Dyad+16

media type="custom" key="20313888" an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || A Slide Rocket presentation of the instructional plan, which can be used to introduce the project to faculty members involved in planning the project, is included as our technology product. We are also including a Prezi, as a sample final product that would be created by the students, to meet our requirements for ECI 509 course credit. || ** The Sudanese Water Crisis **    A School-Wide, Cross-Curricular Service Learning Project based on the novel    // A Long Walk to Water //  by Linda Sue Park
 * Giving Games 2012 Presentation**
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How can we evaluate statistical data to boost students' awareness of the water crisis in Sudan? ||
 * II. How are new literacies featured in your compelling question? || Symbaloo, Tricider, and Gapminder, VoiceThread, Blabberize, Google Docs, Wordle, Google Earth ||
 * III. How will you organize or group your students for the PBI? || Student teams, groups of 2 or 3 students produce project ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Novel, //A Long Walk to Water// by Linda Sue Park. Facts about Sudan: geography/geology, political history, water table/irregation, English to metric conversions ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Students will be supported Nd monitored using appropriate research techniques in gathering and analyzing information about Sudan and the water crisis. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Students will work in teams to create a mulitmodal project incorporating information obtained in a cross curricular study. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Products created by the students: Google documents, Tricider poll, digital presentations ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it


 * Compelling Question: **

// How can we evaluate statistical data to boost students’ awareness of the water crisis in Sudan? //


 * Project Length: **

// Approximately 1 week //


 * Competencies Addressed: **
 * //** Algebra **//

F.BF.1 Build a function that models a relationship between two quantities. F.IF.4 Interpret functions that arise in applications in terms of the context.

//** World History **//

WH.4.3 Explain how agricultural and technological improvements transformed daily life socially and economically

WH.6.3 Explain how physical geography and natural resources influenced industrialism and changes in the environment

WH.8.2 Explain how international crisis has impacted international politics

//** English 10 **//

10.RIT.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ||
 * Essential Questions**

Why is water important? Why is water scarce in Sedan? How does this global crisis affect you personally? How can you predict the citizen's access to water in the future? What effect does the political climate in Sedan have on the water problem? How might today's technology help solve the water problem? How is body art used to identify certain cultures? How is access to water related to each of these areas: health, hunger, education, and poverty?


 * Student Objectives **


 * The learner will: **
 * Analyze primary source data to predict future access to water in Sudan
 * Research political and economic conditions in Sudan
 * Evaluate the implications of geology and geography on the water cycle
 * Create a technology presentation to persuade others to provide assistance to citizens of Sudan


 * Lesson Outline **


 * ** Lesson Objective ** || ** Student Product ** || ** Course Involved ** ||
 * Students will read the novel //A Long Walk to Water// by Linda Sue Park || Students will collaborate in pairs to create a VoiceThread demonstrating their understanding of the water crisis in Sudan || English ||
 * Teachers will explain how to analyze data to create graphical representations and use that data to make predictions || Students will analyze data from http://www.gapminder.org to predict the available access to water in Sudan at several future dates, using the Core Math Tools application from http://www.nctm.org || Algebra ||
 * Teachers will explain the cultural climate of Sudan in relationship to the United States and their social implications || Students will participate in an online poll using http://www.tricider.com to provide suggestions for ways citizens in the United States can help ease the water crisis in Sudan and vote on the most feasible solutions || Social Studies ||
 * Students will research the geography and geology of Saharan Africa in respect to Sudan’s access to water || Student teams of 2 - 3 will report the results of their research using Google Docs || Earth Science ||
 * Students will explore the process of writing persuasive arguments and creating digital, multimodal presentations || Students will create a multimodal presentation, addressed to USAID, to make a plea to help the citizens of Sudan dig wells to have access to water, based on their prior research into the conditions facing the country || Cross-Curricular ||


 * In addition to the objectives listed above, elective courses will develop supporting lessons to coordinate with these objectives (i.e., health classes may discuss the health implications of access to clean water, etc.). **


 * Sample Student Final Project **

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