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Plan
Week 1
Day 1
Day 2
Day 3
Activities
Erosion Adventure Day - Students explore a nearby park or natural area to observe real-life examples of erosion, collect samples, take photos, and document their findings, sparking curiosity and setting the stage for their inquiry into erosion prevention. (45 min)
Water and Erosion Connection - Discuss how water plays a role in erosion and its importance in maintaining healthy ecosystems. Introduce the benefits of drinking water based on health guidelines. Students create informational posters on the importance of water consumption. (20 min)
Barrier Design Challenge - In groups, students brainstorm and sketch initial designs for small-scale erosion barriers using natural materials. Discuss creative ways to prevent erosion in local areas. (25 min)
Introduction to Feedback and Reflection - Students exchange ideas with peers, providing constructive feedback on barrier designs. Facilitate reflection on the design process and the importance of teamwork and creativity. (20 min)
Deliverables
1. Documentation of erosion examples with collected samples and photos.
2. Initial designs of small-scale erosion barriers using natural materials.
3. Written reflections on the gallery walk showcasing design process and challenges.
4. Feedback notes from peers on barrier designs and brainstorming ideas.
5. Summary of interactive session with geologist, highlighting key learning points.
Preparation 1. Coordinate logistics for the park visit, including permissions and transportation.
2. Prepare materials for erosion barrier construction: sticks, stones, leaves, sand tables.
3. Arrange photography equipment and notebooks for documenting findings.
4. Set up the classroom for a gallery walk and feedback session.
5. Coordinate with a local university for a geologist's visit and interactive session.
Week 2
Day 4
Day 5
Day 6
Activities
Erosion Barrier Design Brainstorm - Students collaborate in groups to brainstorm ideas for creating erosion barriers using natural materials, focusing on creativity and initial design sketches. (20 min)
Understanding Water's Role - Discuss the importance of water for ecosystems and human health, aligning with the standard. Students make connections between water consumption and erosion prevention. (25 min)
Prototype Building Session - Students begin constructing their erosion barrier prototypes using materials provided, applying their brainstormed ideas and designs. (25 min)
Feedback and Reflection - Peer groups provide feedback on each other's designs, focusing on the effectiveness and sustainability of the barriers. Students reflect on their learning process. (20 min)
Testing Erosion Barriers - Students conduct controlled experiments to test the effectiveness of their prototypes in preventing erosion, documenting results and observations. (30 min)
Critique and Iteration - Host a collaborative critique session with buddy classes, exchanging ideas and suggestions to improve the designs based on test results. (15 min)
Deliverables
1. Documented observations and reflections on the erosion experiments demonstrated by the geologist.
2. Initial designs and construction of small-scale erosion barriers from each student group.
3. Recorded test results and feedback for each group's erosion barrier, including notes on areas of improvement.
Preparation 1. Arrange the visit from a local geologist, ensuring materials and space for demonstrations are available.
2. Gather natural materials such as sand, rocks, twigs, and clay for students to use in constructing erosion barriers.
3. Prepare a water simulation setup (e.g., trays, water pitchers, and incline boards) to test the effectiveness of the barriers.
4. Create a feedback form for students to record observations, peer feedback, and personal reflections during testing.
5. Organize workstations for groups, ensuring necessary safety precautions and access to materials.
Week 3
Day 7
Day 8
Day 9
Activities
Refining Barrier Prototypes - Students review feedback from the last critique session and make improvements to their erosion barrier prototypes, focusing on enhancing design effectiveness and sustainability. (25 min)
Exploring Local Erosion Sites - Watch a short video or slideshow of local areas affected by erosion, discussing the impact and brainstorming potential solutions using students' designs. (20 min)
Advanced Testing Phase - Conduct further controlled experiments to test the refined erosion barriers, documenting observations and improvements. Discuss the importance of iterative testing in scientific inquiry. (30 min)
Self-Reflection Journaling - Students write reflections on their design journey, highlighting the skills they've developed and new insights gained about erosion and water's role in ecosystem health. (15 min)
Preparing for Gallery Walk - Students create informative displays about their erosion barriers, detailing the materials used, the design process, and the benefits of drinking water for health. (25 min)
Practice Presentations - In pairs, students practice presenting their displays, focusing on clear communication and the ability to answer questions about their work. (20 min)
Deliverables
1. Refined erosion barrier models ready for final testing.
2. Documentation of final test results and observations.
3. Reflective journals detailing students' learning and design processes.
4. Informative posters on the benefits of drinking water.
Preparation 1. Gather materials for erosion barrier construction (sand, soil, natural materials).
2. Set up water flow stations for testing erosion barriers.
3. Prepare feedback forms for buddy class critique sessions.
4. Arrange the classroom for group work and poster creation.
5. Collect resources and examples for poster design.
Week 4
Day 10
Day 11
Day 12
Activities
Final Erosion Barrier Testing - Conduct final tests on erosion barriers to gather data on their effectiveness, focusing on real-world applications. (30 min)
Reflection Discussion - Facilitate a group discussion where students share insights from testing results, connecting them to their understanding of erosion and water's role. (15 min)
Preparing Scale Models - Students construct detailed scale models of local areas affected by erosion, incorporating their barriers to demonstrate potential real-world applications. (30 min)
Creating Informational Posters - Design posters that highlight the importance of drinking water and its role in preventing erosion, preparing them for display at the exhibition. (15 min)
Exhibition Setup - Arrange and display students' scale models and posters, preparing for the gallery walk and exhibition with buddy classes. (20 min)
Exhibition Presentation - Students present their models and posters to buddy classes, practicing effective communication and discussing the impact of their solutions. (25 min)
Deliverables
1. Students will finalize and display their small-scale erosion barriers and scale model of the local area affected by erosion, incorporating feedback from peers.
2. Completed informational posters highlighting the importance of water consumption and its role in preventing erosion, connecting to health standards.
3. Participation in a gallery walk, where students present their projects and reflect on the design process, challenges, and solutions.
4. Completion of a self-reflection activity where students assess their learning journey, the effectiveness of their erosion barriers, and their understanding of the benefits of drinking water.
5. Feedback forms from buddy classes, documenting suggestions and insights gained from the critique session.
Preparation 1. Arrange schedule for the gallery walk and invite buddy classes to attend.
2. Prepare materials for students to create informational posters on the benefits of drinking water, including paper, markers, and reference materials.
3. Coordinate with the local university's geology department for a geologist to visit, ensuring they have all necessary materials for their demonstration.
4. Set up an area in the classroom or school where students can exhibit their scale models and posters.
5. Organize the critique session with buddy classes, providing guidelines for constructive feedback.
6. Ensure all necessary technology (such as a camera or tablet) is available for students to document their reflections and presentations.