this learning experience. (For example, if students will be using the Little Kids Rock
Website, include the URL somewhere in your template.) Use APA 6 Style.

Jo Williamson, Ph.D., Kennesaw State University