INTEGRATED PBL PLAN: PROJECT DESIGN OVERVIEW
STAGE 1: LOGISTICS
Name of Project: Water You Gonna Do?
Subject: ​Language Arts, Science
Other major subject area to be included/Topic: Science: Freshwater and Saltwater Systems
Driving Question
(What will “DRIVE” students to
solve the problem/examine the
issue?)
Project Summary
(What is the student role, issue,
problem or challenge, action taken,
& purpose of this PBL)
STAGE 2: PROJECT CONTENT
Key Knowledge and Skills
(Subject-specific Learning
Outcomes,
Literacy outcomes)
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Duration: 3 weeks
Teacher(s): Karianne, Abbie, Grade Level: 8
Dan, Cody, and Alexa
How can we improve our quality of life through better water?
-Student Role:​ Students will work together in pairs to solve the driving question. Students are expected to
communicate through a shared Google drive in order to maintain organization and collaboration for their project.
Students may present their ideas in a final product via a chosen outlet whether that be concrete or technological.
-Challenge:​ The challenge of this PBL is for students to gain an awareness about the relationship between
quality of life and water
-Purpose:​ Students will evaluate how we can improve our quality of life through better water. Students will
create a final project (binder, trifold, video presentation, online presentation tool) that assesses how quality of life
is or can be improved with better water.
Language Arts
1.1 Discover and Explore
Express ideas and develop understanding
● seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions
and experiences
2.2 Respond to Texts
Experience various texts
● experience oral, print and other media texts from a variety of cultural traditions and genres, such as
magazine articles, diaries, drama, poetry, Internet passages, fantasy, nonfiction, advertisements and
photographs
● write and represent narratives from other points of view
● expect that there is more than one interpretation for oral, print and other media texts, and discuss other
points of view
● explain connections between own interpretation and information in texts, and infer how texts will
influence others
2.4 Create Original Text
Generate ideas
● create oral, print and other media texts related to issues encountered in texts and in own ife
3.3 Organize, Record and Evaluate
Organize information
● organize ideas and information to establish an overall impression or point of view in oral, print and other
media texts
3.4 Share and Review
Share ideas and information
● integrate appropriate visual, print and/or other media to inform and engage the audience
4.3 Present and Share
Enhance presentation
● present information to achieve a particular purpose and to appeal to interest and background knowledge
of reader or audience.
5.1 Respect Others and Strengthen Community
Appreciate diversity
● compare own with others' understanding of people, cultural traditions and values portrayed in oral, print
and other media texts
● clarify and broaden perspectives and opinions, by examining the ideas of others
Relate texts to culture
● compare ways in which oral, print and other media texts reflect specific elements of cultures or periods in
history
Use language to show respect
● use inclusive language and actions that demonstrate respect for people of different races, cultures,
genders, ages and abilities
5.2 Work within a Group
Cooperate with others
● propose ideas or advocate points of view that recognize the ideas of others and advance the thinking of
the group
● use opportunities as a group member to contribute to group goals and extend own learning
Work in groups
● contribute ideas, knowledge and strategies to identify group information needs and sources
● organize and complete tasks cooperatively by defining roles and responsibilities, negotiating to find the
basis for agreement, setting objectives and time frames, and reviewing progress
Science
1. Describe the distribution and characteristics of water in local and global environments, and identify the
significance of water supply and quality to the needs of humans and other living things
• describe, in general terms, the distribution of water in Alberta, Canada and the world; and interpret information
about water characteristics (e.g., identify glaciers, snow, polar icecaps, ground water and oceans as components
©2015 BUCK INSTITUTE FOR EDUCATION
`jb

Cross Curricular Competencies Critical Thinking/Problem Solving
(Describe using the cross curricular -determining what could work and
competency cards/posters)
Other Curriculum Connections
(describe how this project could be
connected to other subject areas
within your chosen grade)
Entry Event
(What will engage the students
from the beginning of this unit?
How will you introduce the
problem/ztopic/issue/driving
question and culminating project?
Culminating Project
(How will you culminate this PBL?
What will students create for this
final presentation, performance or
demonstration? How will the
products be made public? Who will
students engage with during or at
the end of this project? What role
will the public have?)
For more PBL resources visit​ bie.org
of Earth’s water; interpret graphical information on the availability of potable water)
• recognize that fresh water and salt water contain varying amounts of dissolved materials, particulates and
biological components; and interpret information on these component materials
• identify major factors used in determining if water is potable, and describe and demonstrate tests of water
quality (e.g., investigate and describe the physical characteristics of a sample of water, such as clarity, salinity
and hardness; investigate biological tests)
• describe, in general terms, methods for generating fresh water from salt water, based on evaporation, distillation
and reverse osmosis
3. Analyze factors affecting productivity and species distribution in marine and freshwater environments
• investigate life forms found in fresh water and salt water, and identify and interpret examples of adaptations to
these environments (e.g., describe and interpret examples of fish and invertebrate species found in a local
freshwater environment)
• analyze factors that contribute to the development of adaptations in species found in saltwater and freshwater
environments
• investigate and interpret examples of seasonal, short-term and long-term change in populations of living things
found in aquatic environments (e.g., algal blooms, changes in local freshwater fish populations, cod and salmon
stock depletion)
• analyze relationships between water quality and living things, and infer the quality of water based on the
diversity of life supported by it
4. Analyze human impacts on aquatic systems; and identify the roles of science and technology in
addressing related questions, problems and issues
• analyze human water uses, and identify the nature and scope of impacts resulting from different uses (e.g.,
identify pollutants in ground water and surface water systems resulting from domestic and industrial use; analyze
the effects of agriculture and forestry practices on stream flow and water quality)
• identify current practices and technologies that affect water quality, evaluate environmental costs and benefits,
and identify and evaluate alternatives (e.g., research and analyze alternatives for ensuring safe supplies of potable
water; research, analyze and debate alternatives for a specific water quality issue, such as the location and design
of a landfill, the protection of a natural waterway, the use of secondary and tertiary wastewater treatment, the
salinization of soils due to irrigation, the eutrophication of ponds and streams due to excess use of phosphates in
fertilizers and detergents, or a proposal to export water resources)
• illustrate the role of scientific research in monitoring environments and supporting development of appropriate
environmental technologies (e.g., describe a local example of aquatic monitoring, and describe how this research
contributes to watershed management)
• provide examples of problems that cannot be solved using scientific and technological knowledge alone (e.g.,
the need to prevent pollutants from entering aquatic environments, the need to avoid damage from ice sheets and
icebergs)
Creativity and Innovation Other Competencies:
-designing final project -students will use research
what wont -brainstorming ideas for final skills to explore topics
-determining how other countries project through technological
obtain clean water and what -must develop a new idea within outlets
alternatives there may be for proposal
obtaining clean water
Collaboration Communication
-students will collaborate in pairs on -students will share ideas within
final project their pairs and in their journals
individually
ICT
● Students may research fresh water systems in Canada and globally
● Students may display their information using a technological outlet ie) blog, Prezi, Movie Trailer
Art
● Students may create a poster or visual project
Social
● Think critically about the effects of colonialism on fresh water systems - how did it affect the
Aboriginals’ food and water sources?
● Students may research how fresh water systems were compromised for development - how did this affect
the Aboriginal way of life?
● Cause and effect relationships
Math
● Students may complete calculations and will problem solve to identify possible solutions for the driving
question
Lesson Plan
At the end of this unit students will identify a water issue and create a proposal solution to present to the
community and how we can respond to water issues. (landfill safety, farm and industry pollution, artificial
damming water ways). Students will work together to complete a display (binder, trifold, video presentation,
online presentation tool), centred on answering the driving question. Throughout the unit students have been
completing learning activities that centre on the importance of water quality and its relationship with quality of
life. Within these activities students have built their knowledge in order to create a culminating project that
addresses this relationship. At the end of the project, students will present their findings to the community and
provide ways on how, we as a community, can help respond to water quaity issues.
©2015 BUCK INSTITUTE FOR EDUCATION
`jb
Learning Products
(What products will students create
as evidence of their learning
throughout? This will include
performance-based assessments
including the culminating project
and may also include traditional
assessments - tests). This should
include both formative and
summative assessments
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Individual:
Formative Assessment​-Students will
complete weekly journal entries
individually such as researching
predictions about city populations and
how this will affect water usage and need,
how colonialism affected Aboriginal
access to water, imagining what it would
be like to not have access to clean/fresh
water etc..
Formative Assessment​-Students will write
a reflection after the field trip about what
they learned, what surprised them, what
they still wonder and how their
knowledge will apply
Summative Assessment​: Quiz will follow
Kerry Wood Nature Centre, based on
Science outcomes:
Science
1. Describe the distribution and
characteristics of water in local and global
environments, and identify the
significance of water supply and quality to
the needs of humans and other living
things
• describe, in general terms, the
distribution of water in Alberta, Canada
and the world; and interpret information
about water characteristics (e.g., identify
glaciers, snow, polar icecaps, ground
water and oceans as components of
Earth’s water; interpret graphical
information on the availability of potable
water)
• recognize that fresh water and salt water
contain varying amounts of dissolved
materials, particulates and biological
components; and interpret information on
these component materials
• identify major factors used in
determining if water is potable, and
describe and demonstrate tests of water
quality (e.g., investigate and describe the
physical characteristics of a sample of
water, such as clarity, salinity and
hardness; investigate biological tests)
• describe, in general terms, methods for
generating fresh water from salt water,
based on evaporation, distillation and
reverse osmosis
Formative: ​Students will take point form
notes throughout PBL
Summative:​ Unit Exam following PBL
that addresses all science outcomes listed
`jb
Specific content and ​cross-curricular competencies
to be assessed:
Competencies:
Communication
-students will share ideas within their pairs and in their journals
individually
Critical Thinking/Problem Solving
-determining what could work and what wont
-determining how other countries obtain clean water and what
alternatives there may be for obtaining clean water
Other Competencies:
-students will use research skills to explore topics through
technological outlets
Language Arts
1.1 Discover and Explore
Express ideas and develop understanding
● seek out and consider diverse ideas, opinions and experiences
to develop and extend own ideas, opinions and experiences
2.2 Respond to Texts
Experience various texts
● experience oral, print and other media texts from a variety of
cultural traditions and genres, such as magazine articles,
diaries, drama, poetry, Internet passages, fantasy, nonfiction,
advertisements and photographs
● write and represent narratives from other points of view
● expect that there is more than one interpretation for oral, print
and other media texts, and discuss other points of view
● explain connections between own interpretation and
information in texts, and infer how texts will influence others
2.4 Create Original Text
Generate ideas
● create oral, print and other media texts related to issues
encountered in texts and in own ife
3.3 Organize, Record and Evaluate
Organize information
● organize ideas and information to establish an overall
impression or point of view in oral, print and other media
texts
3.4 Share and Review
Share ideas and information
● integrate appropriate visual, print and/or other media to
inform and engage the audience
4.3 Present and Share
Enhance presentation
● present information to achieve a particular purpose and to
appeal to interest and background knowledge of reader or
audience.
5.1 Respect Others and Strengthen Community
Appreciate diversity
● compare own with others' understanding of people, cultural
traditions and values portrayed in oral, print and other media
texts
● clarify and broaden perspectives and opinions, by examining
the ideas of others
Relate texts to culture
● compare ways in which oral, print and other media texts
reflect specific elements of cultures or periods in history
Use language to show respect
● use inclusive language and actions that demonstrate respect
for people of different races, cultures, genders, ages and
abilities
5.2 Work within a Group
Cooperate with others
● propose ideas or advocate points of view that recognize the
ideas of others and advance the thinking of the group
● use opportunities as a group member to contribute to group
goals and extend own learning
Work in groups
● contribute ideas, knowledge and strategies to identify group
information needs and sources
● organize and complete tasks cooperatively by defining roles
and responsibilities, negotiating to find the basis for
agreement, setting objectives and time frames, and reviewing
progress
Science
1. Describe the distribution and characteristics of water in local
and global environments, and identify the significance of water
supply and quality to the needs of humans and other living things
• describe, in general terms, the distribution of water in Alberta,
Canada and the world; and interpret information about water
©2015 BUCK INSTITUTE FOR EDUCATION

Team:
Summative Assessment:​-Students will
work in groups of four to create a Movie
Trailer/Mini Documentary on their
experiences/learning via the Kerry Wood
Nature Field Trip and the guest speaker
from Serpent River. Based on mini
driving question: how can we apply our
knowledge from our experiences at Kerry
Wood Nature Centre and from our
experience with the guest speaker from
Serpent River, to ensure quality water?
how does quality water improve life?
They will take photos, video footage,
point form notes, and ask poinant
questions to interviewer to extend their
learning and document it to compile their
take-aways. This project will act as a
stepping stone for the culminating project,
students may use this project within their
culminating project or alternatively,
expand on this project to develop their
culminating project
Formative Assessment: ​Students will
submit a plan prior to starting team
project ​Mini Project Planning Guide
Summative Assessment​-Students will
hand in their culminating project which
For more PBL resources visit​ bie.org
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characteristics (e.g., identify glaciers, snow, polar icecaps, ground
water and oceans as components of Earth’s water; interpret graphical
information on the availability of potable water)
• recognize that fresh water and salt water contain varying amounts
of dissolved materials, particulates and biological components; and
interpret information on these component materials
• identify major factors used in determining if water is potable, and
describe and demonstrate tests of water quality (e.g., investigate and
describe the physical characteristics of a sample of water, such as
clarity, salinity and hardness; investigate biological tests)
• describe, in general terms, methods for generating fresh water from
salt water, based on evaporation, distillation and reverse osmosis
3. Analyze factors affecting productivity and species distribution
in marine and freshwater environments
• investigate life forms found in fresh water and salt water, and
identify and interpret examples of adaptations to these environments
(e.g., describe and interpret examples of fish and invertebrate species
found in a local freshwater environment)
• analyze factors that contribute to the development of adaptations in
species found in saltwater and freshwater environments
• investigate and interpret examples of seasonal, short-term and
long-term change in populations of living things found in aquatic
environments (e.g., algal blooms, changes in local freshwater fish
populations, cod and salmon stock depletion)
• analyze relationships between water quality and living things, and
infer the quality of water based on the diversity of life supported by it
4. Analyze human impacts on aquatic systems; and identify the
roles of science and technology in addressing related questions,
problems and issues
• analyze human water uses, and identify the nature and scope of
impacts resulting from different uses (e.g., identify pollutants in
ground water and surface water systems resulting from domestic and
industrial use; analyze the effects of agriculture and forestry practices
on stream flow and water quality)
• identify current practices and technologies that affect water quality,
evaluate environmental costs and benefits, and identify and evaluate
alternatives (e.g., research and analyze alternatives for ensuring safe
supplies of potable water; research, analyze and debate alternatives
for a specific water quality issue, such as the location and design of a
landfill, the protection of a natural waterway, the use of secondary
and tertiary wastewater treatment, the salinization of soils due to
irrigation, the eutrophication of ponds and streams due to excess use
of phosphates in fertilizers and detergents, or a proposal to export
water resources)
• illustrate the role of scientific research in monitoring environments
and supporting development of appropriate environmental
technologies (e.g., describe a local example of aquatic monitoring,
and describe how this research contributes to watershed
management)
• provide examples of problems that cannot be solved using scientific
and technological knowledge alone (e.g., the need to prevent
pollutants from entering aquatic environments, the need to avoid
damage from ice sheets and icebergs)
Competencies
Collaboration
-students will collaborate in teams of four on project
Creativity and Innovation
-designing project/culminating project
-brainstorming ideas for final project
-must develop a new idea within proposal
Specific content and ​cross-curricular competencies
to be assessed:
● 1. Describe the distribution and characteristics of water in
local and global environments, and identify the
significance of water supply and quality to the needs of
humans and other living things
Language Arts
1.1 Discover and Explore
Express ideas and develop understanding
● seek out and consider diverse ideas, opinions and experiences
to develop and extend own ideas, opinions and experiences
2.2 Respond to Texts
Experience various texts
● experience oral, print and other media texts from a variety of
cultural traditions and genres, such as magazine articles,
diaries, drama, poetry, Internet passages, fantasy, nonfiction,
advertisements and photographs
● write and represent narratives from other points of view
● expect that there is more than one interpretation for oral, print
and other media texts, and discuss other points of view
● explain connections between own interpretation and
©2015 BUCK INSTITUTE FOR EDUCATION
 will be summatively assessed ​Culminating
Project Checklist​ then subsequently a unit
exam will be given that addresses all
outcomes:
1. Describe the distribution and
characteristics of water in local and
global environments, and identify the
significance of water supply and quality
to the needs of humans and other living
things
• describe, in general terms, the
distribution of water in Alberta, Canada
and the world; and interpret information
about water characteristics (e.g., identify
glaciers, snow, polar icecaps, ground
water and oceans as components of
Earth’s water; interpret graphical
information on the availability of potable
water)
• recognize that fresh water and salt water
contain varying amounts of dissolved
materials, particulates and biological
components; and interpret information on
these component materials
• identify major factors used in
determining if water is potable, and
describe and demonstrate tests of water
quality (e.g., investigate and describe the
physical characteristics of a sample of
water, such as clarity, salinity and
hardness; investigate biological tests)
• describe, in general terms, methods for
generating fresh water from salt water,
based on evaporation, distillation and
reverse osmosis
3. Analyze factors affecting
productivity and species distribution in
marine and freshwater environments
• investigate life forms found in fresh
water and salt water, and identify and
interpret examples of adaptations to these
environments (e.g., describe and interpret
examples of fish and invertebrate species
found in a local freshwater environment)
• analyze factors that contribute to the
development of adaptations in species
found in saltwater and freshwater
environments
• investigate and interpret examples of
seasonal, short-term and long-term change
in populations of living things found in
aquatic environments (e.g., algal blooms,
changes in local freshwater fish
populations, cod and salmon stock
depletion)
• analyze relationships between water
quality and living things, and infer the
quality of water based on the diversity of
life supported by it
4. Analyze human impacts on aquatic
systems; and identify the roles of
science and technology in addressing
related questions, problems and issues
• analyze human water uses, and identify
the nature and scope of impacts resulting
from different uses (e.g., identify
pollutants in ground water and surface
water systems resulting from domestic
and industrial use; analyze the effects of
agriculture and forestry practices on
stream flow and water quality)
• identify current practices and
technologies that affect water quality,
evaluate environmental costs and benefits,
and identify and evaluate alternatives
(e.g., research and analyze alternatives for
ensuring safe supplies of potable water;
research, analyze and debate alternatives
for a specific water quality issue, such as
the location and design of a landfill, the
protection of a natural waterway, the use
of secondary and tertiary wastewater
For more PBL resources visit​ bie.org
`jb
information in texts, and infer how texts will influence others
2.4 Create Original Text
Generate ideas
● create oral, print and other media texts related to issues
encountered in texts and in own ife
3.3 Organize, Record and Evaluate
Organize information
● organize ideas and information to establish an overall
impression or point of view in oral, print and other media
texts
3.4 Share and Review
Share ideas and information
● integrate appropriate visual, print and/or other media to
inform and engage the audience
4.3 Present and Share
Enhance presentation
● present information to achieve a particular purpose and to
appeal to interest and background knowledge of reader or
audience.
5.1 Respect Others and Strengthen Community
Appreciate diversity
● compare own with others' understanding of people, cultural
traditions and values portrayed in oral, print and other media
texts
● clarify and broaden perspectives and opinions, by examining
the ideas of others
Relate texts to culture
● compare ways in which oral, print and other media texts
reflect specific elements of cultures or periods in history
Use language to show respect
● use inclusive language and actions that demonstrate respect
for people of different races, cultures, genders, ages and
abilities
5.2 Work within a Group
Cooperate with others
● propose ideas or advocate points of view that recognize the
ideas of others and advance the thinking of the group
● use opportunities as a group member to contribute to group
goals and extend own learning
Work in groups
● contribute ideas, knowledge and strategies to identify group
information needs and sources
● organize and complete tasks cooperatively by defining roles
and responsibilities, negotiating to find the basis for
agreement, setting objectives and time frames, and reviewing
progress
Science
1. Describe the distribution and characteristics of water in local
and global environments, and identify the significance of water
supply and quality to the needs of humans and other living things
• describe, in general terms, the distribution of water in Alberta,
Canada and the world; and interpret information about water
characteristics (e.g., identify glaciers, snow, polar icecaps, ground
water and oceans as components of Earth’s water; interpret graphical
information on the availability of potable water)
• recognize that fresh water and salt water contain varying amounts
of dissolved materials, particulates and biological components; and
interpret information on these component materials
• identify major factors used in determining if water is potable, and
describe and demonstrate tests of water quality (e.g., investigate and
describe the physical characteristics of a sample of water, such as
clarity, salinity and hardness; investigate biological tests)
• describe, in general terms, methods for generating fresh water from
salt water, based on evaporation, distillation and reverse osmosis
3. Analyze factors affecting productivity and species distribution
in marine and freshwater environments
• investigate life forms found in fresh water and salt water, and
identify and interpret examples of adaptations to these environments
(e.g., describe and interpret examples of fish and invertebrate species
found in a local freshwater environment)
• analyze factors that contribute to the development of adaptations in
species found in saltwater and freshwater environments
• investigate and interpret examples of seasonal, short-term and
long-term change in populations of living things found in aquatic
environments (e.g., algal blooms, changes in local freshwater fish
populations, cod and salmon stock depletion)
• analyze relationships between water quality and living things, and
infer the quality of water based on the diversity of life supported by it
4. Analyze human impacts on aquatic systems; and identify the
roles of science and technology in addressing related questions,
©2015 BUCK INSTITUTE FOR EDUCATION

Reflection Methods
(how will the individual, team,
and/or whole class reflect during/at
end of project)
treatment, the salinization of soils due to
irrigation, the eutrophication of ponds and
streams due to excess use of phosphates in
fertilizers and detergents, or a proposal to
export water resources)
• illustrate the role of scientific research in
monitoring environments and supporting
development of appropriate
environmental technologies (e.g., describe
a local example of aquatic monitoring,
and describe how this research contributes
to watershed management)
• provide examples of problems that
cannot be solved using scientific and
technological knowledge alone (e.g., the
need to prevent pollutants from entering
aquatic environments, the need to avoid
damage from ice sheets and icebergs)
Journal//Blog
-Students will communicate with
eachother and teacher through a weekly
reflection journal blog
problems and issues
• analyze human water uses, and identify the nature and scope of
impacts resulting from different uses (e.g., identify pollutants in
ground water and surface water systems resulting from domestic and
industrial use; analyze the effects of agriculture and forestry practices
on stream flow and water quality)
• identify current practices and technologies that affect water quality,
evaluate environmental costs and benefits, and identify and evaluate
alternatives (e.g., research and analyze alternatives for ensuring safe
supplies of potable water; research, analyze and debate alternatives
for a specific water quality issue, such as the location and design of a
landfill, the protection of a natural waterway, the use of secondary
and tertiary wastewater treatment, the salinization of soils due to
irrigation, the eutrophication of ponds and streams due to excess use
of phosphates in fertilizers and detergents, or a proposal to export
water resources)
• illustrate the role of scientific research in monitoring environments
and supporting development of appropriate environmental
technologies (e.g., describe a local example of aquatic monitoring,
and describe how this research contributes to watershed
management)
• provide examples of problems that cannot be solved using scientific
and technological knowledge alone (e.g., the need to prevent
pollutants from entering aquatic environments, the need to avoid
damage from ice sheets and icebergs)
Exit Cards Survey

Whole-Class Discussion Learning Log Other:

STAGE 3: RESOURCES
(include as many resources as
possible and provide specifics -
names, links, etc.).
-We will discuss global water issues as a - Students will reflect after the field trip
class and will complete research to create a
-We will collaborate and communicate movie traier or mini documentary
post field trip about what we learned and
what we still hope to learn
Sound resources (songs, music, sounds, etc.):
● Entry Event: ​Entry Event Lesson Plan
● Where is the Love- Black Eyed Peas
○ https://www.youtube.com/watch?v=FotCW5OIFZc
● Water Pollution Video made by students
○ https://www.youtube.com/watch?v=B38NXOWLk5s
● Water Song in Honor of the 13 Indigenous Grandmothers
○ https://www.youtube.com/watch?v=OCSIGK5Luac

Visual resources (posters, pictures, artifacts, costumes, videos, etc.):

● https://www.youtube.com/watch?v=G6_CnZQ7hZQ​ - Spoken Word Water
● Why Care About Water- National Geographic
● http://www.kidsgoglobal.net/the-issues/water
● https://canadians.org/fn-water
● https://thewaterproject.org/community/student-resources/water-related-education-materials-for-grades-7-
8/
● Matt Damon-Waiting on Water
● Our INFOGRAPHICS
● Extra Infographics to Use?
● Dear Future Generations- Sorry ​- Youtube Video apologizing for the way we’re ruining the environment.
● Posters and pictures of varying global water conditions will be displayed around the class
○ Our Posters
○ Our Poster
● Costumes:
○ Scientist
■ Lab coat
■ Wig
○ Lifeguard
■ Red Shirt
■ Shorts
■ Flip Flops
■ Whistle
■ Sunglasses
○ Swimming Tourist
■ Floaties
■ Life jacket
■ Swimming goggles
■ Flippers
■ Sunscreen
Technology resources (websites, web tools, etc.)
● Water Quality: An Ignored Global Crisis
● Tools that may be used for culminating project: Keynote, Prezi, Zoho, Powtoon, CustomShow, Slidebean,
Visme, SlideDog, Genially, Flowvella, Emaze,Niftio

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`jb
 ● https://water.org
●
Web Tools: WeVideo (Google app), Wix, Google Slides,

Literacy resources (books, articles, novels, stories, etc.):

● internet articles pertaining to water quality: ​St Lawrence River Quality
● http://www.lifestraw.com/products/lifestraw/​ - Lifestraw
● Article addressing First Nations Contaminated Water​ - article
● Water Walkers,​ by Carol Ann Trembath
○ A picture book telling an indigenous perspectives story.
● The Case Against Flouride: How Hazardous Waste Ended Up in Our Drinking Water and the Bad
Science and Powerful Politics That Keep It There,​ by Paul Connett,​ James Beck, and​ H. Spedding
Micklem
○ Good for students to peruse, and good to bring up points in class discussions
● The Water Hole​, by Graeme Base
○ Picture book of water in 10 different water habitats.
○ Good to have sitting around class for students to peruse.
● All the Water in the World,​ By George Ella Lyon
○ Short fiction picture book, exploring where our water comes from.
○
○ Good to have sitting around for students to read.
● One Well: The Story of Water on Earth​, by Rochelle Strauss
○ A book to inspire students to conserve and protect our global well.
○ A good class read-aloud.
● Over and Under the Pond​, by Kate Messner
○ Fiction picture book about interconnected ecosystem in a mountain lake
○ Good for a class read-aloud, or to have around class for students to peruse
● A Long Walk to Water: Based on a True Story​, by Linda Sue Park
○ Novel about two kids that need to walk for water.
○ Good to use for corresponding novel study in Language Arts
● Water Treatment
○ Lesson plan focusing onthe topic of water treatment
○ Evidence of learning activities, critical thinking, context, curriculum expectations, and guiding
questions
● Shi-Shi-Etko b​ y Nicola Campbell
○ A children story on an Aboriginal girl and her love of water and nature before going to a
Residential School
○ This resource will provide an opportunity for students to understand and relate to the little girls
love of water and the importance nature plays in Aboriginal culture

Community Resources (guest speakers, field trips, etc.):

● Guest Speaker from Serpent River
○ Have a speaker in to share about water issues, specifically issues facing Indigenous cultures
○ Field Trip to Kerry Wood Nature Centre
Online: ​The Water Project Lessons
On-site people, facilities, equipment, materials: school councillor, teachers etc.
● Students will explore their own school’s water processing process with the school’s janitor or mechanical
person.
● Varying water bottles
● water health posters and resources
● Costumes
● slip with water fact
● products that contain water
● worksheet
● Skype (if guest speaker is unable to travel)
● Journal reflection thoughts on what they have heard/learned
● two cups of “muddie water”
● plastic or paper cups
● straws
● cardboard
● cotton balls
● sand
● aluminum foil
● bowls or small basins
● rubber bands
● tape
● toothpicks
● paper towels
● plastic wrap
● small rocks
● cornmeal
● flour
● grass or charcoal, if available
STAGE 4: THE LEARNING PLAN
Unit Plan Learning Outcomes/Targets/Learning Activity Instructional Strategies Formative Assessments
Component knowledge, understanding & success skills needed provided by teacher, other staff, (Checkpoints)
(additional learning by students to successfully complete products experts; includes scaffolds, Summative Assessments ​(Final
activities can be (Knowledge, Skills and Attitudes from the Program materials, lessons aligned to learning Product/Presentations/Performances)
added; provide links of Studies, Cross Curricular Competencies) outcomes and formative assessments. to check for learning and ensure

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 to lesson plans if Utilize Tate, Marzano, Bennett,
available) Silver
THE WHAT
THE HOW
PBL Entry Event Lesson Plan Instructional Strategies
(½ Hour) ● Direct Instruction
Entry Event/Title ○ this will be used by
all instructors to
demonstrate what
students will be
learning in the next
few weeks and
introduction for future
projects
● Marzano: Cooperative
Learning
○ Students will be
grouped together and
will go through
multple stations and
work together as a
team to find the
common goal
○ Marzano Strategies
students are on track
Individual and/or Team
THE EVIDENCE
● Exit slip: One thing you
learned, one thing you still
want to learn within the unit
(formative assessment)
○ https://goo.gl/forms/K
xLb9DBVb8lLn6Q43
● Worksheet: A worksheet in
which groups must estimate
what country they are
representing and why based
on the water bottles on their
table. (formative assessment)
○ What Country Are
You?

● Tate: Brainstorming and

Discussion
○ Groups will work
together to brain
storm ideas that will
improve and
ackowledge the
learning outcomes
Materials
● Varying water bottles
● water health posters and
resources
● Costumes
● slip with water fact
● products that contain water
● worksheet
Scaffolding
● Visual resources to aid
understanding of water
quality and to introduce topic
Field Trip to Kerry Students will attend a field trip to the KerryWood Instructional Strategies: ● Fill out graphic organizer
Wood Nature Nature Centre to learn about measures taken to ● Tate: Field trip analyzing how water quality
Centre ensure water quality for aquatic life and the ○ Students will gain an affects life forms in water,
(1 Day for trip, 1 relationship between water quality and living things understanding about what adaptations are
period for self Learning Outcomes: the ongoing efforts of necessary, how do seasonal
reflection) Science a local organization changes affect life forms in
Learning 3. Analyze factors affecting productivity and working to protect the water, relationships between
Activity/Title species distribution in marine and freshwater wetlands for aquatic water quality and living things
environments and woodland life. (formative assessment)
• investigate life forms found in fresh water and salt They will also learn ● Reflection about field trip and
water, and identify and interpret examples of about the local water what they learned will help
adaptations to these environments (e.g., describe effort that supports them in completing their
and interpret examples of fish and invertebrate Red Deer. culminating project
species found in a local freshwater environment) ● graphic organizer (summative assessment)
• analyze factors that contribute to the development ○ Provides a graphical
of adaptations in species found in saltwater and layout for students to
freshwater environments write down their
• investigate and interpret examples of seasonal, thoughts and learning
short-term and long-term change in populations of journey as
living things found in aquatic environments (e.g., information is
algal blooms, changes in local freshwater fish presented to them.
populations, cod and salmon stock depletion) Materials:
• analyze relationships between water quality and ● graphic organizer
living things, and infer the quality of water based on ● lunch
the diversity of life supported by it ● bus
● permission forms
Scaffolding:
● provide students with context
for field trip ( how will
learning during field trip help
students in finishing
culminating project)
Guest Speaker Guest Speaker (possibly Skype) from Serpent River Instructional Strategies:
From Serpent River First Nations Reserve (First Nations Reserve with ● Direct instruction
First Nations very poor water quality as a result of pollution) ○ Guest speaker will
Reserve Learning Outcomes: take lead role in the
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(2 class periods) Science classroom and direct
- one for 4. Analyze human impacts on aquatic systems; and students to the
guest identify the roles of science and technology in resulting poor water
speaker addressing related questions, problems and issues quality issue on FIrst
- one for • analyze human water uses, and identify the nature Nation Reserves
student and scope of impacts resulting from different uses ● Q and A
journal and (e.g., identify pollutants in ground water and surface ○ Students will have the
reflection water systems resulting from domestic and opportunity to ask
Learning industrial use; analyze the effects of agriculture and guest speaker any
Activity/Title forestry practices on stream flow and water quality) questions and jott
• identify current practices and technologies that notes on main topic
affect water quality, evaluate environmental costs and ideas. These jott
and benefits, and identify and evaluate alternatives notes will help
(e.g., research and analyze alternatives for ensuring student reflection for
safe supplies of potable water; research, analyze and next day
debate alternatives for a specific water quality issue, Materials:
such as the location and design of a landfill, the ● Skype (if guest speaker is
protection of a natural waterway, the use of unable to travel)
secondary and tertiary wastewater treatment, the ● Journal reflection thoughts
salinization of soils due to irrigation, the on what they have
eutrophication of ponds and streams due to excess heard/learned
use of phosphates in fertilizers and detergents, or a Scaffolding:
proposal to export water resources) ● Students will be reminded on
• illustrate the role of scientific research in pervious knowledge of water
monitoring environments and supporting plants
development of appropriate environmental ● make connections to fieldtrip
technologies (e.g., describe a local example of and how it may be applicable
aquatic monitoring, and describe how this research
contributes to watershed management)
• provide examples of problems that cannot be
solved using scientific and technological knowledge
alone (e.g., the need to prevent pollutants from
entering aquatic environments, the need to avoid
damage from ice sheets and icebergs)
(One week to ● Students will work in groups of four to
complete mini create a Movie Trailer/Mini Documentary on
project following their experiences/learning via the Kerry
guest speaker and Wood Nature Field Trip and the guest
field trip) speaker from Serpent River. Based on mini
driving question: how can we apply our
knowledge from our experiences at Kerry
Wood Nature Centre and from our
experience with the guest speaker from
Serpent River, to ensure quality water? how
does quality water improve life?
-They will take photos, video footage, point form
notes, and ask poinant questions to interviewer to
extend their learning and document it to compile
their take-aways. This project will act as a stepping
stone for the culminating project, students may use
this project within their culminating project or
alternatively, expand on this project to develop their
culminating project
Formative Assessment: ​Students will submit a plan
prior to starting team project ​Mini Project Planning
Guide

Build a Water Filter Build A Water Filter: students will work in a group Instructional strategies: ● Students will fill in “Building
(1 Week) (2-4) to create their own water filtration system to ● Direct instruction a Water Filter” worksheet
Learning determine which materials are most effective in ○ Instructor will direct explain the process of
Activity/Title removing pollutants from water. This learning students into creating materials needed and
activity will provide students the opportunity to start a water filter that: observations taken
thinking about their culminating project and ■ works ○ Water Treatment
different forms that can be used to create better ■ safe to use ○ Page 2
water quality. Students will work as a team to ■ properly ● Students will fill out and be
design and build a filtration system to remove as demonstrates assessed on a scale that
much dirt or sediment from the provided water the concept of records their observations
sample. Multiple water samples will be used to a water filter through their filtration device
distribute different filtrations from different ■ safety ● Students will fill out if their
samples. ​Water Treatment instructions water filtration sheet with
■ rules while either:
Learning Outcomes: using ○ Completely clear
Science: materials ○ about 25% of the dirt
1. Describe the distribution and characteristics of ● Tate: brainstorming and remains
water in local and global environments, and instruction ○ About 50% of the dirt
identify the significance of water supply and ○ Students will remains
quality to the needs of humans and other living brainstorm with their ○ About 75% of the dirt
things group (2-4) with ideas remains
● identify major factors used in determining if on how they want ○ No change from the
water is potable, and describe and their water filter to be original water

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 demonstrate tests of water quality (e.g., built and how can a ● Students will take multiple
investigate and describe the physical water filter be examples to ensure accurate
characteristics of a sample of water, such as benficial to help water results
clarity, salinity and hardness; investigate quality ○ Water Treatment
biological tests) Materials: ○ Page 4
● analyze human water uses, and identify the ● two cups of “muddy water” ○ Formative Assessment
nature and scope of impacts resulting from ● plastic or paper cups
different uses (e.g., identify pollutants in ● starws
ground water and surface water systems ● cardboard
resulting from domestic and industrial use; ● cottone balls
analyze the effects of agriculture and ● sand
forestry practices on stream flow and water ● aluminum foil
quality) ● bowls or small basins
● recognize that fresh water and salt water ● rubber bands
contain varying amounts of dissolved ● tape
materials, particulates and biological ● toothpicks
components; and interpret information on ● paper towels
these component materials ● plastic wrap
Language Arts: ● small rocks
3.3 Organize, Record and Evaluate ● cornmeal
Organize information ● flour
● organize ideas and information to establish ● grass or charcoal, if available
an overall impression or point of view in Scaffolding:
oral, print and other media texts Students will use previous
4.3 Present and Share knowledge from fieldtrip and huest
Enhance presentation speakers that will provide applicable
● present information to achieve a particular estimations on what matierals will be
purpose and to appeal to interest and most effective to remove dirt or
background knowledge of reader or sediment
audience. Students will make comtinuous
5.2 Work within a Group connections to the field trip and
Cooperate with others previous work to apply and record
● propose ideas or advocate points of view that their observations
recognize the ideas of others and advance
the thinking of the group
● use opportunities as a group member to
contribute to group goals and extend own
learning
Work in groups
● contribute ideas, knowledge and strategies to
identify group information needs and
sources
● organize and complete tasks cooperatively
by defining roles and responsibilities,
negotiating to find the basis for agreement,
setting objectives and time frames, and
reviewing progress
Culminating Project At the end of this unit students will identify a water Instructional Strategies: ● Students will hand in their
(3 weeks to build issue and create a proposal solution to present to the ● Tate: brainstorming and culminating project for a
continuous community about how we can respond to water instruction summative assessment
knowledge) issues. ● Marzano: cooperative ● Checklist
Learning Outcomes: learning ● After students hand in their
Language Arts: ● Q and A culminating project, students
1.1 Discover and Explore Materials: will summatively be assessed
Express ideas and develop understanding ● Students will have the option by a unit test concluding their
● seek out and consider diverse ideas, opinions to create a: learning
and experiences to develop and extend own ○ Trifold
ideas, opinions and experiences ○ Weebly Website-
2.2 Respond to Texts Student Exemplar
Experience various texts ○ Presentation software
● experience oral, print and other media texts Scaffolding:
from a variety of cultural traditions and ● Students will use previous
genres, such as magazine articles, diaries, knowledge from: fieldtrip,
drama, poetry, Internet passages, fantasy, guest speaker, water filtration
nonfiction, advertisements and photographs system and research to
● explain connections between own shwocase their learning
interpretation and information in texts, and through a culminating project
infer how texts will influence others
2.4 Create Original Text
Generate ideas
● create oral, print and other media texts
related to issues encountered in texts and in
own ife
3.3 Organize, Record and Evaluate
Organize information
● organize ideas and information to establish
an overall impression or point of view in
oral, print and other media texts
3.4 Share and Review
Share ideas and information
● integrate appropriate visual, print and/or

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 other media to inform and engage the
audience
4.3 Present and Share
Enhance presentation
● present information to achieve a particular
purpose and to appeal to interest and
background knowledge of reader or
audience.
5.1 Respect Others and Strengthen Community
Appreciate diversity
● clarify and broaden perspectives and
opinions, by examining the ideas of others
Use language to show respect
● use inclusive language and actions that
demonstrate respect for people of different
races, cultures, genders, ages and abilities
Science:
4. Analyze human impacts on aquatic systems;
and identify the roles of science and technology
in addressing related questions, problems and
issues
• analyze human water uses, and identify the nature
and scope of impacts resulting from different uses
(e.g., identify pollutants in ground water and surface
water systems resulting from domestic and
industrial use; analyze the effects of agriculture and
forestry practices on stream flow and water quality)
• identify current practices and technologies that
affect water quality, evaluate environmental costs
and benefits, and identify and evaluate alternatives
(e.g., research and analyze alternatives for ensuring
safe supplies of potable water; research, analyze and
debate alternatives for a specific water quality issue,
such as the location and design of a landfill, the
protection of a natural waterway, the use of
secondary and tertiary wastewater treatment, the
salinization of soils due to irrigation, the
eutrophication of ponds and streams due to excess
use of phosphates in fertilizers and detergents, or a
proposal to export water resources)
• illustrate the role of scientific research in
monitoring environments and supporting
development of appropriate environmental
technologies (e.g., describe a local example of
aquatic monitoring, and describe how this research
contributes to watershed management)
• provide examples of problems that cannot be
solved using scientific and technological knowledge
alone (e.g., the need to prevent pollutants from
entering aquatic environments, the need to avoid
damage from ice sheets and icebergs)

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