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Name of Project: Zone It In: Freshwater Sources Duration: 2 weeks

Subject/Course: Earth Science Teacher(s): Danielle Williams Grade Level: 9th
Other subject areas to be included, if any: N/A

Key Knowledge and ES.8 The student will investigate and understand how freshwater resources are influenced by geologic processes and
Understanding the activities of humans. Key concept(s) include
(CCSS or other standards) d) Identification of sources of fresh water including rivers, springs, and aquifers, with reference to the hydrologic
cycle

Success Skills Critical Thinking/Problem Solving X Self-Management X

(to be taught and
assessed) Collaboration X Other:

Project Summary
(include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)
A small team of students will create a 3D model of one of the fresh water sources that they will learn about.
Accompanying the model, the students will present an explanation of how this sub-system works and its connection to
the overall hydrologic cycle. The students will use a two week period to conduct research on how each sources
operates, collectively design and create a 3D model, develop a spoken presentation explaining how their source works,
and then presenting the entire project. They will do this in order to understand where freshwater is stored in nature and
their sources.

Driving Question Where does the small percentage of usable, fresh water that we use come from?

Entry Event A power point going over the different fresh water sources and what role each one plays in the hydrologic cycle.

Products Individual: Specific content and competencies to be assessed:

Each student will be expected to talk about their role in the Effort put into their part, capability of working in a group
creation of the 3D model and oral presentation

Team: Specific content and competencies to be assessed:

Each group will create a 3D model of their fresh water Quality of model, preparedness of oral presentation, how
source as well as an oral presentation explaining the part the group functions as a whole
of the hydrologic cycle that it is a part of.

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Making Products Public This project will be made public by the students having the models on display in the hall way for two to three weeks. At
(include how the the end of the project, the students will present their models and explanations of how that part of the hydrologic cycle
products will be made works to their fellow classmates and the teacher.
public and who students
will engage with
during/at end of project)

Resources Needed On-site people, facilities: classroom, computer lab, Earth Science teacher

Equipment: Computers

Materials: The materials needed for this project will vary depending on how the students choose to create their models.
Possible materials include: sand, rocks, clear containers, water and more.
Community Resources: N/A

Reflection Methods Journal/Learning Log Focus Group

(how individual, team,
and/or whole class will Whole-Class Discussion X Fishbowl Discussion
reflect during/at end of
project)
Survey Other:

Notes:

During the in class discussion, the students will be able to compare each source to another. They will also be able to ask each other about their
design process. The instructor will also pose questions to guide the conversation.

PR OJECT DESIGN: STUDENT LE AR NING GUIDE

Project: Zone It In: Freshwater Sources
Driving Question: Where does the small percentage of usable, freshwater that we use come from?
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 Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners
Presentations, knowledge, understanding & success skills needed to check for learning and ensure provided by teacher, other staff, experts; includes
Performances, Products by students to successfully complete products students are on track scaffolds, materials, lessons aligned to learning
and/or Services outcomes and formative assessments
Final Presentation Communication of knowledge Information of processes communicated Give assistance when developing the
and Model clearly and effectively. Can easily explain presentations and models by guiding them
how the 3D model would work in real and providing useful resources
life.
Teamwork Each student is contributing equally and Monitor the groups throughout the
can easily explain their role in the project. creation process, and make sure the
groups are diverse and inclusive.

Design Creativeness Each model appears to have been planned Offer ideas on different materials to use
and original. and encourage the use of uncommon
materials.

Scholarly Research Make sure credible sources are being used Monitor initial research of content
for the content knowledge necessary for knowledge. Provide a short overview of
the project. credible sources.

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