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Week 1 Importance of water + What are the essentials for making water clean?

Week 2 Who has clean water?

Week 3 Discussion forum and debate.

Week 4 Research, expert inputs , real-world example of relevant projects.

Week 5 Research, expert inputs, real-world example of relevant projects.

Week 6 Project showcase.

Week 1

Topic: What is the importance of water and what are the essentials for making clean water?

• Examine an introductory resource about the importance and implications of clean water
(ex: VICE News video Canada’s Indigenous Water Crisis and accompanying website).
• Predict-Observe-Explain activity about the resource: *see Lesson Hook*
• Create and post a “water diary” which will accumulate into creating the final unit project.

Subjects POS Outcomes Assessment Indicators

English 1.1.2 Explore and explain how Students will demonstrate their
interactions with others and with oral, learning through examining the
print and other media texts affect resource given in class and expressing
personal understandings. their understanding through the activity
3.2.1 Evaluate sources for currency, of “Predict-Observe-Explain” and
reliability and possible bias of creating a “water diary”. Assessment
information for a particular research at this point should be formative and
project should be used strategically to create
a baseline knowledge of the overall
unit. The “water diary” should be
emphasised as an artifact for reflection
throughout the unit, as well as an
important piece for the discussion
forum and the final project. Their
reflection should include the
examination of the resource and what
they have learned in the
interdisciplinary subjects in this week.

Science Describe effects of acids and bases on The students will supplement their
living things (e.g., acid rain in lakes, examination of the resource with a
antacids for upset stomachs, pH in baseline knowledge of how the
shampoos and conditioners) cleanliness of water is measures, and
the difference between clean and
Identify questions that may need to be unclean water. Students should be
addressed in deciding what presented with the harmful effects of
substances - in what amounts - can be contaminated water as opposed to the
safely released into the environment clean water that many other
(e.g., identify questions and Canadians have access to. Students
considerations that may be important should reflect upon the variety of
in determining how much phosphate contaminants in use in the world
can be released into river water around them that are eventually
without significant harm to living exposed into the water and record it
things) into their “water diaries”.

Describe mechanisms for the transfer Students will also be introduced to
of materials through air, water and soil; how pollutes travel. Highlighting the
and identify factors that may difference between airborne pollutants
accelerate or retard distribution (e.g., and soluble pollutants.
wind speed, soil porosity)

Social 9.S.1 Develop skills of critical thinking Students will be given opportunities to
Studies and creative thinking exercise critical thinking with the
examination of the introductory
9.1.3 Appreciate how emerging issues resource. Through their analysis of the
impact quality of life, citizenship and resource, they will determine the
identity in Canada validity of information present in it
through deconstructing its bias,
research, and contexts. With the
knowledge of the source material, they
can generate ideas about how this
issue is affecting the people, the
values, and the country of Canada as
a whole.

Differentiation A handout that summarizes the resource’s main points can be given to all
students at the end of the week for their reference. This aids students who are
ELL or who have learner exceptionalities without taking away their opportunity
to learn while simultaneously ensuring all students are receiving a common
baseline of understanding.

Technologies The “water diary” can be constructed in any medium the student chooses: audio
file submission, physical document, or online. Time should be given throughout
the week to experiment and troubleshoot any complications.

Week 2

Topic: Who has clean water?

• In class discussion, prompting student responses with what factors go into having clean

• Introduce how we set tolerate levels for not only humans but organisms that survive in

• Continue to add to student “water diary”.

Subjects POS Outcomes Assessment Indicators

English Students will listen, speak,, view Due to the oral nature of this task, students
and represent to explore thoughts, will be assessed via informal observation.
ideas, feelings and experiences. The key will be looking at how they are
able to articulate their ideas, and the
complexity of those thought. For example,
students who limit their responses to
“people who don't have running water won't
have clean water” compared to a more
wholistic approach that considers various
factors such as travel time,
ecosystem/geographics, political influence
ect. These would have complex thought
behind them and would score more on the
master level.

Science Investigate and evaluate potential Pollutants, consumer practices and the
risks resulting from consumer effects of acids and bases will be
practices and industrial introduced. Students will need to
processes, and identify processes demonstrate their understanding of these
used in providing information and in week 4/5.
setting standards to manage
these risks (e.g., interpret and As students progress through their
explain the significance of discussion, the teacher will ask “how can
manufacturer's information on we measure tolerate levels, and what
how wood preservatives can be defines the levels”. This question naturally
safely applied; recognize that relates to how the science can be applied
some individuals may have for human context as well as
greater sensitivity to particular environmental.
chemical substances than do
others in the general population); At this point students will be shown ppm
Describe effects of acids and calculations and given practice questions
bases on living things (e.g., acid relating to Canadian aquatic systems. For
rain in lakes, antacids for upset example, students can find how much
stomachs, pH in shampoos and water would be required to allow a Norther
conditioners); Pike to survive. This would also bring back
apply and interpret measures of our discussion around indicator species.
chemical concentration in parts Students would be asked questions that
per million, billion or trillion require them to apply their understanding
of ppm and wildlife indicators. For example,
students could be asked, how could they
determine oxygen levels based on 3
species the.05ppm and, .07ppm fish
survive in a lake but the .09ppm are
nowhere to be seen.

Social 9.S.3 Develop skills of geographic Students have to delve into their
Studies thinking; define geographic understanding of the complex relationship
problems and issues and pose which arise when access to clean water is
geographic questions limited though economic political
constraints. It also begs the questions for
9.S.4. Demonstrate skills of alternatives, if the nearest source of water
decision making and problem is 5km and the next one is 15km, how often
solving; propose and apply can an individual walk there? How much
strategies or options to solve can they carry? How often do they have to
problems and deal with issues make that journey?

To assess this, we will take note of what
kind of responses students are providing.
This will be formative, thus prompts such
as “have you considered how they will get
that water?” will be used to steer students
towards considering different

Differentiation For the purposes of this unit plan, we assume an ELL Level 3. Level 3
(Expanding) English Language Learners may be students that are progressing
typically and are high oral and low written literacy, and are often competent in
everyday social interactions (Alberta Education, 2010a, p. 1) Therefore this
sections allows for ELL students who may struggle with articulating their ideas
on paper in a verbal sense.

Technologies Students should be updating their multimodal “water diary” with what they have
learned this week.

Week 3

*See assessment page Discussion Forum and Debate*

Week 4 + 5

• Researching for the purpose of creating the unit’s final project: Mitigation Proposal
• Interact with experts in the field, specifically those who have experience on indigenous
issues, to gain feedback and extra knowledge.
• Mix between classes of pure work periods and showing real-world examples of relevant

Subjects POS Outcomes Assessment Indicators

English 4.3 Choose appropriate types of The students will be creating what they
evidence and strategies to clarify ideas deem to be the most effective
and information, and to convince communication method while
various readers and audiences; enhancing their presentation so that it
Select, organize and present appeals to a variety of audiences.
information to appeal to the interests Using proper research skills, the
and background knowledge of various presentation should be able to
readers or audiences; articulate their findings in an organized
Integrate a variety of media and way that is accurate and
display techniques, as appropriate, to persuasive.
enhance the appeal, accuracy and
persuasiveness of presentations

Science Demonstrate sensitivity and Mitigation Proposal requires students
responsibility in pursuing a balance to develop and research solutions to
between the needs of humans and a the water crisis. To create viable
sustainable environment (e.g., solutions, students will have to
recognize that the materials people demonstrate their understanding of
develop may have environmental balance between the needs of humans
consequences when people dispose of and a sustainable environment. This
them; participate in school projects will be assessed by reviewing the final
that address a chemical pollution group's solution(s). If they neglect to
issue) acknowledge any life aside from
humans, they will score lower than if
Describe and illustrate the use of they are showing thought and intent
biological monitoring as one method behind preserving the wildlife (both
for determining environmental quality plant and animals) which will push
(e.g., assess water quality, by them towards a higher achievement. A
observing the relative abundance of focus on environmental pollution and
various vertebrate and invertebrate waste will also be used to measure
species) understanding. Ultimately the rubric
assigned for this task will outline the
Identify questions that may need to be degree for which the students have
addressed in deciding what meet the curricular outcomes. It should
substances - in what amounts - can be be noted that the rubric will not solely
safely released into the environment focus on the aspects of science and
(e.g., identify questions and how they have met them but rather
considerations that may be important how have they looked at the social and
in determining how much phosphate science perspectives together.
can be released into river water
without significant harm to living

Social 9.S.7 Reflect on changes of The preparation for the students to
Studies perspective or opinion based on create a Mitigation Proposal should
information gathered and research include the students becoming more
conducted; informed by seeking information
Integrate and synthesize concepts to outside of what was given to them
provide an informed point of view on a through class instruction. The
research question or an issue; accumulated perspectives that they
Develop a position supported by acquired through their “water diary”
information gathered during research and consequently from the Discussion
Forum should now be fully guiding the
9.1.2 Appreciate the various effects of direction of inquiry research. Students
government policies on citizenship and should be reminded to exercise the
on Canadian society same critical thinking framework when
researching as they applied at the
beginning of the unit *see Week 1*.
The students should also be aware of
what implications their proposal will
have, drawing comparison to how
government actions has
consequences on people and
Canadian society, and whether the
effects can be justified with
sustainability in mind.

Differentiation The research process accounts for varying types of differentiation through
allotting an extended research period in which all students will be given ample
time to receive feedback. The final project is multimodal to present students
with the ability to work to their strengths while having group members who can
support areas of need. By having some classes free as work periods can allow
the teacher to distribute time to provide closer one-on-one help to students of
ELL, learner exceptionalities, or even gifted.

Technologies The most prominent and authentic source of technology in the unit is found in
the Mitigation Proposal. This proposal utilizes a multimodal platform in which
students can use letters, posters, videos and various other sources of
technology to enhance their proposed solutions. Students will be asked to
reflect on which technologies individuals from the field would utilities. For
example, a scientist may not make a poster to show the lack of water quality but
rather produce a video, that describes the effects on the wildlife, educating the
general public and creating awareness in the process. There are also
multimodal presentations that incorporate webpages (research), slideshows,
and videos. These are meaningful in not only producing varied sources of
information for the students but it allows students to learn through diverse
experiences and mediums.

Week 6

*See Assessment page, Mitigation Proposal*