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Grade 6 Social Studies Unit Plan Prepared for: Nicholas Ng‐A‐Fook, PED3103G Curriculum Design and Evaluation, University of Ottawa Prepared by: Jessica Lindsay Koop

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Water for Life Publication Year: 2011

Table of Contents

1. Overview and Summary

2. Assessment

a. Diagnostic Assessment

b. Formative Assessment

c. Summative Assessment

3. Lesson Plan 1: H20 to Go!

4. Lesson Outline 2: Water for Life

5. Lesson Outline 3: Dirty Water

6. Lesson Outline 4: Don’t drink the water!

7. Lesson Outline 5: What does water mean to you?

8. Materials

9. References

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OVERVIEW

According to Chapter 4 of Planning in K‐12 Classroom Teaching: A Primer for New Professionals when it comes to lesson planning teachers do not need to “reinvent the wheel” (Guillaume, 2008). Guillaume maintains that teachers can modify existing materials “based upon [their] own stance, students, and standards (Guillaume, 2008, p.104). This unit plan came together after I spent some time exploring and gathering ideas from various educational websites that incorporate themes similar to those on the Developing a Global Perspectives website, namely peace and social justice, environmental sustainability and international development. In particular, the Canadian Hunger Foundation website has numerous resources and lesson plans that are geared at such global themes. When I found an online lesson plan called “Water Works” (CHF Partners), I decided to modify it to accommodate the Ontario curriculum and assessment policy documents. I designed a unit plan on the theme of water that not only adheres to the Ontario curriculum strands, expectations and big ideas, but also to global themes. According to Wiggins and McTighe, when identifying desired results it is important to ask “to what extent does the idea, topic, or process represent a “big idea” having enduring value beyond the classroom?” (2005). I feel this unit plan represents a very big idea and will definitely have enduring value. Essential Question: “Why is access to clean drinking water important to all people?” This essential question centers on an issue that is relevant to students’ lives and their communities. Water is an essential element to life and students in Grade 6 will have already learned about water through various topics in Science and Technology including:

• Grade 1: Understanding Life Systems – Needs and Characteristics of Living Things • Grade 2: Understanding Earth and Space Systems – Air and Water in the Environment • Grade 3: Understanding Life Systems – Growth and Changes in Plants • Grade 5: Understanding Earth and Space Systems – Conservation of Energy and Resources

Although this unit plan focuses on Social Studies and not Science and Technology, it is important to consider what students already know about water in their environment and how important it is to life. Because students use water on a daily basis for a variety of purposes, this topic is relevant to their lives. Moreover, living in a country and province abundant in natural water resources makes this question particularly relevant to Ontario students. As such, this question has the potential to engage students’ interest. Additionally, this question is open‐ended, allowing students to create answers at a variety of levels of understanding. The question is not “Is access to clean drinking water important to all people?” but rather “Why is access to clean drinking water important to all people?” Throughout the unit, students are able to explore this question by examining their own use of and access to clean drinking water, and also how others in the world, primarily some people living in select African nations, struggle to find and retrieve clean drinking water and the consequences that ensue when dirty water is consumed. In this way, the unit and the question have an emotive force that promote and invite the exploration of ideas through discussion and reflection. This question is clearly worded and engaging, and supports the goals for this unit. Each of the five lessons in this unit address the essential question and adheres to the Ontario curriculum, the big ideas and the overall and specific expectations.

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Subject: Social Studies

Grade: 6

Strand: Canada and World Connections – Canada’s Link to the World

Overall Expectation: explain the relevance to Canada of global issues and influences

Specific Expectations:

1) describe some of the connections Canada shares with the rest of the world;

2) describe Canada’s participation in international efforts to address current global issues (e.g. peacekeeping, environmental initiatives, world health initiatives, disaster relief, regulation of child labour, human rights violations acceptance of refugees);

3) collect data by conducting a survey or use an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements.

ESSENTIAL QUESTION Why is access to clean drinking water important to all people?

BIG IDEAS

1/6 of people on Earth do not have access to clean drinking water, including

those living in Central Africa, Angola, and South Africa

Lessons 1, 2, 3, 4, 5

There are many negative consequences of drinking dirty water

Lessons 1, 2, 3, 4

Canadians are fortunate to have access to clean, drinking water; others struggle to find adequate water resources

Lessons 1, 2, 5

Overall Expectation: explain the relevance to Canada of global issues

and influences Specific

Expectations 1, 2, 3

Specific Expectations

1, 2

Specific Expectations

1, 2

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This five‐day unit of study is broken down into five 60‐minute lessons:

Water Unit Plan Day 1 H20 to Go! Day 2 Water for Life Day 3 Dirty Water Day 4 Don’t drink the water! Day 5 What does water mean to you?

Day 1 Lesson 1: H20 to Go! addresses the Ontario curriculum and assessment policy document for Grade 6 as it consists of two overall expectations from two different subject areas, social studies and mathematics, and four specific expectations, two from each respective subject area. By learning about water consumption, its retrieval and use in Canada and in Central African Republic, students gain valuable knowledge about privilege, responsibility and equity. The Educator’s Resource Guide: Assessment, Evaluation and Report of Student Achievement – Elementary provides a framework for creating a backward design lesson plan and argues that “teachers have strong knowledge of students’ learning styles and interests in conjunction with curriculum expectations” (Ottawa‐Carlton, 2008, p.22). The role‐playing game in this lesson allows students to move around and participate in cooperative group learning; additionally, it fosters critical thinking skills. Varied instructional strategies, student groupings, and content that incorporate media literacy, reading, writing/recording, mathematics and physical movement ensure that this lesson “encourage[s] lasting and meaningful learning” (Guillaume, 2008, p.107). This lesson also includes an assessment as learning task (a writing prompt) that is given as homework and taken up in Lesson 2: Water for Life. The assessment is diagnostic and is evaluated by the teacher outside of class time; it is used to determine students’ strengths and learning needs in order to modify, adjust instruction, or to provide alternative learning opportunities. Day 2 Lesson 2: Water for Life assesses students’ understanding and knowledge of the differences in water consumption between Canadians and Central Africans; oral discussions regarding the bar graph and writing prompt give students the opportunities to demonstrate their understanding. This lesson continues to address the big ideas brought up in Lesson 1: H20 to Go! As students watch and take notes on the document Jay‐Z: Water for Life, students continue to learn about the importance of water and the different ways water is used the African nations of Angola and South Africa. The assessment taking place during this lesson is formative: “ongoing assessment during the learning process… used to monitor student performance” (Ottawa‐Carlton, 2008, p114). Students answer questions based on the documentary; answers are checked orally. The teacher facilitates discussion, observes and checks for understanding.

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Day 3 The big ideas continue to be addressed in Lesson 3: Dirty Water as students focus on the importance of having access to clean drinking water. Working in small groups, students brainstorm solutions to dirty drinking water. This activity allows them to make connections between Lessons 1 and 2 and fosters cooperation with others. By making a water filter out of simple materials, students are able to create a possible solution to the problem at hand. The strategies applied during this lesson include cooperative learning, technology integration, hands‐on activity and experimentation. The assessment is formative and is done through observation. Day 4 Lesson 4: Don’t drink the water! incorporates a science experiment to illustrate how dirty water can be transformed into drinkable water. Students note the observable differences between clean and dirty water, make a connection between the water they drink and that which some people in Central African Republic, Angola, and South Africa drink. This lesson encourages collaborative work, cooperative learning and class participation. In small groups, students observe, test and record results of their experiment and gain an understanding of the process of cleaning dirty water and how water filtration may be a possible solution to dirty drinking water. Assessment is done through observation. Day 5 Lesson 5: What does water mean to you? is the culminating lesson plan of the unit. As such, the summative assessment task takes place during this lesson. The purposes of this lesson are to conclude a block of learning, to provide a final assessment task for the end of the unit and to provide students with an opportunity to reflect on what they have learned over the course of the unit and to demonstrate their understanding of the big ideas. Using various materials including paint, markers, pencil crayons, and magazines, students create a visual representation of what water means to them on a global scale and individually. Students are expected to draw from the big ideas covered in the unit and incorporate three ideas/themes that reflect what water means to them. The visual representation is assessed using a checklist.

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ASSESSMENT A diagnostic assessment task, an assessment for learning task and a summative task are used during the unit. Diagnostic Assessment – The diagnostic assessment is a writing prompt on water that is assigned as homework in Lesson 1: H20 to Go! and is taken up as an oral discussion in Lesson 2: Water for Life. The principle category of the evaluation rubric measures is “Understanding of Concepts” and as well as the following subcategories: describe some of the connections Canada shares with the rest of the word; explain the relevance to Canada of current global issues and influences. The writing prompt can be found at the end of this document, while the rubric is under “assessment” in Lesson 1: H20 to Go! In relation to the Achievement Chart, this rubric has two categories: knowledge and understanding and thinking. Knowledge and understanding is subject‐specific content and comprehension of its meaning and significance. In this rubric, students are evaluated on their abilities to describe some of the connections Canada shares with the rest of the world (specific expectation 1), to gather information to support ideas for writing using a variety of strategies, and to explain the relevance to Canada of current global issues and influences (specific expectation 2). Thinking is the use of critical and creative thinking skills including planning skills, processing skills and critical/creative thinking processes. In this rubric students are evaluated on their abilities to draw conclusions about ideas on the basis of evidence; in other words, students gather information gained from playing H20 to Go!, process and synthesize this information and make a decision about whether or not everyone has the right to clean drinking water. The rubric serves to assess students’ knowledge, understanding and thinking about the subject matter. The rubric is divided into four levels, each distinguished through the use of qualifiers (some, adequately, competently, expertly), which qualify the criteria. Assessment for Learning – Assessment for learning is “designed primarily to promote student learning and guide instruction” (Ottawa‐Carlton, 2008, p.113). The assessment for learning task that takes place on Day 2 during Lesson 2: Water for Life. Students watch the documentary Jay‐Z: Water for Life and complete a worksheet. This formative task assesses students’ understanding and knowledge of the differences in water quality and accessibility in Central African Republic, Angola and South Africa; students will examine the consequences communities face when they lack clean water and will be able to name a humanitarian organization that assists communities with unsanitary water conditions. In relation to the Achievement Chart, this assessment for learning tool assesses students knowledge and understanding of the subject material (content), communication (written) and application (the use of knowledge and skills to make connections within and between various contexts). Summative Assessment – Summative assessment “occurs at the conclusion of a block of learning [and] focuses on student achievement of program effectiveness” (Ottawa‐Carlton, 2008, p.115). As such, the summative task occurs in Lesson 5: What does water mean to you? Students create a visual representation of what water means to them on a global scale and individually. This task provides students with the opportunity to reflect on what they have learned over the course of the unit and to demonstrate an understanding of the big ideas. The task is completed individually and is evaluated using a checklist. In relation to the Acheivement Chart, this task allows students to demonstrate their knowledge and understanding of the content by making connections within and between contexts (application) and conveying this meaning through an art project (visual communication). The checklist assesses students’ knowledge of content and understanding of content.

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Lesson 1: H20 to Go!

Title: H20 to Go! Subject/Course: Social Studies, Mathematics Time: 60 min Grade: 6 Strand: Canada and World Connections – Canada’s Link to the World; Data Management and Probability

Lesson Description This lesson addresses the issue of differences in the availability, use and consumption of water in Canada and in Central African Republic. Students will be asked to consider how they use water every day, how much they use on average and the accessibility of water in their community. They will compare and contrast this information with water use and accessibility facts in Central African Republic. During the game students will learn how difficult it is for some Central Africans to obtain safe drinking water and what the consequences are for drinking unsafe water. Additionally, students will discover how much effort and time it takes to get water when you do not have the privilege of living in a nation of abundance. Students will have the opportunity to reflect on their findings through a short discussion and to represent the stark contrast between Canada and Central African Republic by creating a graph. Stage 1: Desired Results Fundamental Concepts/Skills • Cooperative work during physical activity • Critical thinking • Perspective role playing

Big Ideas/Essential Question • Canadians are fortunate to have easy access to large quantities of clean drinking water • Canadians use (and waste) larger amounts of water than other countries • 1/6 of people on Earth do not have access to clean drinking water including Central Africans • Central Africans struggle to find adequate water sources; there are many negative consequences of drinking dirty

water Ontario Curricular Overall Expectations Social Studies: explain the relevance to Canada of global issues and influences Mathematics: collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including continuous line graphs. Ontario Curricular Specific Expectations SOCIAL STUDIES Knowledge and Understanding By the end of Grade 6, students will:

‐ describe some of the connections Canada shares with the rest of the world (e.g., trade, history, geography, tourism, economic assistance, immigration, indigenous peoples, peacekeeping, media, culture)

Application By the end of Grade 6, students will:

‐ describe Canada’s participation in international efforts to address current global issues (e.g., peacekeeping, environmental initiatives, world health initiatives, disaster relief, regulation of child labour, human rights violations, acceptance of refugees)

MATHEMATICS Collection and Organization of Data By the end of Grade 6, students will:

‐ collect data by conducting a survey (e.g., use an Internet survey tool) or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements

‐ collect and organize discrete or continuous primary data and secondary data (e.g., electronic data from websites such as E‐Stat or Census At Schools) and display the data in charts, tables, and graphs (including

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continuous line graphs) that have appropriate titles, labels (e.g., appropriate unites marked on the axes), and scales (e.g., with appropriate increments that suit the range and distribution of the data, using a variety of tools (e.g., graph paper, spreadsheets, dynamic statistical software)

Lesson Goals • Students will identify a major issue facing the world • Students will think more critically about the world they live in • Students will have a better understanding of how water is accessed in both Canada and in C.A.R. • Students will develop a concrete example of social injustice Key concepts and/or skills to be learned/applied: Background Knowledge: • Global issues • Critical thinking • Role‐playing • Teamwork skills • Data collection and representation

• Knowledge of how Canadians use water • Ability to read short, concise situation cards • Ability to locate African continent on map and to

understand its geographic relationship to Canada • Experience working with a team • Record data and read timer

Stage 2: Planning learning experience and instruction Student Groupings Instructional Strategies • Whole group discussion led by teacher • Pair work • Group work (teams of 6)

• Presentation (teacher led); practice (cooperative learning); practice (individual)

• Students make predictions based on previous experience

• Students experience social injustice through role playing (game)

• Students engage in critical thinking and voice personal opinions and feelings

Materials Considerations • Pictures of water uses in Canada (e.g. toilet,

bathtub, bottled water, waterslides, sprinklers, washing laundry etc.)

• Water Usage Facts • Facts about Central African Republic from CIA: The

World Factbook website • 1 copy of both team descriptions for each table • A bucket, a bin or box with the word “Tap” written

on it • 100 or more water cards laminated; 30 or more

water pump cards laminated • 1 set of situation cards (red, yellow) for each table • 6 timers • Recording sheet (time and tally charts) for each

student or table • Homework sheet to record graph for each student

• This game may be noisy. It might be played in the gym or outside. The noise may disrupt other classes in session.

• The tap bin and the bucket need to be placed where all students can access the cards easily so that students do not trip over desks or each other. Two tap bins and two buckets can be set up to avoid interference.

• There may not be enough time to do the entire lesson. In that case, the bar graph can be picked up the following day and not assigned as homework.

Accommodations • Allow students to work in pairs rather than groups if overwhelmed • Students with literacy comprehension problems will be placed in groups with students who are strong in

languages so that teams will be able to read the situational cards Stage 3: Learning experience and instruction Motivational Hook (5 MINS.):

‐ To capture the students’ attention, the teacher shows pictures of water uses on Smart Board / overhead

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projector (e.g. toilet, bathtub, bottled water, dripping faucet etc.) Teacher challenges students to think of other ways we use water (e.g. waterslides, sprinklers, washing laundry etc.) eliciting students’ prior knowledge.

‐ Teacher asks students to talk with a partner and guess how much water each example uses (L). Teacher asks for a few guesstimates and writes responses on board.

‐ Teacher puts up chart of actual water consumption and students compare with guesstimates. Open (5 MINS):

‐ Teacher states the objectives: teacher explains that today’s lesson is going to focus on where we get our water from and how our access to water differs from another country, Central African Republic.

‐ Teacher previews the lesson stating that first the class is going to learn about Central African Republic and then they are going to play a game called H20 to Go!

‐ Teacher gives expectations for students’ behaviour during game, explaining that the game involves physical movement and that students must be careful not to hurt themselves or others while playing the game.

Body (40 MINS): ‐ Teacher presents information verbally and through graphic representations: teacher asks students if they have

heard of Central African Republic and where they think it is in relation to other African countries; teacher show map of country and gives brief information about population, religion, socio‐economic status, government, and geography (facts from CIA: The World Factbook website).

‐ Teacher points out critical examples of poverty, disease and lack of access to clean water sources by showing pictures of Central Africans using buckets and jerry cans to collect water from unsafe sources and from wells; teacher explains that there are 1 billion people in the world who do not have access to clean water to drink, bathe, cook and clean, and that many Central Africans are among them; teacher asks students why they think this is the case.

‐ Teacher uses hands‐on materials (the game) to illustrate differentiation between Canadians’ and Central Africans’ access to and use of water; teacher explains that students will be working in cooperative groups to learn about these differences; teacher explains the rules and objectives of the game (prior to lesson, teacher organized desks into 5 groups of 6).

‐ Teacher divides half the table into Team Canada and the other half into Team Central African Republic ‐ Teacher asks 1 helper from each group to distribute team description cards; students read and answer

questions as a group. Teacher confirms answers orally. ‐ Teacher indicates locations of “tap” bin and bucket; reminds students of classroom rules (no pushing, tripping

etc.). ‐ Teacher distributes timers and situation cards (red, yellow) and announces when students can begin. ‐ Students play game for 25 minutes.

Close (10 MINS): ‐ Teacher restates objective of game: to highlight differences in consumption, availability and use of water in

two contrasting nations. ‐ Teacher draws conclusions, asking groups for their results and records them on the board in a chart similar to

the one distributed to the students. The teacher asks, Who took longer? Why? Who got the most cards? Why? Who had an easier time collecting cards? Why?

‐ Teacher asks how the students felt during the game. How did Team Canada feel? How did Team Central African Republic feel? Teacher asks students to state something that they learned (e.g.: It’s very difficult for some Central Africans to get water because they don’t have taps like we do and their water sources are very far away. Also, there water is often very dirty and they can get sick if they drink it).

‐ Teacher explains that for homework students must create a bar graph showing the number of water cards received by Canada and the number of water cards received by Central African Republic; teacher distributes homework worksheet. Teacher elicits bar graph information from students; if students are unclear, teacher draws a bar graph on the board and labels it, using different variables.

‐ Teacher also distributes Water Writing Prompt, which is assigned as homework for the next day. Teacher reads instructions to class and clarifies if needed. This will be used as a diagnostic assessment.

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‐ Resources are put away and the classroom is cleaned up. Link to Future Lessons

• Students record data about their own water consumption (how many loads of laundry they do a week, how many times they run the dishwasher a week, how long they shower for etc.) and compare that data with other classmates. They then input this data into the One Minute Water Calculator at http://goblue.zerofootprint.net/?language=en to see how many litres of water they consume each year. Students brainstorm ways to reduce their water consumption.

• Students create a water filter out of recycled materials to see if they can improve the quality of water. • Students research Central African Republic to learn why so many Central Africans do not have access to clean

drinking water. Other topics including food and waterborne diseases, HIV/AIDS, education, poverty, and war can be explored. Students make links between these topics and access to clean drinking water.

• Students research Central African food and culture. National dishes, music, religions, languages and dialects can be explored.

• Students watch short video clips like Good Transparency: Water Conservation, Good: Drinking Water, and A charity : water Film on YouTube and continue to study data on water and food consumption around the globe and compare that data to Canadian and American statistics.

• Students learn about well‐building and topography; students design a well. • Students learn about Canada’s lakes, streams, rivers etc. and how water affects our and other animal survival,

crop growth, trade, and treaties. • Students write letters in support of well‐building and send them to organizations like UNICEF and charity : water

or start a fundraising campaign • Students read “If The World Were A Village” as a class. After collecting additional data, students write their own

pages and make a class book. Assessment The following rubric can be used to assess students’ understanding, thinking, communication and application of material. This is a diagnostic assessment used to determine students’ strengths and learning needs in order to play, modify, and adjust instruction, or to provide alternative learning opportunities. It is an assessment as learning task

Category Level 1 Level 2 Level 3 Level 4 Understanding of concepts

describe some of the connections Canada shares with the rest of the world

describes some of the connections Canada shares with the rest of the world, with assistance

adequately describes some of the connections Canada shares with the rest of the world

competently describes some of the connections Canada shares with the rest of the world

expertly describes some of the connections Canada shares with the rest of the world

gather information to support ideas for writing, using a variety of strategies

gathers information to support ideas for writing, using a variety of strategies, with assistance

adequately gathers information to support ideas for writing, using a variety of strategies

competently gathers information to support ideas for writing, using a variety of strategies

expertly gathers information to support ideas for writing, using a variety of strategies resources

explain the relevance to Canada of current global issues and influences

is beginning to explain the relevance to Canada of current global issues and influences

satisfactorily explains the relevance to Canada of current global issues and influences

skillfully explains the relevance to Canada of current global issues and influences

masterfully explains the relevance to Canada of current global issues and influences

Thinking

draw conclusions about ideas on the basis of evidence

draws brief conclusions about ideas on the basis of evidence

draws adequate conclusions about ideas on the basis of evidence

draws competent conclusions about ideas on the basis of evidence

draws thorough conclusions about ideas on the basis of evidence

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Lesson 2: Water for Life

Title: Water for Life Subject/Course: Social Studies Time: 60 min Grade: 6 Strand: Canada and World Connections – Canada’s Link to the World

Lesson Description The purposes of this lesson are to: 1) assess students' understanding and knowledge of the differences in water consumption between Canada and Central African Republic (assessment as learning) through a writing prompt, an oral discussion, and a bar graph. 2) continue addressing the Big Ideas introduced in Lesson 1. Students will continue to learn about the importance of water and the different ways water is used in everyday lives in some African nations, and will examine the consequences communities face when they lack clean water. Stage 1: Desired Results Ontario Curricular Overall Expectations Social Studies: explain the relevance to Canada of global issues and influences

Ontario Curricular Specific Expectations SOCIAL STUDIES Knowledge and Understanding By the end of Grade 6, students will:




Stage 2: Planning learning experience and instruction Student Groupings Instructional Strategies • Whole class • Pairs • Small groups • Independent work

• Cooperative learning • Technological integration • Oral discussion

Materials & Resources Purpose & Tool • Writing prompt from Lesson 1 • Picture of Jay‐Z • Jay‐Z songs on CD • DVD or online clips of “Diary of Jay‐Z: Water for

Life” • “Water for Life” question sheet

• Formative Assessment • Rubric • Observation

Accommodations • If there are students who have difficulties writing, they can produce responses from viewing the DVD orally. Stage 3: Learning experience and instruction Motivational Hook (3 MINS.):

‐ Teacher shows flag of Central African Republic and flag of Canada (from Lesson 1) ‐ Teacher asks what are some differences between these countries and what are some similarities

Recap (5 MINS): ‐ Teacher asks students to get out their bar graphs (homework from Lesson 1). Students compare their work in

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pairs. Teacher displays bargraph on SmartBoard and asks students comprehension questions (e.g., How many water cards did Canada get? How many fewer water cards did Central African Republic get? Why? etc.).

Body (40 MINS): ‐ Teacher asks students to work in pairs. Students read each other's written work on water (homework from

Lesson 1). Students read for clarity and completion (Did your partner answer all the questions? Is there any information missing?).

‐ Teacher asks students to work with members at their table (small groups of five or six). Students discuss what they wrote about (What are some differences between water use in Canada and water use in Central African Republic? Why do these differences exist? Do you think everyone deserves to have access to clean drinking water? Can you think of ways people in Central African Republic could get access to clean drinking water?). Teacher monitors, observes discussion, prompts when needed.

‐ After 5 minutes, teacher asks whole class same questions, facilitates discussion and uses rubric to assess students' understanding of the big ideas.

‐ Teacher holds up picture of Jay‐Z and asks "Who is this?" If students do not recognize him, teacher plays the beginnings of a few of his songs. Teacher explains that Jay‐Z is an American rapper, business man and multi‐millionaire who is married to Beyoncé. Teacher explains that Jay‐Z is also a philanthropist, meaning he performs charitable acts. Teacher says, "Jay‐Z, like us, was curious about water consumption, use and availability and went to Angola and South Africa to see how other people get water every day. Jay‐Z learned a lot and even made a video diary about it." Teacher explains that the class is going to watch it, that they will notice many similarities between the three African countries of Central African Republic, Angola and South Africa in terms of water accessibility and sanitation. Students are expected to watch the 15 minute video diary and to answer comprehension questions on question sheet independently.

‐ After viewing, teacher gives students time to finish answering questions. Check for understanding (10 MINS):

‐ Teacher opens up whole‐class discussion on the viewing of video diary (ex: What did you notice about how people in Angola get their water? What do you think Jay‐Z learned about his time in Africa? etc.).

‐ Teacher reviews question sheet, asking the same questions to students who respond orally used as a diagnostic assessment.

Closure (2 MINS): ‐ Teacher tells students that tomorrow they will come up with ways to help others get access to clean water.

Their homework is to talk about it with their families. Assessment Through pair, small group and whole‐class discussion, students will talk about the importance of water and different ways people use water in Central African Republic, Angola, South Africa and Canada; students will examine the consequences communities face when they lack clean water and will be able to name a humanitarian organization that assists communities with unsanitary water conditions. Knowledge and Skills:

‐ describe some of the connections Canada shares with the rest of the world; explain the relevance to Canada of current global issues and influences; understand differences and similarities between developing countries and Canada

‐ ability to formulate ideas, opinions and answers through oral discussion; ability to listen for information (from teacher and DVD); ability to read/interpret bar graph

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Lesson 3: Dirty Water

Title: Dirty Water Subject/Course: Social Studies / (Science) Time: 60 min Grade: 6 Strand: Canada and World Connections – Canada’s Link to the World

Lesson Description The purposes of this lesson plan are to: 1) continue to address the big ideas of the unit (Canadians are fortunate to have access to clean, drinking water; 1/6 of people on Earth do not have access to clean drinking water, including people living in Central African Republic, Angola and South Africa; there are many negative consequences of drinking dirty water) 2) focus on the relevance to Canada of current global issues and influences 3) use a science experiment to illustrate how dirty water can be transformed into clean drinking water 4) have students make connections between Lessons 1 and 2 and water sanitation Stage 1: Desired Results Ontario Curricular Overall Expectations Social Studies: explain the relevance to Canada of global issues and influences





Stage 2: Planning learning experience and instruction Student Groupings Instructional Strategies • Whole class • Small groups

• Cooperative learning • Technological integration • Hands‐on activity • Experimentation

Materials & Resources Purpose & Tool • Picture of dirty water • Chart paper, markers • YouTube clip “ZOOM‐Water Filters” • Water filter supplies: 2L pop bottles, napkins, sand,

gravel, cotton balls • Building a Water Filter Plan Hand‐Out

• Formative Assessment • Observation

Accommodations • This lesson mostly consists of group work. Students with special needs can participate in all group activities;

students with writing difficulties can express their opinions orally; English language learners can participate artistically through designing the water filter; students can be assigned various duties to ensure participation (getting supplies, holding chart paper, designing filter etc.)

Stage 3: Learning experience and instruction Motivational Hook (2 MINS.):

‐ Teacher shows picture of dirty water and asks students what they see and if they would drink it

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Recap (5 MINS): ‐ Teacher asks students what they have learned about water during the last two days. ‐ Teacher asks students where in the world are some people drinking dirty water? What are the consequences of

drinking dirty water? Body (20 MINS):

‐ Teacher explains that students are to work with their table group (approx 5 or 6 students) and brainstorm ideas to get clean drinking water. If you don't have access to clean drinking water, what can you do? Students write ideas down on chart paper with markers. When finished, groups present their ideas/solutions to class.

‐ Teacher explains that one great way to ensure that you are drinking clean water is to make a water filter. Teacher asks students what a water filter is and how you can make one.

‐ Teacher shows Zoom Science video clip of Grade 6 students making a water filter (only shows up to 3min 20 seconds).

Consolidation (25 MINS): ‐ Teacher explains that students will be making their own water filters in teams of 4 or 5. ‐ Students clear off their desks. Teacher writes a list of all the materials they can use, but says they don't have to

use everything. ‐ The teams draft up a plan/design for their water filter. ‐ Students gather materials and start construction.

Closure (8 MINS): ‐ Students clean up materials, recycling them and/or putting them in the garbage. ‐ Teacher explains that tomorrow students will finish creating their water filters and test them using very dirty

water. Assessment Through pair and small group work, students will demonstrate an understanding of the importance of clean drinking water through a brainstorming activity. In small groups, students will design and create a water filter using simple materials after viewing an online video clip showcasing the experiment; students will gain an understanding of the process of cleaning dirty drinking water and how water filtration may be a possible solution to dirty drinking water. Knowledge and Skills:

‐ explain the relevance to Canada of current global issues (water sanitation); understand differences and similarities between developing countries and Canada (clean drinking water accessibility)

‐ ability to work together towards a common goal; ability to listen to information (from teacher and YouTube clip); ability to produce a visual representation of ideas (brainstorming chart)

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Lesson 4: Don’t drink the water!

Title: Dirty Water Subject/Course: Social Studies / (Science) Time: 60 min Grade: 6 Strand: Canada and World Connections – Canada’s Link to the World

Lesson Description The purposes of this lesson plan are to: 1) use a science experiment to illustrate how dirty water can be transformed into clean drinking water; to note the observable differences between clean and dirty water; to make a connection between the dirty water they see and the water that some people in some African countries drink; to produce a possible solution to unsanitary water 2) to observe, test and record results of experiment 3) to work collaboratively towards a common goal Stage 1: Desired Results Ontario Curricular Overall Expectations Social Studies: explain the relevance to Canada of global issues and influences





Stage 2: Planning learning experience and instruction Student Groupings Instructional Strategies • Whole class • Small groups

• Cooperative learning • Hands‐on activity • Experimentation

Materials & Resources Purpose & Tool • Water filter supplies: 2L pop bottles, napkins, sand,

gravel, cotton balls • Dirty water mixture: cooking oil, food colouring,

pieces of paper, pieces of Styrofoam, small bottles • Recording sheet • Dirty water instruction sheet

• Assessment • Observation

Accommodations • English language learners are able to learn through observation Stage 3: Learning experience and instruction Motivational Hook (1 MIN.):

‐ Teacher holds up a small bottle of self‐made dirty water and explains that students have to change this water into clean drinking water. Teacher holds up bottle of crystal clear water.

Recap (5 MINS): ‐ Teacher asks students what they remember from the ZOOM science video on water filters. What worked? What

didn't work?

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‐ Teacher asks students to get into the same groups as yesterday and to take out their water filter design plans. ‐ Teacher explains that two members from each group will come to a work station to make dirty water; the others

will continue to work on the water filter. Once every thing is complete, students will pour dirty water into their water filters to see whose water comes out the cleanest. The teacher emphasizes that all dirty water must be the same, so students should follow the dirty water instruction sheet properly.

Body (15 MINS): ‐ Students continue to work on their water filters. Two students from each group go to the work station to make

dirty water. ‐ Teacher ensures that students are on task by observing groups and helping out at the dirty water station. ‐ Teacher helps when necessary, reminding students to make use of supplies.

Consolidation (30 MINS): ‐ Teacher distributes recording sheet to students. All students gather around Group 1's table. ‐ Group 1 explains what materials they used and why. Group 1 pours dirty water into their water filter. ‐ All students observe and record results on recording sheet. ‐ Repeated until all groups have tested their water filters. ‐ Students clean up (5 minutes).

Closure (9 MINS): ‐ Teacher asks students which water filters were most successful and why. Students answer orally. ‐ Teacher explains that their homework is to think about what water means to them after learning about water,

consumption, availability and use all week. Teacher explains that tomorrow they will have 40 minutes to create a visual representation of what water means on a global scale and to them as individuals. Teacher tells students to "keep it simple". Students will have to come up with three main ideas about water that are most important to them. They are encouraged to discuss this with their families.

Assessment Through group work, students will create dirty water and water filters. Students will observe, test and record results of dirty water being poured into their respective water filters; students will gain understanding of the process of cleaning dirty drinking water and how water filtration may be a possible solution to dirty drinking water. Knowledge and Skills:

‐ explain the relevance to Canada of current global issues (water sanitation); understand differences and similarities between developing countries and Canada (clean drinking water accessibility)

‐ ability to work together towards a common goal; ability to record data; ability to work within set time frame (limit)

‐ class participation

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Lesson 5: What does water mean to you?

Title: Dirty Water Subject/Course: Social Studies Time: 60 min Grade: 6 Strand: Canada and World Connections – Canada’s Link to the World

Lesson Description The purposes of this lesson are to: 1) create a summative task for assessment; to provide a final asssessment task for the end of the unit 2) conclude a block of learning 3) provide students with opportunities to reflect on what they have learned over the course of the unit and to demonstrate an understanding of the big ideas Stage 1: Desired Results Ontario Curricular Overall Expectations Social Studies: explain the relevance to Canada of global issues and influences





Stage 2: Planning learning experience and instruction Student Groupings Instructional Strategies • Independent work • Hands‐on activity Materials & Resources Purpose & Tool • Paint, paint brushes, scissors, tape, glue, magazines,

paper, glitter, crayons, markets, pencil crayons, stickers, leftover water filter supplies

• Teacher example of visual representation

• Summative task • Checklist

Accommodations • Students could work in pairs or small groups to create visual representation Stage 3: Learning experience and instruction Motivational Hook (4 MINS.):

‐ Teacher shows students his/her visual representation of what water means to him/her. Teacher points out and explains that three things about water that are important to him/her. Teacher also explains how the visual representation is based on what they have been learning all week/how it ties in to the what they have learned about water accessibility in three African countries, as well as the importance of access to clean drinking water.

Recap (3 MINS): ‐ Teacher asks students for some ideas on what water means to them, prompting if need be. Answers are

written in point form on the board Body (3 MINS):

‐ Teacher explains they will have 40 minutes to create a visual representation of what water means on a global scale and to them as individuals. Teacher tells students to "keep it simple". Students will have to come up with

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three main ideas about water that are most important to them and that reflect one or more big ideas. ‐ Teacher monitors work and asks questions about what students are creating.

Consolidation (40 MINS): ‐ Teacher distributes paper and supplies. Students begin.

Closure (10 MINS): ‐ Supplies are put away and classroom is cleaned up. ‐ Students post visual representations on wall.

Assessment Students will produce a visual representation of what water means to them on a global and individual scale. Students are to draw from the big ideas (e.g., Canadians use (and waste) larger amounts of water than people in some other countries) covered throughout the unit and are encourage to use different materials. Students must show three ideas/things that are meaningful to them. The visual representation is an assessment of learning task that will be evaluated using a checklist. Knowledge and Skills:

‐ knowledge and understanding from unit block; explain the relevance to Canada of current global issues (water sanitation); understand differences and similarities between developing countries and Canada (clean drinking water accessibility)

‐ ability to demonstrate understanding of content through art ‐ use of information

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Lesson 1 Materials WATER USAGE FACTS

ACTIVITY LITRES OF WATER USED (L)

Pre-rinsing dishes for five minutes..............................100

Normal dishwashing cycle...........................................49

Five minute shower with standard showerhead .........100

Five minute shower with low-flow showerhead ..........35

Running the water when brushing teeth.....................10

One load of laundry.....................................................100 – 170

Dripping faucet ...........................................................50 – 75

One toilet flush ...........................................................15

Garden hose running for five minutes.........................100 Source: Canadian Geographic May/June Environment Issue & www.seedsfoundation.ca (2000). Taken from CHF lesson plan “Water Works”: http://www.chf-partners.ca/global-education-program/education/lessons-4-6/water-works.html

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Team Canada You are team Canada. You live in Lynden, Ontario, a small town of 500 people west of Hamilton. There are many farms in Lynden that produce sweet corn, pumpkins, apples, strawberries, raspberries, pears, plums and flowers. Farmers get their water for their crops by using a sprinkler system or by digging irrigation channels to bring water to the crop from below. Tap water comes from the Great Lakes, although many residents choose to drink bottled water. A = Lynden

How many kilometres is Lynden from Hamilton?

How did you get that number?

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Team Central African Republic

You are team Central African Republic. You live in a village of approximately 4,000 people in the Mbomou Prefecture, which borders the Democratic Congo in the South and Sudan in the East. Your village retrieves water from two primary water sources. The Mbomou River is 3km from your village and the well is 2km from your village. To retrieve water from either source you walk and use a bucket.

Name some of the rivers in Central African Republic. Where is the Mbomou River?

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How many water cards can you collect? How to play H20 to Go:

1. Divide students into groups of six. Label each group 1 – 6. 2. Divide each group into two teams: Team Canada and Team Central African

Republic. 3. Distribute team descriptions and allow students time to read out loud. 4. Distribute playing cards (Team Canada = red cards; Team Central African

Republic = yellow cards). 5. Taking turns, each player takes a colour card and reads it out loud. Each card

indicates whether or not the player should collect a water card or get rid of a water card. It also indicates where the player should collect or get rid of water cards (Team Canada = the tap; Team Central African Republic = the bucket). The tap is located in the centre of the room and is easily accessible. The bucket is located away from students, perhaps even outside of the classroom.

6. When collecting water cards from the tap, Team Canada members must rotate their bodies clockwise, then counter clockwise to simulate turning a tap on and off.

7. When collecting water cards from the bucket, Team Central African Republic members must clasp their hands, stretch out their arms and pump up and down five times to simulate pumping water from a well.

8. Once a player has 6 water cards, he or she replaces them with a water pump card, returning the 6 water cards to either the tap or the bucket.

9. Using a timer/stop watch, members record how much time it takes for each player to leave their seat, retrieve their water card and sit back down.

10. At the end of the game, students tally up how many water cards they and their classmates have.

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water card

water card

water card

water card

water card

water card

water pump

water pump

water pump

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Team Canada Cards

Your dad asks you to wash his car with him on Saturday morning. You have a great time and even get into a water fight! Plus, his car is squeaky clean and looks great too! Collect 4 water cards from the tap.

This afternoon it is 31 degrees out. You and three friends spend an hour running through the sprinkler in your backyard. Collect 4 water cards from the tap.

After spending the afternoon jumping in mud puddles your pants and socks are filthy! Your parents insist on laundering your clothes right away even though the washing machine is only half full. Collect 2 water cards from the tap.

This weekend youʼre going to a birthday party. All of your classmates will be coming and you hear there will be pizza, pop, chips, candy and cake! All of those plates, forks, spoons and knives will have to be washed. Itʼs a good thing your friend has a dishwasher! Collect 4 water cards from the tap.

You live on a corn farm in Linden, Ontario. It takes 56 litres of water every day to water your corn crops. Collect 10 water cards from the tap.

Itʼs finally summer vacation and your parents take you and your siblings to the waterslides! You have a great time swimming in the pools and going down the slides. You get to eat hot dogs and fries and drink bottled water for lunch. Collect 6 water cards from the tap.

Tonight itʼs your turn to help with the cooking. You also have to help with the clean up afterwards. You donʼt have a dishwasher so you have to wash the dishes by hand. You leave the water running while you rinse the dishes. Collect 2 water cards from the tap.

You like to take long, hot showers every day. In fact, this morning you took a 25-minute shower and were almost late for school. Collect 3 water cards from the tap.

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You were in a hurry to get to soccer practice today and you left the kitchen sink faucet dripping. Collect 1 water card from the tap.

When you brushed your teeth last night you left the tap running for 2 minutes. Collect 2 water cards from the tap.

The kids in your neighbourhood are having a water fight. You have filled up 15 balloons with water and your sister has a super soaker. Youʼre convinced youʼre going to win this fight! Collect 2 water cards from the tap.

A new well has been built in your village. You now have safe, clean drinking water. Collect 4 water cards from the bucket.

After a fun day of tobogganing you decide to warm up in your hot tub. You even get the jets going to massage your tired body. Collect 3 water cards from the tap.

Itʼs Sports Day today! Itʼs also 25 degrees out and after all that exercise you are really thirsty. Collect 1 water card from the tap.

Itʼs summer and the weather is hot, hot, hot! But keeping the lawn and flowerbeds green is no problem as there is no watering ban where you live. In fact, itʼs not uncommon to find sprinklers running for hours throughout the day. Collect 3 water cards from the tap.

Your baby brother loves playing with water. Yesterday you found him flushing toilet paper down the toilet. It was so much fun you decided to join him. Collect 3 water cards from the tap.

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Yesterday a storm hit your community. Your mother has asked you to help clean up by sweeping the walk and driveway. You decide it will be more fun to use the hose. Collect 2 water cards from the tap.

Your big brother is helping out his graduation class raise money by holding a car wash. You and your parents drive by the site and see water running everywhere. The taps have been left on while the hungry teenagers enjoy their lunch break. Collect 4 water cards from the tap.

Team Central African Republic Cards

You and your three-year-old brother have to get water for from the well for cooking and cleaning. The well is a 3km from where you live. School starts at 7:30AM so you leave at 5:30AM. Collect 1 water card from the bucket.

Your village has a new well with clean drinking water. You and your best friend filled up 6 buckets of water this morning. Collect 1 water card from the bucket.

You have 10 brothers and sisters and you have to share 1 bucket of water (1L) for bathing, cooking and cleaning. Give up 1 water card and put it in the bucket.

Yesterday you drank unsafe drinking water from a dirty water source. Today you have diarrhea and are very sick. You miss school. Give up 1 water card and put it in the bucket.

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Your mother asks you to fetch some water from the well. The bucket she gives you is big and when itʼs filled with water itʼs heavy. You have to make the trip three times to get enough water. Collect 3 water cards from the bucket.

It takes 5 buckets of water a day to feed your animals and water your crops. Collect 2 water cards from the bucket.

You eat twice a day with your family. Usually your mother does the cooking and sometimes you help. To cook for your family of 6, your mom needs 1 bucket of water each day. Collect 1 water card from the bucket.

The well near your village is drying up. There is talk of a new well being built in a few months. Your village decides to conserve more water. Give up 1 water card and put it in the bucket.

You are in charge of laundry in your family. Each week you take the clothes of your brothers and sisters and parents and walk 4 km to the nearest water source. The water is brown and dirty and it takes a lot of effort for you to clean the clothes. Collect 2 water cards from the bucket.

A rainstorm that lasted 2 hours hit your village today. You immediately ran and got the two buckets you own and put them outside so they could collect the rainwater. Collect 2 water cards from the bucket.

Itʼs the dry season and you have to be careful that you donʼt use up all the water at your local water source. Give up 1 water card and put it in the bucket.

A new well has been built in your village. You now have safe, clean drinking water. Collect 2 water cards from the bucket.

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A neighbouring village has been suffering from drought. Over the next month 500 people will be moving to your village. You will have to share your water. Give up 1 water card and put it in the bucket.

There has been an usually high amount of rainfall this year. The Mbomou River is the highest it has been in 10 years. Collect 2 water cards from the bucket.

You got up very early this morning to stand in line at the well. You are the third person waiting in line and you have two buckets today. Collect 1 water card from the bucket.

The well near your village is primitive in style. You saw it being dug by hand and everyday you use a bucket and rope to fill your water containers. Although everyone in the village tries to protect the water supply, somehow it has become contaminated. Give up 2 water cards and put them in the bucket.

The government has decided to conserve some of the water that flows from the Ubangi River to the Mbomou Tributary. The Mbomou Tributary is your primary water source. Give up 2 water cards and put them in the bucket.

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Recording Sheet

What is the total time for Canada? ____________ What is the total time for C.A.R.? _____________ Number of Water Cards TABLE 1 2 3 4 5 6 Canada

C.A.R.

Total number of water cards for Canada: _________ Total number of water cards collected for CAR: _________

Time (min:sec) Canada 1st trip 2nd trip 3rd trip 4th trip Name:

Name:

Name:

C.A.R. 1st trip 2nd trip 3rd trip 4th trip Name:

Name:

Name:

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Lesson 2 Materials When you played H20 to Go! you noticed many differences between where water comes from, how it is retrieved and how clean it is in Canada and in Central African Republic. Write a one-page response on the back of this paper. Read the boxes below and answer these questions in your response:

1. What are some differences between water use in Canada and water use in Central African Republic? Why do these differences exist?

2. Do you think everyone deserves to have access to clean drinking water? Why or why not?

3. Can you think of ways (solutions) people in Central Africa could get access to clean drinking water?

Stats from http://www.watercan.com/h2oh/g6cleanwater.shtml

More than 5 million people die each year from diseases

caused by unsafe drinking water, lack of sanitation and

insufficient water for hygiene. In fact, over 2 million deaths occur each year from water-

related diarrhea alone.

In developing countries,

like Central African Republic, 80% of illnesses

are water-related.

More than 6,000 children die every day from

diseases associated with lack of access to safe

drinking water, inadequate sanitation and poor hygiene

1.1 billion people, about 20% of the world’s

population, remain without access to safe drinking water.

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Name: _________________

Water Writing Prompt Write a one-page response to the three questions listed on the front of this sheet.

_______________________________________________________________________

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_______________________________________________________________________

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Water for Life Discussion Questions1 Read the following questions. Watch the documentary “Water for Life” and record some notes as you watch. You will talk about these questions after you view the documentary.

1. Why was Jay‐Z “honoured to be at the UN”?

2. Why did Jay‐Z want to do more than just go on a concert tour around the world?

3. Arunabha Ghosh explains to Jay‐Z “you can live without food for a while, but you can’t live without

water.” Jay‐Z agrees. Why?

4. What are some reasons why people in Angola do not have running water in their homes?

5. Arunabha Ghosh talks about the ‘loss of dignity’ when one is forced to bathe in public. What does he mean?

1 The questions and answers are from the UN Website: http://www.un.org/. The DVD clips of “Jay-Z: Water for Life” can be viewed on the Internet Archives website: http://www.archive.org/details/Unworks-MTV-WFL

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Water for Life Discussion Questions – ANSWER KEY

1. Why was Jay‐Z “honoured to be at the UN”? Jay‐Z was honoured to speak at the United Nations – a global organization whose mission it is to foster world peace, human rights, and economic and social development.

2. Why did Jay‐Z want to do more than just go on a concert tour around the world?

Jay‐Z wanted to learn the facts about the world’s water crisis and to see what he could do to promote awareness and action around the issue.

3. Arunabha Ghosh explains to Jay‐Z “you can live without food for a while, but you can’t live without

water.” Jay‐Z agrees. Why? The human body can only survive for 8‐10 days without water, while it can live for weeks without food. We can’t even digest food without water! It is the fundamental building block of life—in fact, the human body is 65 percent water. People who do not have enough clean water are much more susceptible to life‐threatening illnesses. Water is also an integral part of our daily lives. We use it to sanitize, bathe, and cook.

4. What are some reasons why people in Angola do not have running water in their homes?

Angola is a water‐abundant country with 20 percent of Africa’s water resources. However, three decades of civil war have destroyed water systems across the country leaving almost half of the population without access to safe drinking water. During the war millions of people fled the country side to seek refuge in the capital city of Luanda. The infrastructure of Luanda was not built to support such an influx of people. Currently, 90 percent of the city’s population lives in overcrowded slums without access to clean water, sanitation, drainage and waste disposal. Half of slum dwellers have an outdoor latrine and only one in six Luandan households has running water.

5. Arunabha Ghosh talks about the ‘loss of dignity’ when one is forced to bathe in public. What does he

mean? Access to safe, hygienic and private bathing facilities is a human right. When villages and homes don’t have running water, bathrooms and washing facilities people are forced to bathe with only a little water and usually in public. Peoples’ dignity is compromised when they are denied privacy. Inadequate access to private facilities is a source of shame, physical discomfort and insecurity.

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Lesson 3 Materials

Would you drink this? Zoom Science video clip on how to make a water filter: http://www.youtube.com/watch?v=y‐vTcMu8QWU

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Your team is going to build a water filter. A water filter removes impurities (dirt) from water. As a team, design your water filter. The only material you must use is the 2L pop bottle. Use as many or as little other materials from the box as you like. Your goal is to make the cleanest drinking water! Draw your design in the box: Lesson 4 Materials

Materials

cotton balls napkins

gravel sand

2L pop bottle cut in half

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Recording Sheet

Group

Materials

Prediction

Results

Would you drink the water?

1.

2.

3.

4.

5.

6.

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Did your water filter work? Why? Why not? What could you have done to improve it? ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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Lesson 5 Materials Visual Representation Checklist Student: _______________

Comments:

The student: produced a visual representation

included three ideas about what water means to him/her globally and individually

referenced one or more Big Ideas:

Canadians are fortunate to have access to clean drinking water so easily and in large quantities Canadians use (and waste) larger amounts of water than other people in some African countries (Central African Republic, Angola, South Africa)

1/6 of people on Earth do not have access to clean drinking water

Some Africans struggle to find adequate water sources; there are many negative consequences of drinking dirty water

demonstrated understanding of some of the connections Canada shares with the rest of the world demonstrated understanding of the relevance to Canada of current global issues and influences

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References

CHF Partners: Water Works. Global Education Program. Retrieved September 30, 2010 from the

Canadian Hunger Foundation website: http://www.chf-partners.ca/global-education-

program/education/lessons-4-6/water-works.html

Cooper, D. (2007). The Big Ideas of Assessment in Talk About Assessment: Strategies and Tools to

Improve Learning. Toronto, ON: Thomson Nelson.

Guillaume, A.M. (2008). Planning in K-12 classroom teaching: a primer for new professionals. (pp.102-

107) Columbus, OH: Pearson.

H2Oh! Grade 6: Clean Water. Retrieved October 12, 2010 from the Water Can website:

http://www.watercan.com/h2oh/g6cleanwater.shtml

The Internet Archives. Jay-Z: Water for Life. (2006). Retrieved October 21, 2010 from the Internet

Archives website: http://www.archive.org/details/Unworks-MTV-WFL

The Ontario Curriculum Grades 1-8. (2006). Language. Retrieved October 11, 2010, from The Ontario

Ministry of Education website: http://www.edu.gov.on.ca/eng/curriculum/elementary/

The Ontario Curriculum Mathematics, Grades 1-8, 2005 (revised). Retrieved September 26, 2010 from

The Ontario Ministry of Education website:

http://www.edu.gov.on.ca/eng/curriculum/elementary/

The Ontario Curriculum Social Studies, Grades 1-6; History and Geography, Grades 7 and 8, 2004

(revised). Retrieved October 3, 2010 from The Ontario Ministry of Education website:


The Ontario Ministry of Education. (2008). Growing Success. Retrieved October 10, 2010 from The

Curriculum Design and Evaluation Virtual Campus website:

http://virtualcampus.uottawa.ca/main.asp

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http://www.chf-partners.ca/global-education-program/education/lessons-4-6/water-works.html

http://www.chf-partners.ca/global-education-program/education/lessons-4-6/water-works.html

http://www.watercan.com/h2oh/g6cleanwater.shtml

http://www.archive.org/details/Unworks-MTV-WFL





The Ottawa-Carlton District School Board (2008). Educators’ resource guide: assessment, evaluation and

reporting on student achievement – elementary. (p. 22) Ottawa: ON.

The Rubric Builder. Retrieved October 13, 2010 from the Rubric Builder website:

http://www.rubricbuilder.on.ca/learn.html

Stiggins, R.J. (1992). High quality classroom assessment: What does it really mean? In M. Gierl (Ed.),

ITEMS: The Instructional Topics in Educational Measurement Series. Washington, DC: National

Council on Measurement in Education. The United Nations. Lesson on Water: Water for Life.

Retrieved October 20, 2010 from the United Nations website: http://www.un.org/

The Western and Northern Canadian Protocol (2006). Rethinking Classroom Assessment with Purpose in

Mind. Retrieved October 12, 2010 from the Western and Northern Canadian Protocol website:

http://www.wncp.ca/english/subjectarea/classassessment.aspx

The World Factbook – Central African Republic. Retrieved October 3, 2010 from the Central Intelligence

Agency website: https://www.cia.gov/library/publications/the-world-factbook/geos/ct.html

Wiggins, G. & McTighe, J. (2005). Understanding by design: What is backward design? Retrieved

September 30, 2010 from The Curriculum Design and Evaluation Virtual Campus website:


ZOOM Science. (2008). Water Filter. Retrieved October 19, 2010 from the YouTube website:

http://www.youtube.com/watch?v=y-vTcMu8QWU

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http://www.rubricbuilder.on.ca/learn.html

http://www.un.org/

http://www.wncp.ca/english/subjectarea/classassessment.aspx

https://www.cia.gov/library/publications/the-world-factbook/geos/ct.html


http://www.youtube.com/watch?v=y-vTcMu8QWU

grade 6 social studies unit plan prepared for: nicholas ng ... · pdf filewater for life...

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