“Everyone is a Genius. But if you judge a fish on its ...

JESSICA BOOTH

2011

“Everyone is a Genius. But if you judge a fish on its

ability to climb a tree, it will live its whole life

believing that it is stupid.” – Albert Einstein “My calling as a teacher is to help every student find

and embrace their fishiness.” – Jessica Booth

S E C O N D A R Y E D U C A T I O N B I O L O G Y C A N D I D A T E

My passion for teaching stems from my own love of learning. I began

reading when I was four, I made my dad teach me long division in 2nd

grade, and my home-away-from-home has always been school. After

completing my B.S. in Biology, I experienced a sadness that I should have

foreseen. As dorky as it sounds, I missed learning and I missed being

surrounded by people who shared my thirst for knowledge. After a single

semester out of college, I decided to begin work on my Masters in

Education. My family jokes that I am a professional student, so it was

only fitting that I turn my ardor for the classroom into a career.

My mission to share my love for learning is threefold: To promote a

positive learning environment

To spark student enthusiasm for knowledge

And to provide a strong foundation for lifelong learning

I am prepared

and eager to take

on this challenge.

The Global Water Crisis A Unit on Hydro-technology

Nearly one

billion people

lack access to

safe water.

What can

you do to

help?

9th Grade Biology • Ms. Jessica Booth • Nov 2, 2011

Name: ________________________________

To Do:

– Get to know the 2 responsible classmates you will work with over the next 2 weeks

– Learn about the global water crisis in class with Ms. Booth

– Brainstorm an idea for hydro-technology and conduct internet research

– Write a proposal for your design idea – Draw & describe the working parts of

your technology – Write an explanation for why/where your

invention is needed in the world

You will get a chance

to share your idea with

our “international

review board” in two

weeks!

The Global Water Crisis A Unit on Hydro-technology Solutions

9th Grade Biology • Ms. Jessica Booth • Fall 2011

Lesson Overview

Rationale: Despite all of the water in the world, only three percent is freshwater and most of that is locked up in glaciers and ice caps. Only one percent of the earth’s entire water supply is actually available for humans and all other species that depend on freshwater to use. In countries such as the United States that monopolize the precious amount of H2O, citizens are unaware of the global water crisis that exists. But for the nearly one billion people who lack access to safe water, particularly those in North Africa and Haiti, the crisis both consumes and threatens their lives. It is so important to broaden the world view of students in the United States to include global issues such as these, not only to develop an appreciation for the lives they lead here, but also to challenge them to consider how their actions can affect those in other regions of the world. Our students are in a position to make changes in the global society, and this lesson aims to educate them on the water crisis and how others are finding solutions to aid the struggle in third world countries. While other countries are facing the issue of clean water access now, the real danger of future water shortages will reach across the globe.

Summary: After reading a variety of articles and performing their own internet research,

student groups will invent and design new water supply, collection and/or sanitation technology. Each group will submit a proposal for their design concept, an illustration and description of the working parts of the technology, as well as a detailed rationale for the necessity of the design. The collection of their work will be submitted in the form of a “patent application.” Groups will share their ideas with the “International Patent Review Board” (their peers) via an informal 3-5 minute presentation of their hydro-technology design. Their peers will critique the overall patent application.

Objectives: Students will gain insights into the global water crisis through a variety of

sources which build an understanding of texts, of themselves, and of the cultures of the United States and the world.

Students will research, analyze, interpret and apply information to invent and design new water supply, collection and/or sanitation technology.

Students understand how human actions modify the physical environment and the changes that occur in the use, distribution, and importance of resources.

Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes



Time Frame: 2 weeks/ten 50 minute class periods Materials & Resources:

School: computer lab, computer projector/SMART Board in classroom Teacher: Student handout Student Calendar PowerPoint, “Introduction to the Global Water Crisis” Copies of Blue Planet Blues article (Natural History, 2007) and

comprehension questions Copies of Dangerous Waters article (Natural History, 2007) and

comprehension questions 10 sanitation cases studies from around the world (UNICEF website) PowerPoint, “History of Water Sanitation Technology” Videos, “Recent Efforts to Provide Access to Clean Water in Third World

Countries” Copies of blank table: “How to Determine which Water Design is Best for a

Community” Transparency of table: “How to Determine which Water Design is Best for

a Community” Articles on 4 current water source options: hand dug wells, water

catchment, tube wells/boreholes, and gravity supply International patent review board instructions and review criteria Grading rubrics

Means of Assessment:

Student learning will be formatively evaluated based on an exit slip, comprehension questions, project deadlines and daily participation in class discussion. The summative project will be a “patent application” for a hydro-technology solution. Each group will submit a proposal for their design concept, an illustration and description of the working parts of the technology, as well as a detailed rationale or explanation for the necessity of the design. Each student’s final grade will be based on three rubrics (attached). Half of their points will be come from the group component and half from the individual component – one third of this individual score (one fifth of their total score) will be determined by their group members through a peer evaluation. Groups will be critiqued by the “International Patent Review Board” (their peers) on their 3-5 minute presentation, but this will not affect their final grade. It is put in place to engage students and increase participation during presentations.



Teacher Calendar

Day 1 Day 2 Day 3 Day 4 Day 5

Lesson Plan 1 Lesson Plan 2: Lesson Plan 3

Introduction to the Global Water

Crisis Unit

Read “Blue Planet Blues” &

“Dangerous Waters”

Sanitation Case Studies from around the

World

Notes on Early History of Water

Sanitation Technology and Recent Efforts in

Africa

Jigsaw: Current Options

to Provide Access to Clean Water in Third

World Countries

Day 6 Day 7 Day 8 Day 9 Day 10

Lesson Plan 4: Lesson Plan 5 Lesson Plan 6

Research proposal for Hydro-technology Solution

(Classes meet in Library) Class time to work on proposals

International Patent Review Board Session



STUDENT CALENDAR

Monday 10-24

Tuesday 10-25

Wednesday 10-26

Thursday 10-27

Friday 10-28

Introduction to

the Global Water Crisis

Unit

Read “Blue Planet Blues” &

“Dangerous Waters”

“Sanitation Case Studies from around the

World”

Notes on “Early History of Water

Sanitation Technology” and “Recent Efforts

in Africa”

Jigsaw: “Current

Options to Provide Access to Clean Water in Third World

Countries”

DUE: Exit slip if

not turned in 10-24

DUE: Comprehension

Questions

DUE: Country you plan to focus on in

Monday 10-31

Tuesday 11-1

Wednesday 11-2

Thursday 11-3

Friday 11-4

Begin Research on your proposal

for Hydro-technology

Solution

Continue Research on

your proposal for Hydro-technology

Solution

Class time to work on you

proposal

Class time to work on your

proposal

International Patent Review Board Session

DUE: Idea/plan for proposal

DUE: “Patent Application”

Proposal



Lesson Plan 1

Day 1

Topic: Introduction to unit on the global water crisis Time Frame: one 50 minute class period Materials: Teacher:

PowerPoint, “Introduction to the Global Water Crisis”

Video clip “Shared Water Source” <http://www.youtube.com/watch?v=HidSH2Ntmj0&feature=player_embedded>

Engage: Show short video clip “Shared Water Source” and discuss. Explore: Present PowerPoint, “Introduction to the Global Water Crisis.” Explain: Give out Student Handout and Student Calendar and go over in class. Answer

any questions pertaining to the assignment/calendar. Assign students to diverse groups (based on gender, ethnicity, learning style, and ability).

Elaborate: Exit slip: students write a short paragraph on how their water usage would

change if they only had two gallons of water per day. Evaluate: Each student will turn in their exit slip.



Lesson Plan 2

Day 2 & 3

Topic: Background on the global water crisis Time Frame: two 50 minute class periods Materials: Teacher:

Copies of Blue Planet Blues article (Natural History, 2007) and comprehension questions

Copies of Dangerous Waters article (Natural History, 2007) and comprehension questions

10 sanitation cases studies from around the world (UNICEF website) Student: paper/pencil

Engage: Write the following statistic on the board and discuss why it is true. (Prompt

students to notice this is not true in the U.S. and to suggest it is due to a lack of water sanitation.)

Diarrhea remains the second leading cause of death among children under five globally. Nearly one in five child deaths – about 1.5 million each year – is due to diarrhea. It kills more young children than AIDS, malaria and measles combined.

[Diarrhea: Why children are still dying and what can be done. UNICEF, WHO 2009] Explain: Students answer comprehension questions in response to readings. Explore: Students read Blue Planet Blues and Dangerous Waters independently. Elaborate: Each group of three will choose a sanitation case study to focus on. One group

member will be the recorder, one the task leader, and one the presenter. Groups will read their case studies and takes notes on:

1. The country/population demographics 2. The water issue at hand 3. The efforts to solve the problem 4. How it is positively affecting the community

Each group will share a synopsis of their case study with the class. Evaluate: Each student will turn in their own set of completed comprehension questions.

http://whqlibdoc.who.int/publications/2009/9789241598415_eng.pdf



Lesson Plan 3

Day 4 & 5

Topic: History of Water Sanitation Technology & Recent Clean Water Efforts in Africa Time Frame: one 50 minute class period Materials: Teacher:

PowerPoint, “History of Water Sanitation Technology”

Videos, “Recent Efforts to Provide Access to Clean Water” <http://www.wateraid.org/uk/learn_zone/vidvid/default.asp>

Articles on current water source options: hand dug wells, water catchment, tube wells/boreholes, and gravity supply <http://www.wateraid.org/documents/plugin_documents/technology_notes_07_web_1.pdp>

Transparency of table: “How to Determine which Water Design is Best for a Community”

Copies of blank table Engage: Present PowerPoint, “History of Water Sanitation Technology” and have

students take notes in the form of a timeline of events. Explore: Show several short videos of “Recent Efforts to Provide Access to Clean

Water.” Explain: Jigsaw:

1. Place students in groups of 4. Assign each group member a number from 1 to 4.

2. Students with the same number meet in a specified area of the room (i.e. all of the 1’s meet in the front, all of the 2’s meet in the back corner, etc.).

3. Give each numbered group a different article covering one of the 4 current water source options, and allow 15 minutes for them to summarize and learn their assigned water source design.

4. The students then return to their original groups. Each member should be an expert on a different water source design. In numerical order, students teach the rest of their group about the water source design they focused on.

Elaborate: In their groups, students attempt to fill in the blank table: “How to Determine

which Water Design is Best for a Community.” Go over in class with transparency of completed table.

Evaluate: Each student will turn in their own completed table.



A Guide to Water Resource Development

Water Source Capital Cost Running Cost

Comments / Requirements

Rainwater catchment

Medium Storage tanks needed.

Low

Needs two wet seasons a year, preferably. Water quality is poor.

Spring protection

Low Medium, if piped to community.

Low Needs a reliable spring flow throughout the year.

Gravity supply

High Pipelines and local storage.

Low

Needs a stream or spring source at a higher elevation. Major advantage is that tap stands can be near houses.

Hand-dug wells

Low (local labor) Hand pump needed.

Low Abstraction can be by bucket and windlass, but hand pump is preferred.

Tubewells or boreholes

Medium Well drilling equipment needed. Borehole to be lined.

Medium Mechanical pumping

Suits deep underground aquifer. Needs maintenance of mechanical pumps.

River /lake abstraction High Design and construction of intake.

High Treatment and pumping usually needed.

Last resort. Filtration essential. Maintenance required for filtration and dosing plant.



Your Name:_____________________________

Name of Group Being Reviewed:_______________________________

International Patent Review Board Criteria

Instructions:

You will complete a review form for each Hydro-technology Patent Application presented in

class based on the following four criteria. Circle a number from 1 to 5 that best represents your

opinions.

1. Expense: How likely are developing nations to adopt the new technology considering the price to design, construct and implement on a large scale?

Not likely Somewhat likely Very likely

1 2 3 4 5

2. Range of Application: Can this new technology be applied to a variety of climates and

countries or is it very limited in its scope to offer a solution to a water-deprived region? Applicable to a specific region Applicable to more than 1 region Widely Applicable

1 2 3 4 5

3. Feasibility: Do the products necessary to build the technology exist? How readily

available are materials? How long could the technology be expected to produce results? How many would be served by the design?

Not Feasible Somewhat Feasible Very Feasible

1 2 3 4 5

4. Effectiveness: How likely is the new technology to positively impact global water

conditions?

Not likely Somewhat likely Very likely

1 2 3 4 5



Group Rubric

Student Name:________________________

Criteria 1-2 Points Poor

Execution

3-4 Points So-so

Execution

5-6 Points Average

Execution

7-8 Points Well

Executed

9-10 Points Very Well Executed

Hydro-technology Design: Hydro-technology design is affordable, applicable, feasible and effective in the country they have selected to help.

Proposal: Well written proposal that demonstrates strong knowledge of the hydro-technology design. Uses accurate grammar/spelling

Illustration/Description: Design is neatly and clearly depicted by the drawing. Drawing is visually appealing. Working parts are labeled, and the written description is easy to understand.

Rationale: Well written explanation of the need for the hydro-technology design that demonstrates knowledge of the selected country’s climate, economic state, geography, and water availability. Uses accurate grammar/spelling.

Oral Presentation: Students give an engaging presentation of their hydro-technology design to classmates.

Overall Patent Application:

Total _ /50



Individual Rubric

Student Name:________________________

Criteria 1 Point 2-3 Points 4 Points 5 Points

Meets Deadlines: Assignments are turned in on time, and project deadlines are met.

Missed >3 deadlines or

due dates

Missed 2-3 deadlines or due dates.

Only missed one deadline or due date.

Met every deadline and

due date.

Participation in Class/Group Discussion: Makes thoughtful and constructive contributions to class/group discussion over 2 week unit.

Rarely Occasionally Usually Always

Attitude: Has a good attitude towards tasks and is respectful to peers.


Preparedness: Brings necessary materials to class and is ready to work.


Focus on Task: Consistently stays on task. Very self-directed.


Participation in International Patent Review Board: Completes a review form for each Hydro-technology Patent Application presented in class.

Only completed one review.

Did not complete

reviews for two or more

groups.

Completed reviews for all but one

group.

Completed reviews for

every group.

Individual Score from Ms. Booth

Subtotal: _____/30

Average Evaluation Score from Group Members

Peer Evaluation

+_____/20

Overall Individual Effort: Total _/50



Your Name:_____________________________

Name of Group Member Being Reviewed:_______________________________

Peer Evaluation

You will complete a peer evaluation for each of your group members based on the following

five criteria. Circle a number from 1 to 4 that best represents your opinions.

Criteria 1 2 3 4

Contribution Rarely provides useful ideas during group discussion.

Sometimes provides useful

ideas during group discussion.

Satisfactory group member

who does what is required.

Usually provides useful ideas during group discussion.

Strong group leader most of

the time.

Routinely provides useful

ideas during group discussion. Definitely a group

leader.

Quality of Work

Provides work that usually needs to be

checked/redone by other

members to ensure quality

Provides work that occasionally

needs to be checked/redone

by other members to

ensure quality.

Provides good quality work.

Provides highest quality work.

Attitude Often has a bad attitude toward

tasks and is disrespectful to group members.

Occasionally has a bad attitude

towards tasks and is disrespectful to group members.

Usually has a good attitude

towards tasks and is respectful to

group members.

Always has a good attitude

towards tasks and is respectful to

group members.

Preparedness Often forgets needed materials

and is rarely ready to work.

Almost always brings necessary

materials but needs to settle

down and work.

Almost always brings necessary materials to class

and is ready to work.

Brings necessary materials to class

and is always ready to work.

Focus on Task Rarely focuses on task. Lets other

do the work.

Stays on task if reminded by

group members.

Stays on task most of the time.

Self-directed.

Consistently stays on task. Very self-

directed.

Overall Individual

Effort

Total: _____/20

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