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Finishing the End of Unit 3 Assessment: Final Draft of Position Paper and Reflection on the Writing Process
Scholars work on the end of the unit assessment by reflecting on their writing. They answer questions about the process they used to complete their position paper essays. After completing the end of unit assessment, they add images to...
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End of Unit Assessment, Part 1, Continued: Revising Vocabulary and Conventions based on Feedback
Howdy, partner! Scholars partner up to look at the last two rows in the writing rubric. After discussing the details in the rubric about organization and conventions, learners use colored writing tools to circle feedback in their...
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Independent Reading: Final Product
Cheater, cheater. Learners create cheat sheets about their independent reading books to help others determine if the text interests them. After creating drafts of their sheets, scholars pair up for a peer review and then complete a final...
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Mid-Unit 3 Assessment: Drafting the Position Paper
Organize your thoughts! Scholars work on the drafts of their position papers about sustainable water management. The draft serves as their mid-unit assessment. Before beginning, the class discusses the prompt and then learners work...
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Scaffolding for Position Paper: Clarifying Body Paragraphs, Introduction, and Conclusion
Let's have a talk. Scholars talk through the body paragraphs of their Sustainable Water Management position paper with peers. They take turns explaining their work to one another. They then begin to work independently on the introduction...
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Scaffolding for Essay: Planning Body Paragraphs for Position Paper This work is licensed under a Creative Commons Attribution-NonCom
Scholars begin creating a plan for their position papers using a Sustainable Water Management Position Paper Planner. They talk with partners about their claims and counterclaims for the essays. Writers then work independently to plan...
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End of Unit 2 Assessment Part 2: Presenting a Claim
There's no time like the present for a presentation. Scholars present their claims about water management using facts, details, and examples from their research throughout the unit. Afterward, they complete exit tickets to evaluate their...
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Using Multimedia in Presentations: Presenting Claims
Visuals help clarify claims. Scholars create visual displays to accompany their end-of-unit presentations about water sustainability. Using blank paper and their notes from the unit, they put their creativity to good use and then...
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End of Unit 2 Assessment, Part 1B: Fishbowl on Better Use of Water in Industry
Listen up, it's time for a Fishbowl discussion! Scholars continue their discussions about water management in industry and agriculture. After hearing both sides of the debate, pupils complete graphic organizers, deciding which sector is...
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End of Unit 2 Assessment, Part 1A: Fishbowl on Better Use of Water in Agriculture
Just keep swimming! Pupils participate in a Fishbowl discussion, sitting in two concentric circles and alternating between speaking and listening roles. During the discussion, they defend a claim about the best way to begin managing...
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Forming a Research-Based Claim: Stakeholder Chart on Better Agricultural Water Management
How can industries manage water more sustainably? Building on the previous activity, scholars explore the topic by creating a stakeholder chart for agricultural water management. Next, they participate in the World Café discussion...
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Forming a Research-Based Claim: Stakeholder Chart on Better Industrial Water Management
It's time to stake a claim! Working with partners, scholars create stakeholder charts for better industrial management of water. As they complete the chart, pupils consider an option for managing water more sustainably, identify...
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Forming a Research-Based Claim: Cascading Consequences Charts
Life is all about choices and consequences. Using a Cascading Consequences chart, scholars create a visual map of the effects of a particular choice or action related to water management. With their researcher's notebooks and copies of...
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Mid-Unit 2 Assessment: Research Task: Comparing and Contrasting Texts
It's the half-way mark! Pupils demonstrate understanding of unit standards by completing a mid-unit assessment. After reading an informational article about water management strategies, scholars complete a graphic organizer to identify...
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Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 3
Water is life! Using the informative resource, scholars first read two informational articles about water management in agriculture. Then, they use a Venn diagram to contrast the different types of evidence authors use to support a...
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Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 2
Accuracy, credibility, timeliness ... it's time to act on source reliability! Pupils continue conducting Internet research, selecting two questions about water management from their researcher's notebooks that they want to explore...
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Using Effective Search Terms: Researching Water Management
Discover how to use search terms effectively! Scholars continue their exploration of Charles Fishman's The Big Thirst, engaging in a read aloud and then answering text-based questions. Next, pupils learn about using search terms and...
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Contrasting Authors’ Use of Evidence: Bottled Water
Apples to oranges, Dasani to Aquafina. Using a Venn diagram, scholars contrast two authors' use of evidence on the topic of bottled water. Additionally, they continue reading Charles Fishman's The Big Thirst and answering text-dependent...
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Finding Relevant Information and Asking Research Questions: The Big Thirst
Let's get to the gist. As scholars continue their study of Charles Fishman's The Big Thirst, they practice writing the gist of the text. Additionally, pupils add notes about the industrial uses of water to their researcher's notebooks.
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Analyzing Interaction: Categories of Water Management in The Big Thirst
It's puzzle time! Pupils participate in a jigsaw activity to discuss the various uses of water, including personal, agricultural, and industrial uses. They also conduct a close reading of The Big Thirst by Charles Fishman and answer...
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Scaffolding for Position Paper: Peer Feedback and Citing Sources
It's all a process. Scholars watch as the teacher models a peer feedback process. They then carry out the process on their own using the Sustainable Water Management Peer Feedback Form. As a bonus, individuals then participate in an MLA...
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Analyzing a Model Position Paper: “Changing Our Water Ways”
Follow the leader for better writing! Scholars analyze a model position paper, "Changing Our Water Ways." During the first pass, they listen as the teacher reads the paper aloud. They then do a second read of the paper and complete a...
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Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 1
It takes time to discover what makes a source accurate and credible. Using everything they've learned about source credibility, scholars begin researching supporting questions about how industry and agriculture manage water. They select...
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Paraphrasing and Evaluating Sources: Pages 112–116 of The Big Thirst
Agriculture and water—it's a fine balance. So how exactly do industry and agriculture currently manage water? Pupils consider the question as they continue reading excerpts from Charles Fishman's The Big Thirst and adding notes to their...