Water

Unit Background:

This unit was specifically tailored towards my grade five class.  Six students out of twenty-seven were fully meeting expectations in all academic areas.  The remaining twenty-one were performing anywhere from one to three years below grade level. Along with a huge range of academic abilities to consider, there were many social and emotional issues that surfaced in the classroom daily. Seven students were not of Aboriginal ancestry and three of these students are Vietnamese.   There were issues of poverty, little oral communication or literacy in the home.  Despite the challenges faced by a majority of these children, the students loved coming to school and tried their best when the proper support was provided and they were working within their Zone of Proximal Development (Vygotsky). Students required a very clear and organized program.  Within very specific frameworks of instruction, routine and behavioural expectations, a variety of cooperative partner work, thinking and creative skills could then take place.  The teacher needed to make a personal connection with her students, by showing that she cared.  I find this is hugely necessary in working with this population of students.  These students love learning and are very proud of themselves when they “get it”.  They are a pleasure to teach, and to interact and work with when they feel that they are cherished and valued.

Indigenous Inclusion:

Many of the ways in which this unit was planned fits the description of Cajete’s First Nations learners’ characteristics.  Through the videos and class lessons, students had a chance to view and listen as they learned about the Water Cycle, properties of water molecules and water issues.  New skills, techniques or strategies like the Quadrants of Thought chart or 10, 9, 8….Countdown were first modeled by the teacher, then students worked in pairs and received support (Guided Practice).  Students were asked to work independently if they are ready to, but were given the option of working in a pair or Child Care Worker (CCW) if they needed continued support.  Whenever possible hands-on activities and physical activities were incorporated into learning, such as setting up water experiments or playing the role of molecules in different states.  Students had several opportunities to show their understanding through drawing, painting and writing.  They were encouraged to use as much illustration as they could in their final projects (painting, drawing) or were encouraged to share their knowledge verbally rather than in writing .  Many lessons are oral and students are asked to share their knowledge verbally in pairs, and finally in the whole class (Pair/Share strategy).  If the atmosphere was open and students were not forced to share, they were more apt to talk when they are ready.  We worked in co-operative pairs when clear behavioural expectations had been explicitly taught (communications skills, listening, sharing, considering others’ points of view).


Imagination Education Unit Overview: Using TIES and AIMS.
This unit combined Social Studies, Language Arts, Science, Art, Drama and Physical Education.  The curriculum goal was to teach students about WATER and how fresh and salt water are important to the health, survival and existence of all living things in the Skeena Watershed as well as on Earth.  Students experimented with different properties of water and considered issues of water use from various perspectives and learned how to use water responsibly.  Imaginative Education was the vehicle used in presenting the information to the students.  Students learned to be stewards or guardians of our water resources by adopting a nearby swamp to clean up and protect. 

 

Level I:  Moral Theme
(Transcendent Qualities)

Every living thing on planet Earth is dependent on water to live.  Humans need to respect and honor water and ensure that it remains clean and accessible.  This unit focused on our interdependence with water.  We need to ensure that it remains clean and protected and then it will continue to provide us with its “life force”.  It is our responsibility to make good decisions about water use since human use effects the health of the planet (human, animal and plant health and survival).  In order to keep water accessible and pure we need to respect the rights of those who may use water inappropriately.  We need to work together and come up with a solution.  If we are resourceful and inventive, we can turn things around as we have seen historically.

Level II:  Imaginative Theme 
(Heart and Mind Connections)

1.    TIES: Tools of Imagination Engagement

Heroic Qualities/ Heroic Image:
Water is essential to life.  No living thing can survive without some kind of water source. Earth is the only planet with large amounts of water on it. Access to water can be a matter of life or death.  Humans can only survive for three days without water before their bodies start mal-functioning.  Water is needed to keep the sap flowing in plants, and to keep animals’ blood and bodies healthy.
Water is eternal in that it is always cycling through the process of the Water Cycle. A water molecule we sip right now may have been the water molecule that a dinosaur had slurped up millions of years ago.  The Water Cycle has heroic qualities itself, in its ability to cleanse water and make it pure and clean again.  Water is so powerful and yet clear, odorless and tasteless.  It is the perfect symbol of perfection.
Water is far more valuable than gold or diamonds.  We can easily survive without gems and precious stones, even though they cost far more per gram (or milliliter).  In parts of the world water is easily accessible and taken for granted.  On the other hand there are huge shortages in drier parts of the United States and in Developing Countries.  Aquifers and whole watersheds are drying up or are polluted.
Water provides humans with life and yet humans need to look after this life giving force rather than abuse and misuse it.  This is one of the most important relationships in life that we need to foster.


Narrative:  Organizing Content into Story
Initially we will read several creationist stories about how the world was created in order to see how several cultures or stories ( World on the Turtle’s Back, Raven and the Clam Shell) describe a natural and balanced world of nature. A picture book about the Nashua River in the United States is called The River Runs Wild and describes the Nashua River’s history, starting from before First Nations arrived.  The narrative describes how the first Nashua people came to this river valley and made it their home, where they lived off the land and met all of their basic needs.  After thousands of years European settlers came and cut down trees in order to put up fences, farms and towns.  Eventually water wheels and mills were constructed and more recently, pulp mills and plastic factories were built right beside the river.  In time the river became so polluted from discharge that nothing lived in or around the river.  The river became toxic and hazardous to all forms of life.  Through the persistence of one individual and her followers, the river was cleaned up.  New laws and acts imposed on the pulp mills and factories by governments ensured a change around.  In 1965 the Clean Water Act said that all pulp mills must have treatment plants.  A law was passed in the United States that all waters (rivers/lakes) be swim able and fishable by 1993.    Nowadays, fish are swimming, birds nest and feed and humans can row, canoe and even swim there.

Next, students compared the Skeena River to the history of the Nashua River.  Students listened to elders explain the importance of the Skeena for trade, transportation and fishing.  Through questions they were able to research and write about the Skeena River.  We took a historical perspective and learned about its use historically and into the present.  We then wrote our own narratives about the Skeena River(mirroring the Nashua River story) and students were asked to include their hopes and fears for its future.

Exploring Extremes of Reality:
Only a small amount of water is usable by humans since most is locked up in the oceans or ice fields.  Students developed an appreciation of this fact by studying statistics (volumes) on different water bodies.
-Amount in cubic metres of salt water in comparison to fresh water in the world
-Largest bodies of water (oceans, seas, lakes and glaciers)
-Longest (rivers, inlets) and deepest (Prince Rupert harbor, oceans, lakes)
-Most polluted rivers at some time or another (Thames, England and Mississippi, USA)
-Flooding statistics (Bangladesh, Red River, Skeena River)

Comedy:
Students developed and collected watery jokes based on homophones (rain, rein) or playing on words (Water we know?).  Students collected watery sayings like idioms (Water off a ducks back, Its raining cats and dogs) and also developed watery riddles that related to the more scientific component to the unit (10, 9, 8…Countdown).



Creativity:
Teaching for creativity is the main goal as we try to make Science interdisciplinary.  Based on my students’ development, they usually need practice and support in the Formative Phase (Phase I) and the Normative Phase (Phase II) outlined by Lands’ Transformational Creative Learning Model (1982).  I feel that my students needed a great deal of work with a motivational focus on discovery, exploration and activity.  They also needed the most work in the area of the Normative Phase (Phase II) where the focus is categorizing, comparing, analyzing and evaluating. I refer to this as “Higher Level Thinking Skills” and this is an area that my students needed to develop in order to move onto the more Integrative Phase (Phase III) which is abstract, metaphorical, intuitive and requires synthesizing.  At this point in time, I would say that six out of twenty-six of my students are well prepared for Phase III.  As Cajete says, this is the ultimate challenge of implementing this curriculum (1999).  However here are some ideas of how we tried to develop creativity.


2.    Activities: (Categorized using Land’s Transformational Creative Learning Model)

These activities are not ordered chronologically, but are listed under three of Land’s four phases.  However, within each phase they are listed chronologically.  The bold face type indicates that lesson plans and worksheets followed.  The activities that have been written up were chosen because they either set the scene or enhance the imaginative theme.  Science experiments and creative activities were not written up, but the more of these hands on and artistic activities the better.

Phase I:   Formative or Basic Survival Phase 
•    -Anticipate what the Water unit will teach us by predicting which statements listed are true (T) or false (F)
•    -Listen to First nations Literature that is read aloud, and learn about spirituality and respect for the environment
•    -Observe and describe alternating pictures in the book A River Ran Wild to a partner, using the Split Image strategy
•    -Listen to an Elder sharing about the importance of respecting the environment and a historical account of the river’s use
•    -Experiment with evaporation, condensation and precipitation
•    -Observe and describe water in the form of solid, liquid and gas (using the senses)
•    -Make a model(2-D or 3-D) of the water cycle after having been given a demonstration, or using written instructions
•    -View, listen and respond to videos (i.e., Bill Nye the Science Guy)
•    -Act out behaviors of molecules in a solid, liquid and gas state
•    -Act out the travels of a molecule in the Water Cycle during a PE fitness circuit activity

Phase II:  Normative or Higher Level Thinking Skills Phase
•    -Compare previous descriptions of the three forms of water (solid, liquid, gas) using a Venn Diagram (using the senses as descriptors)
•    -Compare historical and present day uses of the Nashua River to the Skeena River
•    -Research different water uses (hydroelectricity, irrigation, drinking water, recreation etc.)
•    -Research the ecology of Wetlands
•    -Research Water Treatment Plant Facilities
•    -Research First Nations dependence on water (food, clothing, shelter, transportation)
•    -Research Industries’ (Plastic Factories, Pulp Mills) use of water (dilution, cooling)
•    -Categorize different human water uses (recreation, transportation, home use, agriculture, industry, energy) after having completed research on water use

Phase III:  Integrative or Creative or synthesizing Phase
•    -Using the Quadrants of Thought strategy express responses through mental pictures, powerful words, senses and feelings and emotions
•    -Take research notes and format them so they can be presented in a mock trial
•    -Create a character and personality and have them take on a certain perspective in relation to an environmental issue (The Nashua River situation)
•    -Take on a certain character in a mock trail scene and appear convincing to the jury
•    -Trapped on an island, devise a way of taking dirty water and cleaning it
•    -Paint with water colour in order to communicate a message about water
•    -Create a collage with a certain theme or message that students wish to communicate
•    -Create Free Verse and Concrete Poems in order to communicate a certain point of view about water, water use or caring for water as a valuable resource
•    -Develop poetry using onomatopoeia (splish, splash, gurgle) based on the sound of water or rainy weather
•    -Develop a drumming routine (using hands and body: knees, feet) that gives the audience a sense of drizzle, rain, down pour
•    -Create an illustrated story map showing the different ecosystems and uses of the Skeena River
•    -Create a group mural (or picture book) communicating the different uses of the Skeena River over the years
•    -Create a simple line dance to one of the rain songs on a Rain CD
•    -Create a name (meaningful) for our adopted wetlands (swamp) with a powerful and poetic inscription
•    -Create riddles using the strategy 10, 9, 8…Countdown as a review


Level III:  Modular Theme 
(Connecting Imaginative and Moral Themes into Instruction)

Through our experiences of studying water the students become stewards or guardians of our water resources.  Through The River Runs Wild students learn about only one of the great mistakes made by humans.  We relate this to our historical and present day use of the Skeena River and our need to make sure that we keep it clean and preserve the water quality for ourselves, the plants and animals (oolican, salmon, bear, moose, deer) and our Earth.  Students become stewards of a small wetland (swamp and small stream) by our school where songbirds, deer and blue heron occasionally frequent.  Students educate other students in the school by making presentations to each class about our need to keep our waterways clean.  We had hoped to have a class competition for naming our adopted swamp (name and inscription) and to have a sign waterproofed and professionally erected.

Level IV: AIMS 
(Assessable Imaginative Modules)

1) Prescribed Learning Outcomes

Social Studies
•    Demonstrate an understanding of Aboriginal people’s relationship with the land and natural resources
•    Demonstrate understanding of sustainability, stewardship, and renewable resources
•    Assess effects of lifestyles and industries on local and global environments
•    Identify and clarify a problem, issue, or inquiry
•    Gather and record a body of information from a variety of primary and secondary sources
•    Defend a position on a regional issue in light of alternative perspectives
•    Use an outline to organize information into a coherent presentation
•    Design, implement, and assess strategies to address community problems

Science
•    Categorize the various uses of water
•    Outline the importance of water for life
•    Use the physical properties of water to describe or illustrate the water cycle
•    Compare and contrast fresh water and salt water environments
•    Describe human impacts on the Earth’s water resources

Language Arts
•    Listen for specific purposes
•    Make predictions and connections based on background knowledge
•    Organize information and ideas into illustrations
•    Make predictions and connections based on background knowledge
•    Predict word meaning using structure and context
•    Organized ideas and information in simple charts, webs and illustrations
•    Share what they know about topics
•    Group and sort information into charts, sequences
•    Express thoughts, ideas and feelings in a variety of forms
•    Seek clarification from others
•    Listen to and respect ideas of others

Art
•    Demonstrate respect for the work of self and others
•    Draft ideas for images and models using feelings, observation, memory and imagination
•    Demonstrate the ability to collaborate to develop a group display for the school or community
•    Develop critical thinking skills through analysis of research notes
•    Demonstrate a willingness to experiment with a variety of materials, tools, equipment, and processes

2: Culmination Activity:

1) Field Trip: Take the students to the Skeena River to net oolican in the estuary in the middle of March, and then have a picnic further upstream on the fresh water section.  Students write poetry about what they see, feel, think and wonder about on the banks of the river and back in class.

2) On Earth Day (April 22) students share and display their murals, poetry, art and research on water use.  Students unveil the new sign at the wetland by our school and read aloud a few pieces of their poetry about the need to keep our waterways clean, no matter what their size.  Parents will be invited and they will be asked to conduct a water tasting contest.  Who can detect Prince Rupert tap water amongst a selection of bottled waters? We will celebrate water’s vitality and our role as guardians and stewards of our water resources.

3) General Assessment:
•    Criteria is set at the beginning of each activity so that students are aware of how they will be assessed
•    Specific numbers are assigned to indicate whether the set criteria is met
    4-Exceeding expectations
    3-Fully meeting expectations
    2-Minimally meeting expectations
    1-Not yet meeting expectations

4) Writing Assessment:
•    Use Writing Performance Standards for Writing for Information (Grade 5)
•    Use Writing Performance Standards for Writing Poetry (Grade 5)


5) Interactive Assessment: Co-operative pairs and groups
Observations by the teacher and informal questioning of the students as to how they interacted
•    students respect each other
•    students work cooperatively together and take turns
•    students stay on-task, and with reminders,  get back to work
•    students solve social or interactive problems
•    students shared their ideas verbally ( looked at the person while speaking, spoke clearly)
•    students listened to each other by looking at the person speaking, leaning forward, nodding head, giving feedback ( Uh huh, Yeah right) or even asking for clarification

6) Self-Assessment
•    students draw a happy face to indicate that they worked well together, a sad face if they had difficulties and were not able to solve them and a straight face (mouth) if they had problems, but were able to overcome them in the end).
•    Students may be encouraged to write a short paragraph the next day on how well they worked together as a pair and what to do for next time to make it all easier.

7)  Assessment of the Unit:
I.    Teacher’s anecdotal assessment of the unit, considering students’ affective engagement and teachers’ “gut “ feeling of how successful the students were able to access the curriculum.
II.    Students’ comments about the unit in regards to what they found the most interesting, what was engaging and how they learn best ( based on a question sheet on the unit).
III.    Teacher’s assessment and reflection on Students’ success at accessing and learning the curriculum or content.
a)    The ‘quality” and nature of class participation.
b)    A cumulative final test.
c)    Understanding shown on the Anticipation Guide
d)    Written responses and written activities.
e)    A basic research paper on the student’s own choice (Water Use)
f)    A short story about the Skeena River
g)Understanding demonstrated through creative projects (poetry, art, experiments)

Reflections:
I intensively taught this unit on Water in October and November 2004 for 6 weeks, using up all my Language Arts, Science an Social Studies and CAPP slots.  The unit would lend itself to a whole year of study. As I learned more about Imagination Education I could see my units developing, as I add, delete and adjust various components. Before using Imagination Education, my water units changed each year, but were quite eventful, featuring a number of water experiments.  However, I feel that this unit was much more engaging and meaningful, with the imaginative and moral themes.  We still completed experiments but also learned about water issues through the narrative A River Runs Wild and through the planning and acting out of the mock trial.  We also did some movement activities that were based on the idea of having the kids be characters (molecules, people at a trial) wherever possible. This brought about a fullness that the unit needed.
Students very much enjoyed creating their own characters with character traits!  After the mock trial students wanted to “do” the whole play again.  This process showed me that the narrative truly pulls students into the content and can make learning so much more engaging and rich.
However upon reflection, the next time that I teach this unit I plan to have more of a local focus on the Skeena River and a nearby wetland.  The focus would move from students taking different perspectives in a mock trail to students taking on stewardship and guardianship of a local wetland (small swamp and creek) near the school. We will also talk about how later in life as these students become adults and later elders, they will end up being the guardians and stewards of the Skeena River. They may be involved in some serious decision making as the world and the Skeena River valley are affected by more human development.

Resources:

Cherry, L. (1992).  A River Runs Wild.  FL, US: Gulliver books.

Frahm, R. (1997).  Lakes.  Minnesota: The Creative Company.

Frahm, R. (1997).  Oceans.  Minnesota: The Creative Company.

Frahm, R. (1997).  Rivers.  Minnesota: The Creative Company.

National Geographic Special Addition (1993). Water:  The Power, Promise and Turmoil of north America’s Fresh Water.

Meiani, A. (1999).  Water: Experimenting with Science.  Minneapolis: Lerner Publications Company.

Morris, N. (2002).  Our World: Water.  MN, USA:  Thameside Press.

Orii, E. and Orrii, M. (1989).  Water: Simple Experiments.  Milwaukee:  Gareth Stevens Children’s Books.

Stone, L.M. (1997).  Wetlands.  FL: Rourke Enterprises, Inc.

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