narrative overview of the entire unit. Written to grab the attention of teachers and students. Describe briefly each lesson and the design challenge.

 

Educational outcomes

  • Bullet list of lessons and core concepts
  • second outcome

STEAM INTEGRATION

Use the language of the standards to describe each lesson and the design challenge. Include abbreviation for standard in parenthesis (ie- 5.MD.C.3) Remember to include standards that may be represented in more than one lesson.

Click on the “+” icon to open each section

Unit Materials

List all materials needed for the entire unit. Link Makerspace-in-a-Box kit. List any substitutions, apps, software, measuring tools, classroom tools, etc.

Maker Journal Pages

Include a link to every pdf student page in the unit. (Media Library)

Lesson 1 Maker Journal Page

Lesson 2 Maker Journal Page

etc.

Design Thinking Overview

Our design thinking units have five phases based on the d.school’s model. Each phase can be repeated to allow students to re-work and iterate while developing deeper understanding of the core concepts. These are the five phases of the design thinking model:

EMPATHIZE: Work to fully understand the experience of the user for whom you are designing.  Do this through observation, interaction, and immersing yourself in their experiences.

DEFINE: Process and synthesize the findings from your empathy work in order to form a user point of view that you will address with your design.

IDEATE: Explore a wide variety of possible solutions through generating a large quantity of diverse possible solutions, allowing you to step beyond the obvious and explore a range of ideas.

PROTOTYPE: Transform your ideas into a physical form so that you can experience and interact with them and, in the process, learn and develop more empathy.

TEST: Try out high-resolution products and use observations and feedback to refine prototypes, learn more about the user, and refine your original point of view.

The Design Thinking Process | ReDesigning Theater. (n.d.). Retrieved April 2, 2016, from http://dschool.stanford.edu/redesigningtheater/the-design-thinking-process/

STEAM Integrated Standards

Common Core ELA: RL.7.7

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

CA Visual & Performing Arts: Music 3.1

Compare music from various cultures as to some of the functions music serves and the roles of musicians.

Next Generation Science Standards: MS-PS4-2

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Suggestions for pacing and differentiation

Suggest lessons that could be dropped or suggestions for 40 minute stand alone versions of lessons, etc.

Lesson Overview

Students develop empathy by choosing a culture and researching the different functions that music serves for that culture (CA Visual & Performing Arts: Music 3.1).  Then students compare and discuss their findings with their peers.  Students find lyrics (translated if necessary) to a song of their choice from the culture and compare & contrast reading the lyrics as a poem versus listening to them as part of the musical version of the song, focusing on the techniques used for each medium to convey the writer’s thoughts (RL.7.7).  Students create a short presentation of their analysis and summarize their learning regarding the role of music within the culture they chose to research.

Essential Questions:

  • What functions does music serve within culture?
  • How does the musical version of a song compare to its written version in expressing the message of the song writer?

LESSON PROCEDURE:

  1. Students choose a culture to study.  They conduct web research and find information on the music (songs, instruments) and its function within the culture (ex: rituals, ceremonies, family engagements, etc.).
  2. Students record their findings in the Maker Journal page for this lesson.
  3. Students find a song with lyrics from the culture.  They may need to use a tool such as Google Translate to translate the lyrics if an English version is not available.
  4. Students read the lyrics and record their ideas on the song’s meaning (what is the song about?).
  5. Students use their research on culturally-specific functions of music to identify events where the song would be appropriate to play or sing within the culture.
  6. Students summarize their findings in a presentation that contains a poster or multimedia visual aid and a sample of the song they study (see presentation rubric).

Student Directions (Click + to open)

Sample teacher and student dialog.

T: Ask questions to assess students prior knowledge on the roles of music within culture.  “How is music different for various cultures?  In what ways do different cultures use music for certain events?”

S: “Songs might be used to celebrate birthdays or holidays.”  “Some cultures sing but do not play instruments.”  “There are traditional songs and newer songs.  Sometimes we borrow songs and instruments from other cultures!”

T: Lead students to thinking about music in terms of both written/vocal and instrumental versions.  “Who here knows some song lyrics?  If you know of a certain song from any culture, please share some of the lyrics.”  Allow student(s) to share the lyrics (spoken and/or sung).  “That was great!  Now, how does the song make you feel?  What is it about?  How might that meaning be different if the song were just read or sung versus being accompanied by instruments?”

S: “Words by themselves do not make the song as pretty.”  “The song is about happiness, so the instruments can make the song sound more happy!”  “Some songs are better when just sung without music, like “Happy Birthday” because you don’t need to be fancy with it and it means the same thing.”

T: “Those are great examples.  Today you get to choose a culture that interests you and find information on how music is used for different events like weddings, birthdays, funerals, rituals, and other special occasions.  Then, find a song with lyrics from the culture and try to figure out the message the song writer was trying to express.  We’ll compare and contrast the written or spoken version of the song with the instrumental version to see if the message feels the same.  Then we will identify the most appropriate event(s) where the song would fit well.  Finally, we will summarize our learning regarding culture and music in a short presentation to share and learn together.”

S: “What if the song is in another language?”

T: “That is a good question, thank you for asking.  You can use Google Translate or other online tools to translate the song if needed.  It is possible that some of the meaning may get lost in the process.  For example, there might not be an English equivalent for a word in the specific language.  In any case, try your best to figure out the song’s meaning.”

dl-student


Concept Quick Reference (Click + to open)

Music is artistic, expressive, emotional, and stimulating to human beings around the globe.  Not all music sounds the same and most, if not all, music is culturally influenced.  For example, Words by themselves cannot always invoke the same emotional response by our auditory system as can music.  This is especially true if we hear words spoken or read in a language we do not understand.  The meaning of language is where the emotional impact lies that a song writer is trying to convey, so without knowing the meaning of the language we cannot fully understand how the writer wants us to feel.  This changes when there is some other stimulus that can be used to convey meaning such as pictures or video that are cued at specific points in the message.  Music is an effective stimulus to convey meaning if it sounds like human expressive movements such as a person running to convey fear or impatience or a person stomping to express anger.  This can enhance the understanding of a song writer’s message versus simply reading or listening to the lyrics.  Thus the meaning of a song when it is read can be vastly different than when accompanied by instruments that convey emotion through sounds that resemble human expressive moments.  Having students study a different culture and song not only provides them with experience in learning the appropriateness of certain types of music for specific cultural events, but it also allows them to understand that it can be difficult to know the mood of a song without the instruments, whether the song is in English or not.

Lesson Materials

Tech

  • Computers or mobile devices
  • Internet connection

Other

  • Poster board or equivalent
  • Presentation Rubric

External Resources

[VIDEO] [TITLE of Video] [link to video- new window]
[PDF] [TITLE of PDF DOCUMENT] [link to PDF- new window]

Maker Journal Pages

dl-student

Teacher Notes

It might be useful to have students bring in a song they feel comfortable with sharing, especially if the song represents their culture.  This can provide a teachable moment on cultural awareness and respect.  Make sure students can conduct effective and safe web research, avoiding websites that contain hateful speech and malicious content, as song lyrics can contain inappropriate ideas expressed by the writers.

Learning Targets

  • Students will be able to compare and contrast written song lyrics to their audio form by analyzing each medium for their ability to convey culturally-specific meaning
  • Students will study and compare music from another culture as to the function it serves

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.

Teacher Assessment

Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.

Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.

Lesson Overview

Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.

 

Essential Questions:

Bullet list of guiding questions teachers should use when coaching students in the content.

 

LESSON PROCEDURE:

Any teacher directions not given in the sidebar go here before Student Directions

Student Directions (Click + to open)

Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.

T:

S:

T:

 


Concept Quick Reference (Click + to open)

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Lesson Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

TITLE of Video [link to video- new window]

Maker Journal Pages

dl-student

Teacher Notes

anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.

Active Classroom

(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)

Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)

 

EXAMPLE:

Tips for success in an active classroom environment:

Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.

Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.

Teacher Assessment

Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.

Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.

Lesson Overview

Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.

 

Essential Questions:

Bullet list of guiding questions teachers should use when coaching students in the content.

 

LESSON PROCEDURE:

Any teacher directions not given in the sidebar go here before Student Directions

Student Directions (Click + to open)

Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.

T:

S:

T:

 


Concept Quick Reference (Click + to open)

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Lesson Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

TITLE of Video [link to video- new window]

Maker Journal Pages

dl-student

Teacher Notes

anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.

Active Classroom

(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)

Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)

 

EXAMPLE:

Tips for success in an active classroom environment:

Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.

Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.

Teacher Assessment

Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.

Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.

Lesson Overview

Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.

 

Essential Questions:

Bullet list of guiding questions teachers should use when coaching students in the content.

 

LESSON PROCEDURE:

Any teacher directions not given in the sidebar go here before Student Directions

Student Directions (Click + to open)

Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.

T:

S:

T:

 


Concept Quick Reference (Click + to open)

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Lesson Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

TITLE of Video [link to video- new window]

Maker Journal Pages

dl-student

Teacher Notes

anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.

Active Classroom

(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)

Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)

 

EXAMPLE:

Tips for success in an active classroom environment:

Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.

Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.

Teacher Assessment

Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.

Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.

Lesson Overview

Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.

 

Essential Questions:

Bullet list of guiding questions teachers should use when coaching students in the content.

 

LESSON PROCEDURE:

Any teacher directions not given in the sidebar go here before Student Directions

Student Directions (Click + to open)

Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.

T:

S:

T:

 


Concept Quick Reference (Click + to open)

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Lesson Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

TITLE of Video [link to video- new window]

Maker Journal Pages

dl-student

Teacher Notes

anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.

Active Classroom

(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)

Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)

 

EXAMPLE:

Tips for success in an active classroom environment:

Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.

Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.

Teacher Assessment

Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.

Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.

Lesson Overview

Brief description of the lesson and standards addressed (by abbreviation). Describe specific aspects of standard that are being addressed if not all aspects are addressed in the lesson.

 

Essential Questions:

Bullet list of guiding questions teachers should use when coaching students in the content.

 

LESSON PROCEDURE:

Any teacher directions not given in the sidebar go here before Student Directions

Student Directions (Click + to open)

Sample teacher and student dialog. Include reference to Maker Journal page and button to link to student maker journal page.

T:

S:

T:

 


Concept Quick Reference (Click + to open)

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Lesson Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

TITLE of Video [link to video- new window]

Maker Journal Pages

dl-student

Teacher Notes

anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.

Active Classroom

(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)

Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)

 

EXAMPLE:

Tips for success in an active classroom environment:

Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.

Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.

Teacher Assessment

Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.

Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.

Design Challenge Overview

Give an over view of the design challenge. Example: In the culminating project, each student ideates, prototypes, tests, reiterates, and finally creates a successful ___

Essential Questions:  

  • Guiding Question #1
  • Guiding Question #2

LESSON PROCEDURE

Introduce the Design Challenge (Click + to open)

Sample student & Teacher Dialog. Should generate excitement and connect with Empathy phase discoveries. Teacher needs to provide criteria and constraints or develop them with students here.

T:

S:

T:

S:

Criteria & Constraints

Review the criteria and constraints with students.  Engineers design things using some rules about how the designs must behave or work.  These rules are called criteria.  Engineers can run out of materials, money, time to build, or space in which to build something.  In other words there are limits on how something can be built.  These limits are called constraints.  The criteria and constraints for this challenge are below.

 

Criteria (design requirements) Constraints (design limitations)
  • Model spans minimum of 2 ft.
  • Model must be easily put together and taken apart
  • Model can continuously hold a designated load
  • Model is portable
  • Model must be built with materials provided
  • Model must be completed and tested in the given time
  • Model must include 8 different materials in addition to fasteners and/or adhesives
  • Model must not be secured to the ground or testing area in any way

 

Ideate
Give a brief description of student activity during this phase. (Keep in mind students may choose to or need to return to this phase as the iterate)

 

Prototype

Give a brief description of student activity during this phase. (Keep in mind students may choose to or need to return to this phase as the iterate)

 

Test your Design

Give a brief description of student activity during this phase. (Keep in mind students may choose to or need to return to this phase as the iterate) Include references to any rubrics, criteria and constraint checklists or Maker Journal Pages included in the assessement

 

 

Concept Quick Reference (Click + to open)

very basic overview of the fundamental concepts. Summarize important formulas, scientific phenomena, vocabulary, etc.

Design Challenge Materials

Building Materials

  • list

Connecting Materials

  • list

Tech

  • list

Other

External Resources

TITLE of Video [link to video- new window]

Maker Journal Pages

dl-student

Teacher Notes

anything not covered in “active classroom” section. Any additional teacher directions or setup not included in the Lesson Procedure section. ex:
Consider selecting a few images of uses of water, drought, and results of the water crisis. Model good techniques for safe quality internet searches. Consider pre-selecting sites that yield quality information for this topic.

Active Classroom

(OPTIONAL If students should be allowed to be out of their seat, talking & collaborating, work in the makerspace)

Nudge responsibility and freedom for students. Tips for classroom management. (See Management in the active classroom book for suggestions)

 

EXAMPLE:

Tips for success in an active classroom environment:

Communication is critical in the design process. Students need to be allowed to talk, stand, and move around to acquire materials. Help students become successful and care for the success of others by asking them to predict problems that might arise in the active environment and ask them to suggest strategies for their own behavior that will ensure a positive working environment for all students and teachers.

Practice and predict clean-up strategies before beginning the activity. Ask students to offer suggestions for ensuring that they will leave a clean and useable space for the next activity. Students may enjoy creating very specific clean-up roles. Once these are established, the same student-owned strategies can be used every time hands-on learning occurs.

Learning Targets

“Unpacked” components of the standard. (bullet format)
  • Students will be able to conduct a short research project that use several sources to build knowledge about the need for and problems with freshwater transportation
  • Students will use this understanding to design more effective models of freshwater transportation

Assessment

Student Self Assessment

Student groups review their makerspace journal and summarize their learning in a group discussion

Peer Assessment

Student groups discuss and compare their findings and share different critical uses for water and methods of freshwater transportation that they discover in their research. Students should also share the difficulties that they discovered in transporting freshwater.

Teacher Assessment

Review student makerspace journal pages for formative assessment and discuss with individual groups as they work.

Conduct a whole group discussion to allow all students to share, discuss and compare their findings around different critical uses for water and methods of freshwater transportation that they discovered in their research. Students should also share about the difficulties in transporting freshwater.