What+happened+in+class?

Monday february 24 2014 computer: keep it away until it is needed homework: complete first sketch of water conservation poster. While this is sketch, it should provide enough info about what you are going to do to be able to get feedback.

__To do:__ - introductions - drafting for the city of Durham water conservation contest.

__Procedure:__ 1) Everyone will begin by introducing themselves.

2) Everyone will take a look at the instructions for the Durham water conservation poster contest, http://durhamnc.gov/ich/op/dwm/Documents/Conservation%20PDF'S/Complete%20Packet.pd

some things to think about: - can we use any of the methods on our remediation spectrum for ideas? - how can we use the entire poster to tell people about the importance of conserving water?

Friday, February 21 2014 Mr. W's last day Computer: Not needed, unless you have an assignment you need to get done before Mr. W peace's out. Homework:None

__To Do:__ - Finish our classroom sized remedeation spectrum - Finish assembling our map of the VAMS watershed and impermeable surfaces.

__Procedure:__ 1). Anyone who still needs to put their powerpoint slide on the the prezi OR the classroom wall should do that first.

2) Each table will assemble a complete vertical column from our watershed map. Each table will create an assembly line to complete the following tasks: - make sure the stack of card you are given has all needed letters (A-T) - put tape over the front of the card. It is OK if the back is not totally covered. - Mark a spot on the the back of the card, in the middle of each of the 4 sides. This marks where the hole will be punched. - Punch a hole on each side of the square, about 1/2 cm. - Tie each square to the one above and below. - Hang your completed column on the wall.

Thursday, February 20 2014 Computer: Have it logged in ready to go. Please give your note from home to Mr. W. Homework: Check portal if not done last night. Bring in note saying you checked and everything is OK/Not OK. If you don't have it set up. please contact the school during school hours.

__To Do:__ - Finish the VAMS watershed map - Build our remediation spectrum on the wall - Make key for our map - Email/Call contacts who have not been

__Procedure:__ 1). Anyone who has a missing assignment and would like to try to get some points for it should use this time to complete it.

2). All other students will commit themselves to working on one of these tasks from beginning to completion today. If a task is completed well, a new one should be begun.

Wednesday, February 19 2014 Computer:Log in, read ALL of the instructions for your side, then begin. Homework: Check your grades on the parent portal and bring a note back from your parents saying that ya'll checked it. Please make note of any errors and bring those assignments with you tomorrow so that we can make corrections before I leave.

__To Do:__ - put together our digital spectrum on prezi and begin our analog version on the wall in the classroom. - Begin contacting the people we believe can help us.

__Procedure:__ 1). Please follow the directions made for your group:

//**__-Researchers:__**//
 * Complete the google presentation slide you made yesterday and download it as a powerpoint.
 * Go to this prezi and insert your powerpoint slide onto the prezi. You do this by selecting the button across the top of the screen labeled "insert" > "powerpoint" > then select the correct file.
 * You will only be able to edit this prezi if you have a prezi account. If you do, please let Mr. W so he can add you as an editor, if not please wait until someone who does have an account is done and use their machine.
 * Place your frame in its correct place on the spectrum. Feel free to add a line and put your slide further away from the line if needed.
 * We are also building a model of our spectrum for the class. All researchers will calculate how many methods will be on the spectrum, how much wall space we have available, and how large of a piece of paper each student will get for explaining their method on the spectrum.
 * Researchers will spend the remainder of class recreating their powerpoint slide or using a brand new idea to explain the remediation method they added to the spreadsheet.


 * //__Community Connectors:__//**
 * Once 3 organizations or people have been chosen to contact and the group has decided whose email will be used to contact them, the group will decide whether or not to email or call the contact.
 * If emailing, send the email to me along with their address. Please put your name, class period and who the email is to in the subject line.
 * If calling, students will practice several times with their group and Mr. W to make sure they are ready.
 * Once all of this has been done, students will work with either help make additional parts for our wall spectrum or Mr. W in preparing our watershed map.

Tuesday, February 18 2014 Computer: Please pull up your homework from last night Homework: None

__To Do:__ - Make sure we didn't miss any good ideas in the drafting of our remediation spectrum. - Begin creating an analog version of our remediation - Who is ready to connect with their community?

__Procedure:__ 1). We split back up into our working groups as we continue. __ Community connectors: __ - Revise email drafts based on the feedback you got yesterday. Your email MUST include the following (This email should introduce yourself, what you are doing, an idea of some of the main ideas and things you have done since we started looking at this issue and how they could help you.) - Once you believe your email meets all of the requirements, please use this google form to share it with Mr. W.  - Pick the 3 organizations or people that seem the most able to help us based on your current research.  - The group will check the email drafts written for each of the 3 that were chosen, to make sure they are ready to be sent.  - AT THIS POINT PLEASE LET MR.W KNOW. The group will decide whether to email or call. ALL PHONE CALLS WILL BE MADE FROM MR.W's DESK. ALL EMAILS WILL BE SENT FROM MR.W'S ACCOUNT! - The outcome of any phone call or response to an email should be recorded on our spreadsheet.

__ Researchers: __ - Make sure that all of the pros and cons that you came up with each have a reason or example, explaining each pro and con. When you think that these ideas are fully supported please use this google form for Mr. W to take a look. - Find the remediation method you put on the spreadsheet that was written on the board yesterday. Make sure it is there, as well as any others that you put on the spreadsheet that didn't make it to the board. - Using Mr.W's computers, create a single power point slide that explains the remediation method you have found along with the pros and cons of that method and an image that helps to explain what you are talking about.

Monday, February 17 2014 Computer: Stand by with it logged in Homework: On your DS2, what is one method from what we know about so far that might be useful at VAMS? What is a method that could be used at/around your home? Please explain why you think both of these methods would be of use.

__To Do:__ - quick check in about this week's schedule - each side of our research process looks at what the other is doing

__ Procedure: __ 1). Due to the loss of so much time last week we are going to push our museum day for the younger kids till later in March. We will use our time to make our storm water remediation spectrum a really useful tool to use as you work to answer our driving question.

2). Each student will switch roles with someone from the other group to review their progress. __Community connection side:__ you will review one of the methods added by your partner to the spreadsheet we were using last week. Please take an extra look at their response to the question about why that method is a good idea. Please help to improve their answer. Then you will add their method to the spectrum Mr. W wrote on the board.

__Researcher side:__ you will look at the email draft written by your partner. Please provide feedback about the following items; a). is it professional enough? please give an example. b). Did they do a good job explaining why we are contacting them? example? c). Did they show that we are educated about the topic? example?

3). We take a look at the ideas we have so far.

Wednesday, February 12 2014 Computer: Complete step 1 Homework: On your DS2 Everyone will complete one of the following assignments: __ If you are working on community contacts: __ - A complete, young professional's email to a local adult who works to protect our community's water. This email should introduce yourself, what you are doing, an idea of some of the main ideas and things you have done since we started looking at this issue and how they could help you.

__ If you are an internet researcher: __ 3 pros and 3 cons for 3 separate remediation methods suggested on the spreadsheet. Please include a specific reason, including complete sentences for each pro and con you provide.

__To Do:__ - Turn in our homework - Work on our remediation database

__Procedure:__ 1). Students should post the text to last night's homework onto __the following google form. __

2). Students working on connecting with the community will begin by returning to the websites of the organizations you started to find yesterday and see if their sites have any helpful info already there. Those ideas should be added to the RIGHT side (the side without color) of the spreadsheet he started using yesterday.

Here it is again.- Everyone will take a few minutes and check for purple colored squares placed by Mr. W on the spreadsheet. If you find one in a square you worked on, please provide the needed missing info.

3). Students combing the web for ideas should continue in their endeavors.

Tuesday, February 11 2014 Computer: Add today's date to your DS2 and the heading "building our remediation database". Please define the word "remediation" on your DS2. Be sure to interpret it in a way that shows you understand what it means. Homework: What is stewardship and how does it relate to our presentations for the younger grades? Who is an example of a steward in your life? (it can be anyone who impacts any aspect of your life) On your DS2, please construct a paragraph for each of these questions.

__To Do:__ - Begin building our remediation database - Evaluate the advantages and disadvantages of the methods we are finding.

__Procedure:__

1). Each student should add this spreadsheet to their DS2. We will be using this spreadsheet for holding the names of the groups and individuals we think might be able to help us show younger students how to protect our surface water. Be sure to label your link.

2). As a class we decide who will move forward working with the list of contacts and who will begin searching the web for remediation methods.

3). Students working with the contact list will first add as many names to the list as they can and then work together to write up a rough script outlining what they want to say to the specific groups they might contact. NO ONE WILL CONTACT ANYONE ON OUR LIST WITHOUT SPEAKING WITH MR.W FIRST!!!!!!!

4). Students looking for examples already available on the net will use the same spreadsheet in step #1 to record their findings.

Monday, January 10 2014 Computer: Keep it put away until you are alerted to its need. Homework: None

__To Do:__ - Put our map back together for now - Look at our plan for the next 10 class days - Get moving on with our plan! __Procedure:__ 1). Each student should find their pieces from the tables and do the following: - Make sure that your name, coordinate and class are very visible!  - Take a sharpie and outline any boundaries between different areas of the map (Ex. where the sidewalk and the grass meet, use the sharpie along that line.) - Make sure your info is visible on the back!  - Use a new piece of tape to attach your piece back in the right spot. Please use the meter stick to make sure you are lined up correctly.

2) We look at Mr.W's schedule for the next 2 weeks of class.

3). Students should add the name and needed info of the different groups and people that we think might help us to this spreadsheet.

Friday, February 7 2014 Computer: Please post a link to the document where I would find your most advanced version of your narrative on this form. Homework: None

__To Do:__ - Check our map for errors, make corrections. - Paint our map in colors that communicate as much data as possible

__Procedure:__ 1). Everyone will check their square to see if they are the source of any issues. - While this is going on other students will volunteer to create missing square, they will be sure to add their name to our spreadsheet with everyone's name on it.

2). Errors in individual squares are corrected and replaced on the wall.

3). MAKE SURE THE COORDINATES,NAME AND CLASS ARE ON THE BACK OF THE CARD!

3). Before we paint we discuss the different information our might be able to communicate. We will all use the same paint for the same things to create continuity. Grass- green water- blue trees- green/brown/black combo all other impermeable surfaces- ?

4). Each student will use great care and precision to paint the different area on their map in the appropriate colors. Please use the same rule used when cutting something. Check twice before you paint!

Thursday, February 6 2014 Computer: Keep it in its case out of the way. Please have the to scale card you made last night. Homework: Final draft of VAMS storm water narrative due tomorrow (remember? I told ya'll about this on Tuesday?) - Remember, if you are going for 100% you are creating a story of the process of our calculations. Share conversations, insights, frustrations, reflect on what you think about the process or the questions we are asking now.

__To Do:__ - Finish drawing the 4 other squares we are each responsible for. - Put the pieces of our map together

- Work on storm water calculation narrative

__Procedure:__ 1). Everyone should write their name, class period, and grid coordinate of that square on the back of each square.

2). Each student will place the square they drew last night on the wall.

3). Now everyone should complete the drawing of the remaining squares they signed up for.

4). Once a square is done it should be taped on the wall.

5). The remainder of class is for the writing and improvement of our narratives. Students may spend time on their own writing or giving and receiving feedback.

Wednesday, February 5 2014 Computer: Get out your DS2, add the date, and the heading "Building our wall sized watershed map" Homework: Finish 1 of the squares you are making for the map

To Do: - Create a monochrome, dilated Voyager watershed map based on our smaller grid map - Decide which class's map was the closest to the correct VAMS watershed, use this map to add color to our singularly colored map.

Procedure: 1). We have one last piece of information we need to add to or idea wall, a map of the VAMS watershed. While we could just pin a copy of one of our grid maps, that would be pretty underwhelming. So here is Mr. W's plan: - Find the scale factor for making our map the size of the space we have to work with on the wall. - If we know the scale factor for the whole map then each student could be assigned a certain number of squares to recreate using the same scale factor. - Everyone bring back their scaled up sized pieces of paper and VOILA, we have an enlarged, to scale map of our watershed.

2). So, on with step #1: Find the scale factor

3). If the wall is _ times bigger than our original map, how big is one square on our dilated map?

4). Using a ruler, each student will make 4 perfect squares that are the new dilated size. We will all practice the ancient art of measuring twice and cutting (or drawing) once. - What can we do to make sure that the sides of our squares are straight?

5). Each student will be assigned random coordinates from our grid map that they will create on their new, larger squares. (If you are absent, please email Mr. W so he can assign you some squares)

6). Students should add their names to this spreadsheet in the square that corresponds with the square they were assigned on the map. (Ex. if you were assigned square B5 on the map, go to the spreadsheet and put their name in square B5)

7). Students will use the remainder of time to create 3 of the 5 squares they were assigned for tomorrow.

- Squares should be to scale in every way! - If a walkway was .5 cm from the left side in the small square, and the scale factor is 3, then the walkway is now 1.5 cm's from the left side of the new larger square.

__ Tuesday, February 4 2014 Draw a number from the purple bucket, have a seat at your new table. __

__ Computer: Open the most complete version of your narrative that you have and set the sharing settings to "anyone with the link can comment" and post a link to your narrative here. __ __ Homework: None __

__To Do:__ __- Establish what facts and ideas should be in a thorough narrative.__ __- Build one more tool to help us describe what we have found about our communities surface water.__

__Procedure:__ __1). Having read the narrative students should:__ __- Switch computers with a table mate and read their narrative closely.__ __- Leave feedback in the form of comments focusing on grammar, sentence structure, and any places where you think they might have missed a step.__

__2). Using our DS2's, we record what we think the major steps/ideas that should be included in a thorough narrative. These steps should of course be accompanied with some sort of heading that will allow you understand what it is later.__

__3). We have one last piece of information we need to add to or idea wall, a map of the VAMS watershed. While we could just pin a copy of one of our grid maps, that would be pretty underwhelming. So here is Mr. W's plan:__ __- Find the scale factor for making our map the size of the space we have to work with on the wall.__ __- If we know the scale factor for the whole map then each student could be assigned a certain number of squares to recreate using the same scale factor.__ __- Everyone bring back their scaled up sized pieces of paper and VOILA, we have an enlarged, to scale map of our watershed.__

__ Monday, February 3 2014 __ __ Computer: Not needed __ __ Homework: Check your narrative that you have been working on over the last week. Does it tell the story of how we calculated the amount of water that is displaced by our campus? Does it illustrate a basic understanding of the rules of grammar and syntax? __

__ Here are a few questions that might help you make sure you are on the right track: __ __ - Why did we need to find the size of a square on the map? __ __ - How did you do that? __ __ - How were you sure your square was correct? __ __ - How did you figure how much of the campus was impermeable? __ __ - How do you know how much water is displaced from our campus in a month? __

To Do: __- Chat about the future and how to use the time ahead.__ __- Look at the status of our comparison sketches.__ __- Provide feedback to make EVERYONE's sketch better.__

Procedure: __1). Mr. W shares some news about the future. Our goal is to collect a wealth of strategies and contacts to help us teach our community about becoming stewards of our surface water.__

__2). Everyone introduces their sketch to the class. This is a great opportunity for students to flex their public speaking skills. Everyone has a job during this phase of class.__ __Presenter:__ __- Explain the comparison you are illustrating.__ __- Point out one strength of your sketch.__ __- Point out one thing you would like to improve.__ __- Record feedback you are getting__

__Audience:__ __- Give the presenter a safe environment to practice their sharing work with others.__ __- Provide solution oriented feedback that allows the artist to make their work better.__

__3). Students turn in their second draft along with the feedback they received.__

__ Friday, January 31 2014 __ __ Computer: Copy the text of the second draft of the narrative you completed for homework last Monday in this google form. __ __ Homework: - Complete second draft of narrative if not already done. Please keep in mind that you are also working on your ability to write as well. __ __ - Second draft of storm water sketch based on the 3 criteria created in step #4 as well as any new calculations your class discovered needed to be done. __ To Do: __- Make sure our calculations are art worthy__

Procedure: __1). We look at each class's totals and decide if the numbers each class developed are in the same neighborhood. Here it is.__

__2). Each class decides if their numbers are safe to move forward with.__

__3). Mr. W comes around to make sure everyone brought a sketch. __

__ 4) Each class creates 3 categories of importance for our storm water sketches that we will think about while we evaluate the different sketches. __

__ 5). Everyone records those 3 categories on their DS2 and creates a second draft of their sketch using these 3 categories to improve their work, AS WELL AS possibly using new data because your class was WAY off in their calculations. __

__ Wednesday, January 29 and Thursday, January 30 2014 __ __ No #|school __ __ Don't forget about your sketch comparing the amount of storm water that is displaced by the impermeable surfaces on our campus with things that exist in the universe. Our goal is to give scale to the total amount of water we add to the Eno. __

__ Tuesday, January 28 2014 __

__ Computer: Open your DS2 to your answers from yesterday and share your answers on this google form. __ __ Homework: First draft of your piece comparing the amount of water VAMS displaces and adds to the Eno. Feel free to project our totals over different periods of time that allow you to get as creative as you can be. __

To Do: __- Discuss our answers and actually post them this time, unlike yesterday when some sort of advertising glitch replaced my links with their own.__ __- How much water is that?__

Procedure: __1). After each student has posted their answers we share our answers as a group and post them here__

__2). So is that a lot of water? How much water is it? Each class will spend the remainder of time finding things in the universe that are on scale with the amount of water VAMS displaces in month. Students will create art pieces showing the comparisons we found.__

__ Monday, January 27 2014: Today is about stepping up and being a leader amongst your peers. You have some very important final calculations to #|complete and post today. I am depending on you to make this happen. __ __ Computer: Open your DS2 and add the date __ Homework__: Complete your writing the story of our calculations found in step #2. Not only should this narrative provide steps and #|details about how we calculated the amount of storm water displaced by our campus but it should also have appropriate spelling and grammar.__

To Do: __- Complete calculations!__ __- Complete the story of our storm water the you started last week__

Procedure: __1). Each student will #|calculate the following questions on their DS2. Then each class should record their collective answer on the following #|spreadsheet:__ __- Number of squares in the VAMS watershed?__ __- Area of VAMS watershed?__ __- Volume of water added to the pond by the VAMS watershed per month in cubic feet?In gallons?(you might find that google can help you with this conversion)__

__2). Returning to the narrative that you began last Thursday, where you were asked to describe our process so far, you should finish explaining the entire process we completed today. Your narrative should at minimum include the steps we took and a description of how we used the following:__ __- landmarks__ __- surface area formula__ __- volume formula__ __- Pythagorean theorem__ __- percentages__

__ Friday, January 24 2014 __ __ Computer: Please be logged into the Voyager network by the time class has begun so you are ready. __ __ Homework:None __

To Do: __- Finish our storm water calculations?__

Procedure: __1). Each group decides on their method for determining the size of the VAMS watershed and calculates.__

__2). Each class will answer these remaining questions:__ __- Surface area of the VAMS watershed?__ __- % of watershed is impermeable?__ __- Amount of storm water, in gallons, is displaced by our campus/month.__

__ Thursday, January 23 2014 __ __ Computer: Answer the following question on your DS2, "Explain what we know about how much water VAMS adds to the Eno river watershed. Please include totals we know" __ __ Homework: Complete answering the question found above and post your answer on the google form in step 1 of the procedure. The google form will be closed at 10pm, so be sure to get it posted by then. It will open back up tomorrow at 7:30. __

__To Do:__ __- Explain what we know so far__ __- Finish our calculations determining how much storm water VAMS adds to the Eno river watershed.__

__ Procedure: __ __1). Each table discusses what we know and how this knowledge helps us answer our storm water question.__

__- Each student will add their answer to this google form. __

__2). We establish the calculations we still need to complete to determine how much storm water the VAMS #|campus adds to the watershed.__

__3). Each class will decide how many squares we think are part of the VAMS watershed. We then determine how many of those squares are impermeable.__

__ Wednesday, January 22 2014 __ __ Computer: Have your homework pulled up by the beginning of class so we can #|get started. __ __ Homework: #|Complete weekend homework if not already done. __

To Do: __- We agree on a square size, how many squares are in the VAMS watershed, surface area measurement & number of impermeable squares.__

Procedure: __ 1). How big is a square on the grid #|map? __

__- We discuss the process, challenges and final method we used when calculating our squares.__ __We review the spreadsheet we added our totals to on Friday. Everyone will add this link to their DS2.__ __ Mr. W gives the class the scale the #|map is based on to check our answer. __

__2). How many squares of the #|map are we going to count as being part of the VAMS watershed? We record this number on our DS2.__

__- The class organizes itself to determine how much of the grid map we are using in our calculations of the area of the VAMS watershed.__

__3). Based on these totals we calculate the surface area of our watershed and record these totals on our DS2.__

__ Tuesday, January 21 2014 __ __We tour Voyager high #|school__

__ Friday, January 17 2014 __ __ Computer: need Downstream 2 document (DS2), add date. Add tonight's homework questions onto your downstream document. __ __ Homework: Please answer the following questions, providing evidence/calculations/reasons that your answer is correct. __ __ - What is the total surface area in square feet? __ __ - How many squares large is the VAMS watershed? __ __ - How many of the squares are impermeable, please include partially impermeable squares into your answer. __

To Do: __- Finish finding the area of one of the squares from our grid map.__ __- Use that data to #|complete the rest of the calculations we need to answer our current question "how much water does VAMS add to the Eno river watershed.__

Procedure:__ 1). Students will come together for 4 minutes of focused planning and recording (on downstream 2 doc) of a plan that will help them find the area of their square in 20 minutes.

- This plan should include:
 * the steps that must happen to find the area of the square (including the required measurements)
 * the exact role of each student

2). Students are responsible for being back in the classroom 25 minutes after our #|start time.

- Upon returning students should make sure that they have the following information on their DS2 doc:
 * length of one side
 * explanation of use of Pythagorean theorem including explanation of calculations.
 * total surface area of one square.

3). Each group should add their data to this table.

Thursday, January 16 2014 Computer: pull your downstream 2 document Homework: If your class "found the square", what is the total surface area in square feet? If your class didn't find the square, you will have homework tomorrow after you know how big one square on the map given in class is.

To Do: - Complete the task that Mr. W put before us yesterday

Procedure: 1). Yesterday, we identified the following parts of our challenge: __- Our Task__: Calculate how much water VAMS #|campus adds to the Eno river watershed. __- What we need to figure out to calculate this:__ __Our method__: each class came up with various ways that we could accomplish these tasks. Everyone should have the ideas suggested by the class as well as a link to Mr. W's map. __Mr. W's method:__ - To find surface area: Find the size of one square on the grid map. Multiply that size by the number of squares that match the size of the VAMS watershed. - To find area of impermeable surfaces: count up the number of squares that are impermeable, including squares that are not completely impermeable and divide that number from the total number of squares. - To find out how much storm water is added- ?
 * the total surface area of the VAMS watershed
 * surface area of impermeable OR permeable areas on #|campus
 * average rainfall for our area

2). Now we discuss how we will check to make sure that we initial calculation of the squares is correct. There are 2 different measurements that students are going to take of the square to make sure that it is accurate.

- We record those methods under the heading "How to make sure our square is correct".

3). Classes will now select 5 squares that they think will be easy to find in the real world and measure them.

4). Working in groups students will go locate the squares they identified on the map. Once they have completed the 2 measurements we identified in step #2 they will record their findings and come inside.

Wednesday, January 15 2014 Computer: 2 things, Open your downstream 2 doc Open your watershed map

Homework: If your class "found the square", what is the total surface area in square feet? If your class didn't find the square, you will have homework tomorrow after you know how big one square on the map given in class is.

__To Do:__ - Bring our brains together to solve a problem Mr. W has. - Find a square.

__Procedure:__ 1). We now turn our attention to the VAMS watershed. __Our goal is to determine how much storm water VAMS adds to the stream at point B .__

- We brainstorm different ways we could calculate this figure, these ideas will be added should be added to each students "downstream 2" document.

2 ). We compare the plan of the students with for completing this task. Mr. W explains his method to the class.

As a class we develop at least one pro and one con for each method suggested. Each student should record Mr. W's method on their downstream 2 doc.

3). Please answer this question on your downstream 2 doc. "Please explain exactly how you think the squares on Mr.w's map might help us determine how much storm water VAMS adds to the Eno River watershed."

4). We compare our methods and decide which method will be the easiest to carry out and will give us the most accurate answer.

Tuesday, January 14 2014 Computer: Open your downstream 2 document as well as your map we began working on last week, "Voyager watershed and beyond" Homework: None

To Do: - Compare the maps we made with each other to make sure we are all on the same page. - Make a plan for determining what the VAMS campus contributes to the Eno River watershed.

Procedure: 1). With everyone logged into the google map we started last week titled "Voyager watershed and beyond" tables will work together to make sure that everyone there has the same map. Each map should have: - a polygon around the 2 watersheds we identified; 1 for the pond across the street AKA "point A" and 1 for the place where our storm water meets its first natural stream AKA "point B" - the 3 polygons should be slightly shaded with different colors. - each business and lot that drains into the two different points marked with a marker.

2). We now turn our attention to the VAMS watershed. Our goal is to determine how much storm water our water shed adds to the stream . We brainstorm different ways we could calculate this figure, these ideas will be added should be added to each students downstream 2 document.

3 ). We compare the plan of the students with Mr. W's method for completing this task. Mr. W explains his method to the class. Each student should record Mr. W's method on their downstream 2 doc.

4). We compare our methods and decide which method is the best.

Friday, January 10 2014 Computer: Please pull up your VAMS watershed map and the Durham GIS map. Homework: None

__ To Do: __ - Finish mapping the sources of storm water for points "A" and "B" on our VAMS watershed map.

__ Procedure: __ 1). Students will pick up where we left off yesterday, marking with two different colors the area that supplies storm water to pond at "point A" and "point B".

2). The class will work together to determine a precise picture of how large of an area supplies storm water to the stream across the street.

3). We place a polygon around these two area, labeling each polygon with a name that makes sense.

4). We now turn our attention to the VAMS watershed. Our goal is to determine how much storm water our water shed adds to the stream . We brainstorm different ways we could calculate this figure. We add those ideas to this document.

Thursday, January 9 2014 Computer: Everyone should open up the map we created yesterday titled "Voyager watershed map and beyond".

Homework: Add 2 pins to your watershed map. 1). Mark the location of your own home, please label the pin. 2). Mark the spot where the storm water from your property meets its first stream. In the description please describe the path the water had to take. (Ex. the storm water took a left out of my drive way, went down the hill to the end of the street, etc)

__ To Do: __ - Add to our VAMS watershed maps - Use Durham's GIS map to find some info about where the water from our home comes from.

__ Procedure: __ 1). On the map so far we have added these items: - A polygon around what we think the VAMS watershed is. - the path the storm water takes from VA to Eno.

2). As a class we add these items to the map: - Mark the confluence of where our storm water enters into the pond across the street with a pin labeled "point A". - Mark the confluence of where our storm water enters meets its first stream "point B" - Mark the confluence of where our storm water meets the Eno "point C"

3). Students will use two different maps to make a hypothesis about the water quality at "point B". Please follow these instructions carefully. - Please open Durham's GIS map in a new tab while keeping your google map open. b). In order to see the things you need to on the GIS map you want to select the following filters on the right side of the screen. - type in the address of Voyager academy in the box at the top of the screen - under "infrastructure" select "street center lines" - under "storm water system" select "impervious area" and "storm water pipes"

4). We will use these two maps to identify all of the places that add their storm water to the stream before "point B". Please use the same style and color to mark these points on your map.

Wednesday, January 8 2014 Computer: Add today's date to your new "downstream 2" document and answer the questions found in step #1. Homework: None

__ To Do: __ - Identify the VAMS watershed - Make a map showing the VAMS watershed as well as the path from our #|campus to its nearest large body of water.

__ Procedure: __

1). Please copy and answer the following questions on your downstream 2 doc: - Where does the VAMS storm water collect? - Looking at the map on the board, describe one point in each of the 4 cardinal directions where you think boundaries of the VAMS watershed are. (Hint: The cardinal directions are the 4 main directional points we use to describe direction on a map. )

2). Each student should go to google maps, maps.google.com. Select “My places” from the upper left hand corner.

- Each student will now select the large red button “create map”. The students should name their new map “Voyager Watershed and Beyond”.

- Locate VAMS and drop a pin on that spot. Please label the pin VAMS.

3). Now together as a class we discuss where we think the boundaries of our watershed lay. We will place the same type and color pin to denote the edge of our watershed.

4). Once we establish our hypothesis for the boundaries of the VAMS watershed we will figure out which of Durham's watersheds our water empty's into.

Since this type of #|information cannot be determined from a tool like google #|maps we look at a different, more complex map used by people who are looking for more specific type of information.

- This type of map is called a GIS (Global Information Systems) map. Instead of simply showing locations it provides layers of data. Durham county has a GIS map called GOmaps, []

5). Using these two maps students will place pins along the path water takes from VAMS to Falls Lake.

Tuesday, January 8 2013 Computer: You have 10 minutes from the beginning of class to #|complete the tasks in step one. Homework: None

__To Do:__ - Some house keeping to get the new semester off on the right foot. - Check our mind map on the back wall for where we need to go next.

__Procedure:__ 1). Please #|complete each task fully before moving on to the next: - MAKE A COPY of the following document and add it to your Humanities folder in google drive. You should not edit this document but edit your own copy when you use it. @https://docs.google.com/document/d/1XYQVjs0tQ79NHHT4czvsw2e1McTBzTflT_RTtwJIZpA/edit?usp=sharing

- Complete this google form, here you will turn in a copy of last semester's "downstream" document.

- Create a new document for daily #|project work, title it "downstream 2".

2). Looking at our mind map we have created so far we have discovered a new ideas and even more questions. One thing that has not made it to our wall yet are the main ideas we identified in preparing for our debates.

Students will return to their debate teams momentarily to review and select the 5 best assertions that their team put forward in our debate before the break. Each group will add the 5 best assertions they made to the appropriate #|spreadsheet. There is a good chance these have already been selected and can be found on one of your teammate's downstream document from the 1st semester.

Education's assertions Legislation's assertions

Thursday, December 19 2013 Computer: Don't need it, UNLESS you need to show any late work to Mr. W. Homework: None

To Do: - Finish discussing our rounds and fins our winners - Check out a new strategy for Jordan Lake.

Procedure: 1).Anyone who #|completed Tuesday night's homework should raise their hand to show Mr. W

1). We pick up where we left off yesterday. We check out the best rounds chosen by each side to see who won.

2). We reflect on the connection between what we now know about our topic and our larger driving question "What roles should citizens #|play in protecting their community's water".

3). We check out a recent article about a new approach for cleaning Jordan Lake. - What is the approach is being suggested in Jordan lake? - How does this approach impact the people of upstream communities like Durham and Winston-Salem? - Do you think this is the best approach?

Wednesday, December 18 2013 Computer: Complete step #1 Homework: None

To Do: - Finish discussing the assertion rounds from yesterday - Which rebuttals one?

Procedure: 1). Show Mr. W your homework from last night.

2). We return to the assertions that each group decided they won in our debate. Like yesterday, 1 point will be awarded to the winner of each round. Since all the #|classes are so close this round will decide the outcome for each class.

3). Groups will take only a couple of minutes to discuss their homework from last night. Each side will pick up to 3 rebuttals that were made by their side that successfully rebutted the other side.

4). We repeat the process that we used for the assertions, giving points for any round where a team was found to have successfully rebutted the other side's assertion.

- Like yesterday, a "winning round" cannot be a result of your opponent failing to put up a good fight.

Tuesday, December 17 2013 Compooter: Add the date and the title "Picking our best debate rounds" to the bottom of your downstream document. Homework: On your downstream document, please pick 3 rebuttal rounds that were won by someone on your team (it could be the same person 3 times or 3 separate people)

__To Do:__ - Each team pick the best rounds in which they participated

__Procedure:__ 1). Teams will come together and make a few decisions as a group. First, each group will pick 5 rounds where people from their group presented an assertion that did really well standing its ground against the other team's rebuttal.

- A wrinkle in the process from Mr. W(of course): A successful round **//__does not__//** result from your opponent misreading your assertion, not providing evidence, using a bad source or otherwise not really bringing it.

A successful round //__does comes from__// both you and your opponent providing clear assertions and rebuttals, evidence and analysis. A successful round means that you have a reason to believe you just did a better #|job in your argument.

2). Students should record the names of the people involved and round # of each of those 5 assertions the group chose on your downstream document and the board.

3). Once both groups have made these choices we come together as a class and see whats up.

- Points will be awarded to any team who can convince Mr.W their side is right. The other side is also allowed to explain why their rebuttal is the way to go.

- Remember, we are only interested in "good" rounds, full of evidence and #|complete analysis.

Monday, December 16 2013 Computer: Open your debate form from last week and change the settings to anyone with the link can view. Homework: Complete step #4

To Do: - Get one of the scores from our debate - Counter-rebuttal Time!

Procedure: 1). Mr. W shares each team's average individual score so we can see how things stand before we start counting up the rebuttal or "gotcha" points.

2). Each student should add their name in column A to the following #|spreadsheet 1st period 2nd period 3rd period 4th period 5th period

3). Once each student has their name on the #|spreadsheet everyone will now add a link with your name to your to column C, F or I based on whose assertions you rebutted.

Ex. If you rebutted Bob's second assertion, you would find Bob's name on the spreadsheet and add your name hyperlinked to your debate form in column F on the spreadsheet.

4). Once everyone can see who rebutted them and what they said, everyone will now decide which, if any, rounds they might have won. Each student will complete columns "D&E", "G&H", "J&K" with their own information.

Friday December 13 2013 Computer: Complete step #1 quickly! Homework: None, ya'll have worked really hard. Enjoy your weekend!

To Do: - Complete the 2nd and 3rd rounds of our debate

Procedure: 1). You have 15 minutes to complete these three tasks:
 * Change the debate form you started yesterday to "anyone with the link can comment"
 * Each student should add their second and third complete assertions to their debate form they began yesterday.
 * Write your name on the requisite number of slips of paper. One the first slip write "your name & 2nd assertion" and on the second slip write "your name & 3rd assertion"
 * Write your name on the requisite number of slips of paper. One the first slip write "your name & 2nd assertion" and on the second slip write "your name & 3rd assertion"

2). After 15 minutes teams will draw the names of the two people whose arguments they will rebut.

3). Students will have the remainder of class to provide a complete rebuttal to the two assertions they drew.
 * Like yesterday, students will find the name of the person who they drew in class on the spreadsheet with everyone's name we made yesterday
 * Be sure to copy the assertion you are rebutting onto your own debate form.

Thursday, December 12 2013 Computer: Make a copy of our debate form, & set the sharing settings to anyone with the link can view. Your group may use this form during these first 20 minutes of class to help with your strategy for the first round of the debate

Homework: Finish your first complete rebuttal.

To Do: - Last preparation for our "education vs. legislation" debate - Hold the first round of our debate

Procedure: 1). Each group will have 30 minutes to do any last minute planning and discussion of what assertions that should be used and who should use them. The only rule of this preparation time is that everyone must be responsible for writing their own analysis. Students may discuss ideas, but ultimately it must be written by the person who is making that assertion. Please respect this rule. Unlike Durham's surface water laws, there are consequences for not respecting this request.

2).Using the debate form each student should add the first #|complete assertion they want to use in the debate on the debate form they made a copy of . __Make sure you don't add your other assertions because that will allow the other team to know what you are going to argue in the later rounds!__

3).Once a student has added their first assertion on their debate form they should post a link of this completed document on this shared spreadsheet, please use your name as the link text.

4). Write your name on 3 slips of paper and drop them in your team's box.

A reminder: These are the ways that a student can #|earn those 12 points: - 1 point for each complete assertion (you have created 3 assertions so up to 3 pts possible in this round) - 1 point for each complete rebuttal (you have created 3 rebuttals so up to 3 pts possible in this round) - 1 point for each thorough analysis that completely explains the connection between your evidence and your assertion/rebuttal. (you have created 6 analyses total so there are 6 pts possible) - 1 point for any complete assertion the other team cannot provide a complete rebuttal. (this is an unknown, so any points awarded in this round can really be a game changer)

5). Before we begin each student should do the following steps: - Each student will draw the name of the first assertion they will rebut. - Using the spreadsheet in step #4, students will find the link for the person whose name they drew. - Copy the assertion for that round onto your own debate form.

(Ex. If in the first round and I draw Joe's name, I will find Joe's name on the spreadsheet in step #4 and copy Joe's first assertion. then I will paste his assertion in the rebuttal section of my own debate form. If it was the third round I would copy his third assertion onto the rebuttal section of my own debate form and rebut his third assertion.)

6). In the first round students will use the remainder of class time as well as being able to finish at home.

-Tomorrow, the second and third rounds will not include the same planning time nor the ability to finish at home. Students will only have 20 minutes per rebuttal.

Wednesday, December 11 2013 Computer: Not yet, have them near by. Homework: Any additional rebuttals or assertions that will be helpful in our debate the begins during the second half of our class tomorrow. If you have not completed any of your own required work from the last week(3 assertions and 2 rebuttals) you must have those completed and posted.

To Do: - Mr.W explains the scoring system for the debate - Teams take a look at where they are individually and as a team

Procedure: 1). The score will based on which team has the highest individual average score. Each individual can #|earn up to 12 points. (Ex. Joe got 10/12, Sally got 7/12 and Alexis got 12/12 their team's average individual score is 81)

These are the ways that a student can #|earn those 12 points: - 1 point for each #|complete assertion (you have created 3 assertions so up to 3 pts possible in this round) - 1 point for each complete rebuttal (you have created 3 rebuttals so up to 3 pts possible in this round) - 1 point for each thorough analysis that completely explains the connection between your evidence and your assertion/rebuttal. (you have created 6 analyses total so there are 6 pts possible) __//- 1 point for any complete assertion the other team cannot provide a complete rebuttal. (this is an unknown, so any points awarded in this round can really be a game changer)//__

2). Teams will now complete the following tasks: - Check your rebuttal #|spreadsheet, are there any cells left blank? Has anyone used a bogus source? Do you have confidence in everyone's work? - Are there any assertions you might add to your list that the other group might not be ready for? Keep in mind, it must have all of the necessary parts (assertion, evidence, analysis)

Tuesday, December 10 2013 Computer: Complete step #1 in today's procedure Homework: Complete steps A-F in #2 of today's procedure.

To Do: - Build some rebuttals

Procedure: 1). Pull up last night's homework for Mr. to check.

2). Each debate team should complete the following tasks today in class and/or for homework

a). Each person should have the coordinates of the other teams 5 best assertions on their downstream document. There should also be a useful explanation of these coordinates on your document so that you could easily figure how to get make to those coordinates later in the year.

- If your group has not chosen the 5 assertions from yesterday, they should complete that step now. Meanwhile one person in each group who is proficient in google products should do step "B" & "C".

b). Create a single spreadsheet titled "Our rebuttals and evidence", shared with everyone in your group AND MR.W!

c). Add these 5 labels to the first 5 columns of your spreadsheet (Student Name, Their Assertion, Our Rebuttal, Our Evidence, Source of Evidence)

d). Complete the first 5 rows using the other team's 5 assertions (or, if needed, finish selecting the 5 assertions you think the other side is most likely to use in the debate).

e). Each student will now choose 1 more assertion (no more than two students should work on the same rebuttal) the other team might make in the debate and prepare a complete rebuttal (rebuttal, evidence and analysis)

f). Add the new, complete rebuttal points to the shared spreadsheet providing all of the required information.

Monday, December 9 2013 Computer: Not yet, but we will Homework: #|Complete step #5

To Do - Rebuttals!

Procedure: 1). Just like the assertions you created, rebuttal must be supported by evidence as well. Here is what a rebuttal needs:

//__a). Your rebuttal__//: Why do you think the other sides assertion is not correct? (Ex. Assertion: Voyager Academy is the best charter school in NC, Rebuttal: It can't be because i it does not provide transportation to its students. That prevents some families from thinking about #|enrolling because they simply can't do it.)

//b). __Your evidence__:// How can you prove that you are not the only person in the world who thinks this? Provide a quote, fact, table, chart, or other information from a credible source of information to show that your rebuttal is supported with evidence. "State law mandates that charters reflect the diversity of their communities, but Duke University research suggests that charters tend to have the opposite effect on diversity throughout the state. "Charter #|schools are likely to lead to racial and economic segregation of students," says Helen Ladd, a lead researcher in the Duke study."

"Nonetheless, Maureen Joy Principal Alex Quigley believes the lack of these services contributes to unequal access. He says the services should be mandated by state law. But the Charter School Board bill working its way through the Senate would place fewer, not more, restrictions on charters." []

//c). __Your analysis__:// Interpret the evidence you found and explain how it proves you are correct. As Ms. Ladd suggests, charter #|schools are encouraging this type of segregation. The fact that Voyager does not provide buses is one way that Voyager might be contributing to what the Duke study is showing.Similarly, as seen in the words of the principal another area charter school, Alex Quigley believes a lack of buses results in unequal access.

2). - Using a white board to share their answers, each table will work together to create rebuttals to counter the assertions Mr. W makes.  //__ REMEMBER: Rebuttals are counterpoints that introduce doubt into the mind of the audience. It is NOT a new assertion. __//

3). Going through each assertion one at a time each table will have 2 minutes to create a rebuttal that introduces a modicum of doubt in the mind of anyone who was listening to this debate.

- Assertions:
 * Every American should have to switch to a #|Hybrid car
 * Homework should be banned
 * Fast food restaurants should be closed
 * Schools should be single sex, schools for girls and schools for boys

3). On their own, each student will take 10 minutes to peruse the opponent's spreadsheet to look for ideas they think the other side will introduce, highlighting 3-4 assertions that stand out.

4). Each team will now come together and decide which 5 assertions they should prepare rebuttals for. We are not worried about finding evidence to support our rebuttals yet, we just want the initial rebuttal to #|get started. Record the coordinates (row and column number) from the opposing teams spreadsheet of the rebuttals that your group thought were going to show up in the debate.

5). Each student should select one of the rebuttals your group chose from your opponent's assertion spreadsheet to work on tonight. Just like an assertion, a rebuttal but be supported by both evidence from a valid source as well as your own analysis.

Friday, December 6 2013 Please divide the class into 2 sides based on our debate. Computer: Please pull up your homework from last night Homework: #|Complete any assertions and evidence not finished this week.

__To Do:__ - Sit down with like minded people on our #|debate topic to discuss assertions

__Procedure:__ 1). Sitting with the people in your class that are on the same side of the issue as you, each side will discuss the assertions made so far. This #|step is important because even though you are not "debating" the other side in person, you all have the same goal, you want to convince people that your side is correct.

- We will pass our machines around the table, allowing people to make comments, offer suggestions and ask questions. We will do this 4 times. - As the #|computers are passed around students could be looking for the following:
 * Does the evidence prove that the assertion is true?
 * Does their analysis explain the connection between their assertion and their evidence?

2). Students will get their own machine back to look at the feedback they got, ask questions about the feedback and possibly make changes to their own work.

3). With time remaining teams will begin discussing their side's strengths and areas of growth.

Thursday, December 5 2013 Computer: Not immediately, Mr. W will let you know when it is needed. Homework: Provide evidence for the 2 other assertions you created last night. __Remember__, evidence cannot just be a #|link to an article or even simply a quote from that article. It is your #|job to provide a fact, statistic, quote, chart, etc ALONG WITH an explanation of how you think that fact, statistic, quote or chart, etc proves that your assertion is correct.

__To Do:__ - We check in with our debate teams to see if we are on the right track with developing our assertions

__Procedure:__ 1). Students should switch machines with someone on the same side of the debate issue as they are. Together we check to see if the assertions we created thus far are debate ready.

__Each assertion needs the following things:__ - A clearly stated idea (ex. All Americans should switch to #|hybrid cars)

- A piece of evidence from a valid source that show that your assertion is true. This could be a quote, a statistic, a percentage, info from a table or chart. But this evidence should show how your assertion is true (ex. "So if you drive 15,000 miles a year, and you #|buy the Hybrid version, you'll be using about 454 gallons a year," says McCandless. "Meanwhile, if you get the V6 LE, you'll be burning 635 gallons a year. At $3.20 a gallon, that's a fuel-cost saving of about $547 a year." from cnn.com

"Hybrid cars emit 25-30% less carbon than gas engines" from cnn.com)

"In 2007 there were 250 million cars" #|USDOT

- Your own analysis that explains how your evidence proves that your assertion is true. Spell it our for us. (ex. If the 250 millions cars in the U.S. were switched to hybrids, we would save 45,250,000,000 gallons of gas a year. The obvious savings in money as well as to the environment are just some of the many reasons why Americans should switch to #|hybrid cars)

Wednesday, December 4 2013 Computer: Add today's date to the bottom of your "downstream" doc Homework: Add the 4 best reasons you have found to support your position to your downstream doc. Please provide evidence for 2 of those assertions as well.

__To Do:__ - Familiarize ourselves with our wall debate format. - Return to collecting worthwhile evidence that will help you in our debate

__Procedure:__ 1). Our wall debate "Which is the best approach to addressing the Triangle's water issues, legislation or education" will begin next Tuesday, Dec. 10. In order to be able to participate in the wall debate you must first complete the following tasks: - Develop 4 reasons, or assertions, showing why your side of this debate is correct, - Each reason must have evidence from a valid source of information. - Develop 3 rebuttals, or reasons the other side is wrong, with evidence from a valid source of information.

2). Mr. W uses this prezi to explain how our wall debate will go down.

3). We use the rest of class time to work on developing the 4 assertions that students feel confident enough using in the debate.

- Using today's section of their "downstream" doc, students will continue mining the #|spreadsheet they made a copy of in step #1 of class on Friday to locate the 4 best reasons why their side of this debate is correct. Students will add the 4 best propositions to their downstream document.

4). Once a student has decided on the 4 assertions they want to use in the debate they will then move their focus to the evidence and source of each assertion.

- Each student will add evidence and the source to each of the different assertions. IMPORTANT TO KEEP IN MIND, any piece of evidence you use (a statistic,a fact, a quote, etc) must be combined with your own explanation of why that stat/fact/quote does a good job of showing that your reason is a good one. __Just providing the stat/fact/quote by itself is not enough!__

Monday, December 2 2013 Computer: #|Log in to your #|gmail account and open two tabs: - go to #|maps.google.com. - add today's date to your downstream document and label it "preparing for our field trip"

Homework: none

To Do: - 15 minute team challenge - Discuss how the people we encounter tomorrow could help us in our "Upstream vs. Downstream" discussion

Procedure: 1). __Your challenge:__ The class that answers the most questions and plots those answers on a google #|map on the active board in a 15 minute window of time will receive a special treat from Mr. W later this week.

__The rules:__ - A class's final answers are only the one's that end up plotted on the active board - Students will work with their table to answer all of the questions, but can only plow up to 2 answers on the #|map. - A group cannot plot their answers until every group member has answered ALL of the questions on their downstream document.

2). Each student will receive the 6 questions to be answered on their downstream document and the 15 minute clock will begin.

3). We come together to check out each class's answers and tally the score.

4). Our final task is to come up with questions we might ask the people we meet tomorrow about our current "upstream vs.downstream" AND "educate vs.legislate" discussions. - What are questions a resident of Washington might be able to provide a unique perspective on? - What is the best way to get these questions answered, everyone asks on their own or representatives? - When is the right time to ask questions like these?

5). Each class will develop 4 questions to be asked tomorrow and record these questions on their downstream document. Students should be sure to label these 4 questions in a way so that it would make sense many weeks from now.

- These questions will be given to students selected by Mr.W so they might ask the employees of the Estuarium.

Tuesday, November 26 2013 Computer: #|Complete step #1 Homework: Make up any zeros on your progress report for some points.

To Do: - Review the 2 spreadsheets that we built yesterday - Identify the best ideas developed thus far

Procedure: 1). We check out the 2 spreadsheets that were created yesterday to help organize the different ideas students have about our #|debate topic "What is the best way to approach the issues facing the triangle's water?".

- Each student should make a copy of their side's #|spreadsheet so that they can edit it. Legislation is the best method

Education is the best method

//__- At this point the spreadsheets have been locked so that Mr. W can see who was able to contribute last night. He will unlock them when we come back from break and anyone who has not added their ideas will do so at that time.__//

2). As a class and on the board, determine which side has the most support, at this point? How many people have contributed their ideas to either side so far? How many 8th graders still need to? Just using our eyes and brains, about what percentage of the 8th grade has participated? This question is for someone who thought that was easy, how did you figure that out? What is a tip for figuring that kind of stuff out?

3). Working on their own, each student will read all of the ideas posted on their side's [[#|spreadsheet]]]]. Using the copy of the spreadsheet they made they should pick the 5-7 best reasons on their side's spreadsheet and change the font of the those 5-7 green.

2 IMPORTANT THINGS TO KEEP IN MIND**

- A "good" reason needs to have solid evidence from a worthwhile source. This means that while two reasons might be the same, it is the quality of the evidence and/or the source that sets them apart from each other. - While personal stories don't pass our internet search criteria, if it is a story that people can relate to it can still be useful in a debate. Our internet search criteria is only really useful in evaluating websites!

Monday, November 25 2013 Computer: Add date to bottom of "downstream" document. Homework: #|Complete step #4

To Do: - Everyone's essay gets a read through from someone else - Make a list of the arguments made on both sides of our essay

Procedure: 1). Students will number off to create a small group of feedback partners.

2). In these small groups students will pass their #|computers around this small group, answering the "table c" questions from class on Friday.

- Is the thesis crystal clear? What could make it more clear? - Are there 3 separate reasons given to support the thesis? Please identify them when they are found. - Are there any sentences in the paragraphs that don't have to do with the topic? Please identify those. - Does each paragraph provide a piece of evidence that is not just the #|opinion of the author of the essay? - Did they provide the source for every piece of info or opinion that is not their own? -Do you know of a different way to prove their thesis?

3). Any students who have not #|completed a draft of their essay will work with Mr. W during this time to get this done.

4). Each class will divide into two teams based on the position they took in their essay. Using the correct #|spreadsheet, each student will add all of the reasons they provided in their essay as well as the evidence they provided.

__Be sure to add a link and a description of what the link is on your downstream document:__ Legislation is the best method Education is the best method

Friday, November 22 2013 Computer: Complete step #1 & #2 Homework: Answer the questions in step #1 and add a link to the #|spreadsheet in step #2 when you are able to answer all questions on the page.

To Do: - Each student will give Mr. W a picture of their essay - Work with other people who are at the same place in the essay creation process.

Procedure: 1). Each student will make of a copy of this document and answer the questions found there.

This document asks each student to provide Mr. W with a concise view of the most important ideas in your essay. This will also give each student a clear picture of what they know and what they don't now about their essay.

2). Please be sure to change your sharing setting of this copied document to "anyone with the link" and "Can comment". - Everyone should add their name to this spreadsheet first. - If you were able to answer all of the questions on this document, please add a link to your answers here. DO NOT ADD a link to this spreadsheet until you are able to answer all questions. - Here is the spreadsheet.

3). We divide ourselves into 3 groups based on where in the writing process each student is. The three groups are based on how much of the document in step #1 was #|completed.

__Table A:__ I only have a thesis. This is you if you were able to answer letter "A" with confidence on the document #1. __Table B__: I have a thesis and 3 reasons, but I don't have any way to support my reasons with facts or the opinions of other people. __Table C:__ I have a thesis, 3 reasons and they are supported with facts and the opinions of others.

4). The goal for each table is the same, help make your class mates essay better and make your own essay better. Read the instructions for your table below

__Table A:__ Share your current thesis with the table. The table and Mr. W will work to help them to identify what they actually think about our essay topic. They will then move on to table B.

__Table B:__ Each student should share their 3 reasons with the table. As one person reads their reasons, a different person is adding the reasons being said aloud. These shared reasons are now available to everyone at the table to be used in their own essay. Students at this table will work together to explain why these reasons might be true.

- Once all reasons have been shared, the students at this table start sharing the evidence they found, not their opinion. Any shared evidence is now available to anyone in the group.

__Table C:__ Take turns reading essays of people at the table. Please use the comment function to respond to the following items: - Is the thesis crystal clear? What could make it more clear? - Are there 3 separate reasons given to support the thesis? Please identify them when they are found. - Are there any sentences in the paragraphs that don't have to do with the topic? Please identify those. - Does each paragraph provide a piece of evidence that is not just the opinion of the author of the essay? Did they tell you who the source of the info is? Does it support their position? -Do you know of a better way to prove their point?

Thursday, November 21 2013 Computer: Not needed until the class reads #1-3 together Homework: First draft of 5 paragraph essay due in class tomorrow.

To Do: - Make sure everyone knows where they are in the process of writing their position essay. - Write the essay

Procedure: Please 1). Based on the questions I have been asked and what seems to be hanging people up in the process, here are a few answers: - __This essay is not answering our driving question__, it is a step in helping us answer our driving question. The essay is about which of the approaches described in the two articles is the best for addressing the water quality issues in the triangle. - I asked everyone to go around and share their answers for #1-4. You were to record the ideas you heard under you own answers. Other people might also have helpful quotes from the articles, so talking to them about these things are helpful. Use these ideas! - #7 & #8 are there you help you establish your own opinion as well as finding examples from the articles that help show why your thesis is correct.

2). This is what should be done up to this point and what still needs to be done, each student should decide where they are in the process and begin there: - Answer questions 1-4 on the essay planning document - Discuss your answers with several other people, record their thoughts along with their names. - Answer questions 5-8 - Use the 5 paragraph format, listed at the beginning of you planning sheet, to state your position on the question being asked.

3). Essays will be graded on the following criteria - Is the writers position on the topic clear? - Did they provide 3 separate reasons explaining why they think their thesis is correct? - Did they combine their own opinion with the opinions and facts of others? - Did they use the 5 paragraph format?

Wednesday, November 20 2013 Computer: Complete step #1 Homework: Complete steps 5-8 from your essay planning document if not finished in class today.

To Do: - Answer the 4 essay planning questions and discuss them with other people - Begin writing your essay

Procedure: 1). Please use the following google form to share last night's homework with Mr. W, @https://docs.google.com/forms/d/1u1Mg4Sp7BuGlJ_DYBJW2ALVp1DSHt7QfztL7zXBQ_Mw/viewform

2). Returning to our essay planning google doc started yesterday, each student will make sure that they have discussed the 4 questions they answered and recorded the answers and examples given by others on our page. If you sill don't remember this step from yesterday please go to step #5 in yesterday's procedure to spark your memory.

3). Students will now complete steps 5-8

4). Any student who completes these steps should begin piecing together their 5 paragraph essay. Please add your essay to the bottom of the planning document.

T uesday, November 19 2013 Computer: Complete step #1 in the procedure, stop after you have done that. Homework: Answer questions 1-4 found on the google doc you made a copy of in step #1.

__To Do:__ - Check our understanding of the article - Begin building our 5 paragraph essay

__Procedure:__ 1). Add today's date to the bottom of your "downstream doc".

- Please make a copy of the following google doc, @https://docs.google.com/document/d/1Sewo99XzmAf-qb0KzkyG9Dw-ICmXydQT4_brtojeFbg/edit?usp=sharing, even if you already did this yesterday. You can delete the old version.

- Add a link to this new document on your downstream doc and label the link so you know what it is later.

2). __Please do not begin this next step until Ms. Vos tells you that time has begun. Thank you for respecting this request. Please help those around you to remember this.__

- Each student will have 8 minutes to answer 5 questions about the article we read last night. You may begin when instructed.

This is the link to the quiz.

3). Once everyone has completed their quiz you will begin working on the document you made a copy of in step #1.

IMPORTANT CHANGE FROM WHAT MR.W SAID YESTERDAY: Thanks to some useful feedback, Mr. W refined the debate question. Our position paper is answering the question, “What is the best approach for addressing the water quality issues in Falls lake and Jordan lake?”

4). Each student should work diligently to answer questions 1-4. Each answer requires an example to be answered completely.

5). When a student completes these four questions they should seek out another student to discuss their answers with. Each student should collect 2 different answers OR examples other people used for each question.

Please record these other answers below your own, __be sure to add their name__.

Mond ay, November 18 2013 Computer: Go to your "downstream document" Homework: Read the following article, providing annotation, identifying the main ideas, questions you have and words/ideas you don't know. Be prepared for a quiz in class tomorrow, []

To Do: - Get ready for a successful week of independent work

Procedure: 1). As with any endeavor where you will be asserting your opinion against someone else's, it is very important that each student clearly understand their own position first.

To make sure this is the case each student will construct a personal position essay, clearly stating and supporting what you think about the question the has surfaced in our investigation of our community's water, "Who is responsible for the mess in Falls lake and what is the best way to clean it up?".

2). We will be following a 5 paragraph format. This format asks that the writer clearly state their position, or thesis, and provide 3 reasons for that position. Each reason receives it's own paragraph where it is supported by details, facts, quotes and your own thoughts.

Friday, November 15 2013

Computer: Open 2 tabs: - your "downstream" document. - the list of questions we were working on yesterday.

Homework:None. Extra credit opportunity: Create a Durham stream report card. Using the Durham watershed information page, create a printer page sized "report card" that shows the score it got along with an explanation of why it got the score it received. This report card will be posted on the wall next to the water shed map Mr. W is building. Due a week from next Monday 11/25.

To Do: - Introduce extra credit opportunity. - Finish the discussion we began yesterday about what type of expert should answer our questions about Durham's surface water. - Begin a definitive list of the people who we should contact to help us answer our driving question.

Procedure: 1). Extra credit opportunity (Due Monday 11/25)- The winning report card will have the following: - The score clearly posted - The reason for that score explained - A creative format for the report card - The important information is easily read.

2). Using the list of questions we had after reading the article about the mess in Falls lake, we finish color coding the questions based on who we will be asking.

3).Classes will work to create a useful list of names of departments, groups and individuals that might be able to help us answer our questions.

- Students should use the sources added to their "downstream" document to find the names of these people we already know about, but don't remember.

4). This list will help us answer question #3 of our "Early questions" which was "Who are the people in our community who might help answer our driving question".

- Students should organize the names of these groups and individuals into the 3 categories we created "volunteer and community organizations", "governmental departments and organizations" and "scientists and private water quality companies".

Thursday, November 14 2013 Computer: Add today's date on your downstream document and pull up your homework from last night. Homework: None

To Do:

- Establish what we know about the "mess" in Falls Lake - Peruse the questions the 8th grade had about the article. - Divide our questions into categories so we might figure out who can help us the most

Procedure: 1). Each student will show Mr. W their 5 bullet points from last night.

2). As a class we make a list of the 5 essential issues facing Falls lake.

2). We review the questions developed yesterday. Students should open this link and make a copy of it. This will allow you to edit it on your own.

3). Add this link to today's section of your downstream document. Don't forget to label it.

4). Working with their tables, each student will use the copy they made of this document to organize the questions we developed yesterday.

5). We discuss the different ways these questions might be organized.

Wednesday, November 13 2013 Computer: Add the date at the bottom of your "downstream page", add a link to the article and a section titled "Question we have about the Falls Lake article". Add the 3 questions you came up with last night. Homework: Please record tonight's homework on your downstream document, put it under today's date. Make a bullet point list of 5 essential ideas they know about the issues with Falls Lake. These are the ideas that you would share with someone else if you only had a few minutes to speak with them.

__To Do:__ - We see who is familiar with the article - Discuss the questions that arose from our reading

__Procedure:__ 1). Each student will answer 5 questions that Mr. W will ask to the class. Each student will have 2 minutes to answer each question.

2). Each table will pick the 3 most important and/or intriguing questions created by the people at your table. We put each tables questions on the board and attempt to answer them as a group.

3). For homework each student will make a bullet point list of 5 essential ideas they know about the issues with Falls Lake. These are the ideas that you would share with someone else if you only had a few minutes to speak with them.

Tuesday, November 12 2013 Computer: Use the link in step #1 to the wiki and complete step #1 Homework: Read article section given, develop 3 questions they have after reading the article and answer the question. See step #4 for complete instructions.

To Do: - Share our findings about the water quality of Durham's waterways - Begin reading about issues in communities downstream of Durham

Procedure:

1). Each class will use the spreadsheet built for them to complete the following task. Students should fill in the info asked.

1st- @https://docs.google.com/spreadsheet/ccc?key=0AskyKV89ooUFdDRyOUJSQW5kbWw1ckdjdHF3ZDdMTWc&usp=sharing 2nd- @https://docs.google.com/spreadsheet/ccc?key=0AskyKV89ooUFdEg5UVh4Z001cV91OXpyMGt3OFFwLXc&usp=sharing 3rd- @https://docs.google.com/spreadsheet/ccc?key=0AskyKV89ooUFdFQzMUhhT0puaFZ0Uy1vRDZsS211WXc&usp=sharing 4th- @https://docs.google.com/spreadsheet/ccc?key=0AskyKV89ooUFdHlUTnBLWnBjaldJSmZ3Qy1nT2o5Snc&usp=sharing 5th- @https://docs.google.com/spreadsheet/ccc?key=0AskyKV89ooUFdGZEZktOUkRmcTZNRDNVdTlIaFVQY1E&usp=sharing

2). U se the spreadsheet we just completed to add some information to our answer to question #1 of our "Early questions", "What is the water we need to protect". - Please rank the streams you added to your document from the cleanest to the most dirty. - Put the score each creek received next to the name of the stream. - Brief description of why the stream got the score it did.

3). Each student will receive a paper copy of the first half of an article titled "Who's responsible for the Falls Lake mess?" from the Indy Weekly. Please add a link to the article under

- We will be stopping around the half-way point, at the section that says "The rules may not bring the entire lake into compliance with the Clean Water Act, but they are a start."

4). Students should read the section provided and __develop 3 questions they have about the article__ as well as answering the question listed below. These questions should be recorded on the "downstream" document under today's date.


 * - What is the perspective of the author about the issue being discussed in the article? Please provide at least one example from the article you think proves your point.

Friday, November 8 2013 Computer: Have it near by, but we don't need it immediately Homework:none

To Do: - Watch and vote on the 7th grade "Understandability" videos - Add some more information to the map we started yesterday - Establish a firm list of the people and organizations that might be able to answer questions about local water issues.

Procedure: 1). We watch the 5 7th grade videos and pick the one that does the best job of explaining "understandability"

2). We return to the map we started yesterday. It shows all of the major streams and rivers that originate or are important to the people of Durham.

3). Add today's date at the bottom of your "downstream" document along with a link to your class's map. Be sure to label what the link is.

@https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.kbt_JJ54UmHs- 1st

@https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.klyIH52ZBLbM- 2nd

@https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.kNt-S1-EXbR0- 3rd

@https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.kCRGueEHxPsc- 4th

@https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.ks_X33KdinbM- 5th

4). Working in with the person we worked with yesterday, we switch rivers and complete the following tasks. - Are headwaters and confluence points marked correctly? If you don't think so please go and share your ideas with the people who put that information on the map yesterday. Corrections are welcome as long as everyone involved agrees. - Is the headwater marked with a circle and the confluence a star? - Using the city of Durham's watershed information page groups will click on the #|link for the creek they are working on and add the score given to the creek or lake by the city. Please provide some of the essential background to help us understand the score that was given.

Thursday, November 7 2013 Computer: Log into your "downstream" document and add the date. Homework: Study for Humanities Test and last night for extra credit videos.

To Do: - Remind you about our extra credit opportunity, tonight is the last night you could work on it, - Build a quick reference map for us to use as we talk about local water issues. - Share our ideas about why we might care about our community's water.

Procedure: 1). Each class will use this link to the City of Durham's Watershed Page along with the #|map listed below. We will use these maps to identify the streams we found out about yesterday.

@https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.kbt_JJ54UmHs- 1st @https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.klyIH52ZBLbM- 2nd @https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.kNt-S1-EXbR0- 3rd @https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.kCRGueEHxPsc- 4th @https://mapsengine.google.com/map/edit?mid=zY_EH9GbKE2o.ks_X33KdinbM- 5th

2). The class will divide the 14 creeks, rivers and lakes listed on this website amongst themselves and label the following pieces of information on their class's #|map:


 * [|**Crooked Creek**] || [|**Little Creek**] **​** || [|**Panther Creek**] **​** ||
 * [|**Ellerbe Creek**] **​** || **​** [|**Little Lick Creek**] || [|**Stirrup Iron Creek**] **​** ||
 * [|**Eno River**] **​** || **​** [|**Little River**] || [|**Third Fork Creek**] **​** ||
 * [|**Flat River**] **​** || [|**New Hope Creek​**] || [|**Falls Lake**][|**​**] ||
 * [|**Lick Creek**] **​** || [|**Northeast Creek**] **​** ||

- Mark the headwaters of your creek with a circle shaped push pin, according to the map. - Where it meets a larger body of water mark with a star shaped push pin, a lake or larger river for example. - In the description answer who cares about this water being clean and why that waterway/body of water is important.

3). How to place a push pin on the map: - when you click on the link a map will appear along with several different buttons and a search bar along the top of the page. - type the creek or river that you are looking for in the search bar. - a green pinpoint will appear at some point of that water way, it will also appear in the box on the left side of the screen. Hit the "X" next to name of the stream. This should remove the green pinpoint but keep the map centered on that map. - You will use the 4th button in the list of buttons along the top of the screen, this button looks like a push pin, to mark the beginning and end of the stream or river.

4). We come together to share the reasons we might care about our community's water. Mr. W record these answers on a document that we can all have access to later.

Wednesday, November 6 2013 Computer: Log into your "downstream" document, add the date Homework: 1 complete paragraph minimum response answering our second "early question", "Why should I care about my community's water?".

__To Do:__ - Review the questions we came up with as a grade yesterday regarding our current driving question. -Address our early questions and begin quenching our thirst for knowledge.

__Procedure:__ 1). Here is a link to the all of the questions asked yesterday about our current driving question "What roles should people play in protecting his or her community's water?"

- As you can see Mr. W divided the questions into four categories, we will move past the questions Mr. W needs to answer and begin with the "Early questions".

2). Each student should add the link to the questions in step #1 as well as copying and pasting the "Early questions" directly onto their "downstream" document.

3). We will begin with the first question on that list of "early questions", that is "What water do we need to protect in our community?". We check out the following sources to answer our first question, what specific places do we need to protect in our area? @http://durhamnc.gov/ich/op/pwd/storm/Pages/storm_watersheds/watersheds.aspx - http://blogs.nicholas.duke.edu/christinestearoom/ - []

4). As a class we decide which of these sources if the most useful and most trustworthy and add a link to that resource to our downstream document. Each student should put this link under the first "early question" along with adding the actual answer to the first question.

5). Students will use this document to support their own opinions in answering our second "early question", "Why should I care about my community's water?". Please write your response on your "downstream" document. Your response should include both your opinion and evidence from the document provided.

Tuesday, November 5 2013 Computer: Log into your "downstream document" and complete step #1 Homework: Make additions or corrections to your "downstream" document so that it matches the list found in step #1 of today's procedure. __ ** T o Do:** __ - Mr. W reminds everyone about our extra credit opportunity. - Check our "downstream" document to see what we should have at this point. - See who provided feedback last night - Make a list of all of the ways we presented our water vocabulary words. - Return to the questions Mr. W had you do the night after he told you about our most recent project

__ Procedure: __ 1). Your "downstream" document should have the following items along with the correct date and a clear title or heading for each new piece of information. Please do not use class time to make corrections, instead make notes and highlights showing you what changes to make later.
 * questions you had about the project 10/24
 * initial ideas about your water video 10/28-29
 * Feedback you got from other people about your video 10/31
 * reflection about your video after it was done 11/1
 * link to your water video 11/1
 * link to the spreadsheet where everyone shared their video 11/1

2). We take a few minutes to check to make sure everyone got 3 pieces of feedback from 3 different people in their class last night.

- Each student should pull up the 3 videos from their class they viewed last night on 3 separate tabs. As he walks around please point out to Mr. W the feedback you provided.

3). We record all of the different methods we used in our videos on the board. We discuss the pros and cons of the different methods and watch the videos of people who had an especially good job.

4). We return to the first entry on our "downstream" document, the questions we have about our project as Mr. W explained it. Each table will share the questions they created, picking the most challenging or engaging questions (1-2) for the group to discuss. We record those questions on large sheets of paper to be transferred to the back wall of the room to make sure we don't loose focus of our initial questions.

Monday, November 4 2013, WRITE YOUR NAME ON 3 SLIPS OF PAPER AND DROP THEM IN THE BUCKET Computer: -Make sure your water vocab video had been linked to the spreadsheet and to your "downstream" document. - Add a link to our spreadsheet to your "downstream" document. - Don't forget to label what each link is. - Change the sharing setting of your video in google drive to "anyone with the link can comment". - Show Mr. W your screen. Homework: Complete 6 evaluations; 3 evaluations of student work from their class and 3 from our shared spreadsheet from any class. These 3 evaluations will help decide which of the videos will represent that word on our water dictionary.

__To Do:__ - Check out the status of our video spreadsheet - Draw for 6 videos to evaluate

__Procedure:__ 1). We review our spreadsheet as class to check for the following items: - Does everyone have their video posted? - Does anyone need help posting their video? - How many words have been undefined? - Does anyone want to go for extra credit and make a video on their own by Friday? (it should be posted on the spreadsheet by then)

2). Each student will draw 3 names from their class to evaluate their videos. Each student will also draw 3 words from a second bucket. These other 3 words are from our shared spreadsheet. Since we have some words that have multiple videos we have to select which video is the best.

3). Students will record their feedback directly on the video page using the command ctrl+alt+m. Since everyone changed their sharing settings at the beginning of class this will allow students to leave comments in an easy to spot place.

For the 3 students from your class, please provide a few sentences of feedback about the following items: - Your name? - Clarity of the word and definition? - Effective way to present the word and definition ? - Presentation?

For the 3 videos you are voting on, please provide a few comments: - Your name? - One area of strength. - One thing that would make the video better. - Write "This one is the best" on the video you think is the best.

= . =

Friday, November 1 2013 Computer: Not immediately, but you might later. Homework: Record your responses to the following reflection questions on your "we all live downstream" document. Be sure to include the date and some sort of heading that will let you know what your answers are talking about. Please be sure to provide a clear example for each answer. - How did your video turn out? - What was the best aspect of it? - What needs to be improved?

To Do: - Record our 30 second water vocab videos. - Move our files to our respective Drive accounts and share them with Mr. W.

Procedure: __1). Before recording can begin:__ - Every student must receive and record feedback about their performance from one person. This is a practice round, not the actual video. - Sign out the camera from Mr. W.

__2). Once recording begins:__ - Each student has 5 minutes with the camera. - Do not use the camera for viewing your videos, please wait until it is on your machine to do that. - When you are done, IMMEDIATELY come to Mr. W's desk with your Google Drive homepage open. You will be moving your video to Drive before passing the camera on to the next person. - We follow the steps found in yesterday's instructions for moving a video from a camera to Drive.

__3). Once you have your video saved in Google Drive:__ - Open Google Drive - right click on the version of your video you want to share with everyone. - hold your mouse over "open with" and then select "Google Drive Viewer" when it appears. - the sharing settings need to be set to "anyone with the link can view", so hit the blue button in the upper right hand corner and make that happen. - Now submit the link to your video provided in the "Sharing settings" window to this google spreadsheet, @https://docs.google.com/spreadsheet/ccc?key=0AskyKV89ooUFdGYtMEVZWm5rYWRBaVhxckVKdzd5a3c&usp=sharing - Please use your name as the text to link to the video, the formula for hyper-linking a word is, =hyperlink("your link";"text you want to show up on the spreadsheet") - CAREFULLY check the spreadsheet for your word, if it is not listed you may add it. ONLY AFTER YOU MAKE SURE IT IS NOT LISTED ALREADY!

Thursday, October 31 2013 All Hallows Eve Computer: Have near by, but not needed at the beginning of class. Homework: Any work needed to be done to make tomorrow, the last day for your vocab video, a success.

To Do: - Develop and record our vocab videos - Receive feedback and make changes if needed

Procedure: 1). Each student will show Mr. W their story board. Make sure that you got a star from Mr. W if you completed last night's homework!

2). Before any recording happens, each student will complete the following steps exactly as they are listed: - Practice their complete presentation to themselves 3 times, timing themselves to make sure they can perform in a consistent manner. - Perform for one other person one time, timed. - On your document, "we all live downstream", add the date. Add the heading "feedback about my vocabulary video". - Record one area of strength and growth from the person who watch your performance on this document. - Put your name on the sign up sheet for 5 minutes with the video camera. - When you do get the camera, be sure to write the camera number and the time you got the camera. YOU WILL BE ASKED FOR THE CAMERA AT THE END OF 5 MINUTES. - If you have a phone you may use the camera, but you must also sign the sign up sheet for the cameras and are held to the 5 minute limit. - Do not use the camera for viewing, we need them to last all day. You can look at all of your videos on your chromebook.

3). With 15 minutes left in class, all recording will end and the cameras will be given to the first people who recorded on each camera for uploading onto your google drive. - go to your google drive site. - plug the correct camera, the one you used to record. - when you plug it in you will see a text box. Select "DCIM", then "100VIDEO". - scroll down to the end of the list of videos. You can locate your video by the time it was recorded.  - Move the text box to either side of the screen, it doesn't matter which side as long as you can see the google drive screen as well.  - Select all of the videos you recorded and drag any of your videos from the text box to "My Drive".  - Pass the camera to the next person on the list.

Wednesday, October 30 2013 Computer: Open 2 tabs and open the two documents; your class water vocabulary spreadsheet and "We all live downstream" and do step #1 of the procedure. Homework: Completed story board of one of the word videos you will be doing. See step # 5 for complete description.

__To Do:__ - Finish dividing up our vocab words. Everyone will have at least one, we will auction off the rest. - Begin story boarding our vocab videos.

__ Procedure: __ 1). Mr.W checks to make sure everyone did their homework from the last two days of shortened class.

2). Each class will make sure that the two lists (the one started by students and the one made by Mr.W and Ms. Midkiff) have been fully combined into one word and that no words appear on the list twice.

3). Using your class water vocab spreadsheet each student will make sure they have their name next to ONE of the words on our list.

4). Now each student will be given the chance to earn extra points by completing up to 3 more videos. We will read through the list and anyone who wants to take a stab at making a 30 second video for that word will have their name added to the spread sheet.

Some things to think about when considering what you will do: - Making more than one video decreased the value of each video, which makes it easier to earn a high score.

- Each word in our video dictionary will only have one video listed next to it. Since I have 5 classes it is very likely that most words will have multiple videos made for them. Any student who has their video selected will have their lowest score replaced with a 100.

5). Each student will use the rest of time to create a story board of ONE of their videos. The story board will include: - At least 5 separate cells describing the scene and #|content of the video - Make the scene on the story board match what will be seen on the camera.  - Identify other people you need.

Monday, October 28 & Tuesday, October 29 2013 Computer: Log into the shared spreadsheet your class started last Friday. Homework: Pick one vocab word from the category you are working on that you think you could explain very clearly, and maybe in a clever or entertaining way. Describe the method you would use to show the definition (drawing, paper slide, skit, commercial, song, flip book, interpretive dance, etc) and explain what you would do.

To Do: - Continue building our list of important water vocabulary.

Procedure: 1). Each student will make sure that there is a link to the vocab spreadsheet on the google doc titled "We all live downstream" that we started last Thursday. If you haven't already, please put the date of when you added the link.

-The goal of this document is for it to be a record of what we discussed, found and made in the process of answering our driving question.

2). Groups should first take a look at the resources they have found so far. Are there any sources that really stand out that everyone should be looking at?

3). Each class will be given a list of words that Mr. W and Ms. Midkiff came up with. It is the task of each class to find the words not on the list yet and deciding which group they go in.

4). These words should be added to the shared spreadsheet.

Friday, October 25 2013 Seating: We draw for new seats today. Computer: Will need it later Homework: None

To Do: - Watch and vote on our "Authority" videos - Begin our water vocab list

Procedure: 1). We begin by watching the submission for the last video of our I.S.C. media project. After watching each student will vote for the one they think did the best job of explaining the two essential questions of the video: - What is Authority in the context of evaluating a website? - How do you determine the authority of the creator of that website?

1st period- @http://youtu.be/Ofz0pHURTks

2nd period @http://youtu.be/fsCFkmRmhLU

3rd period- @http://youtu.be/fLeoGqJfDTE

4th period- @http://youtu.be/spIx4boN4ks

2). Each class will create a spreadsheet that everyone has access to, including Mr. W. It should be titled "Water Vocabulary". Label 5 of the columns with the following labels, Name of student, word, search phrase used, site & category of the word.

3). A link to think page should be added to the document we create yesterday. Be sure to include the date this link was added to the page.

4). On this page students will begin compiling words under each of the 3 categories: Water properties, Water on the earth (you can also think of this as water not in the Ocean), Water quality/treatment.

5). Each class should add words and the site or source where they found that word.

Thursday, October 24 2013 Seating: Continue sitting with new Core Connections buddies. Computer: Needed for second half of class. Homework: Start a new document titiled "We all live downstream". Put your name and the date at the top and set the sharing setting to "anyone with the link can comment" What are 3 questions you have about the stages of our project? (These could be things you don't understand, things you think might improve a step, additional ideas, ways you think you might be able to help in a special way or doubts that you have.)

To Do: - Each class will be given their 10 minutes of recording time earned yesterday. - Mr. W introduces our next project titled "We all live down stream".

Procedure: 1). Each class will be given only 10 minutes to create the best version of their "Authority" video.

2). Mr. W. walks us all the way through our next project. While the topic in the driving question refers to water, there are many larger questions that we will address in the process of completing our job as citizen scientists. media type="custom" key="24197358" width="576" height="576" align="center"