Grade 2 - Science Concept Map

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Lesson 13 Water in Indigenous Communities

Mode of Assessment: - Anecdotal -Observations

Procedures: Minds On: - “What might this girl be doing? Where is she going?” - “How did she get the pail? Why is she carrying it?” - “What does water walker mean? How does it affect people?” - “What are some of the sources of water in our community? Name the lakes, rivers, and places to find clean drinking water.” - “How is water important to you and your daily life?” Action: - Read aloud. - Introduction to Ojibway vocabulary (clap sounds) - The Water Walker Nokomis rises each morning and gives thanks for Nibi. Why does she do this? Is there something that you are thankful for each morning? Why is important to be thankful for things we have? - What did a wise ogimaa tell Nokomis that caused her to think very hard? - How is Nokomis called to action? We all need help, who does Nokomis go to for help, and what do they do? (If students have questions, ask them to write it down and post it on the board or anchor chart) - Nokomis reminds us that without Nibi there is no life. How is that true? During Reading (second day) The teacher: Read’s book aloud again, sometimes sharing the read with students (gradual release). Allowing for some interruption (students wondering) about questions or Inquiries they might have. -The graphics tell stories about how water is being mistreated. Have students speak about graphics. What do they see, know, feel about the images? How do they relate to the graphics? - Say the names of each Great Lake, trace the Water Walkers’ route on virtual maps, and realize they passed through long stretches where there was little habitation as well as huge industrial cities. After Reading: Teacher models “I” statements to encourage deeper thinking “I wonder… I hope… I understand.. I do this… I wish”. Small groups: Have students draw in their workbook or anchor chart with a peer on ways the water is polluted in our world. Consolidate on day 3: Drama role play of events

Time Frame: 3 lessons Gradual release over re-reads

Curriculum Expectations: Science: E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community E2.5 describe ways in which living things, including humans, depend on air and water Social Studies Curriculum: Strand B. People and Environments: Global Communities: B2. use the social studies inquiry process to investigate aspects of the interrelationship between the natural environment, including the climate, of selected communities and the ways in which people in those communities live B3. identify and locate various physical features and selected communities around the world, and describe some aspects of people’s ways of life in those communities Reading 1.4 demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details 1.5 use stated and implied information and ideas in texts to make simple inferences and reasonable predictions about them 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them Drama B1.1 engage in dramatic play and role play, with a focus on exploring main ideas and central characters in stories from diverse communities, times, and places B1.2 demonstrate an understanding of the element of role by communicating thoughts, feelings, and perspectives appropriate to the role being played B1.3 plan and shape the direction of a dramatic play or role play, building on their own and others’ ideas both in and out of role, with support

Materials: - The Water Walker, Written and Illustrated by Joanne Roberston, Second Story Press. YouTube: https://www.youtube.com/watch?v=r5Z3_JjhG60

Learning Goal: We are learning to understand how scarce water resources are in Indigenous communities. Methods: Collaborative Opportunity, hands on, citizenship

Lesson 12 Clean Water is a Scarce Resource

Curriculum Expectations: Science: E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities Visual Arts: D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by activities in their community D2.1 express their feelings and ideas about works of art

as

Procedures: Minds On: - Explicitly tell students about the lack of fresh water in the world and the importance of conserving water. - Read book. - Show students pictures of resources/inventions to save water. Action: - Students invent their own water saving device. Consolidate: - Gallery Walk, provide time for the students to share their inventions and/or present their idea to the class.

Modes of Assessment: - Observations - Anecdotal

Learning Goal: We are learning to understand the reasons why water is a scarce resource around the world Method: Hands On, citizenship

Time Frame: 1-2 classes

Materials: - Book One Well: The Story of Water on Earth or YouTube (https://www.youtube.com/watch?v=INZl1LAfn0M) - Water saving inventions

Lesson 11: Water Usage

Curriculum Expectations: Science: E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community E1.2 assess their personal and household uses of water, and create a plan to use water responsibly Language - Media Literacy 3.1 identify the topic, purpose, and audience for media texts they plan to create 3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create 3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques Math: D1.1 Data Collection and Organization sort sets of data about people or things according to one attribute, and describe rules used for sorting D1.4 Data Analysis order categories of data from greatest to least frequency for various data sets displayed in tally tables, concrete graphs, and pictographs

Mode of assessment: - Checklist - Rubric - Feedback

Time Frame: 3 days - 1 Week

Materials: - Chart paper - Markers - Water watch home study (pr chart paper) - Saving Water Poster & Assessment - Checklist - Jug of water - Posters of: washing a car, a full bath, watering the grass, leaving the tap running when brushing your teeth)

Procedures: Minds On: - "What are some ways that you and your family use water at home? - Show jug of water, ask the students "how much water do you think this is? - "What can you do with this much water?" - Dicuss with the class about how much water is used for specific activities (flush the toilet, wash hands, fill a water bottle) - Make a chart with the class to keep a record of the amount of water you are using at school (bathroom breaks, drinks, washing hands, etc) do this for the week. Action: - Ask students to stand under water poster that they think is the most wasteful use of water. Have them talk with the other students there about why they chose that corner. - Dicuss the differences between wasteful and responsible uses of water. Consolidation: - Send home the "water watch hime study" - "What does it mean to use water excessively" - "What could you and your family do in the future to heko save water? - "Why is it important to use water wisely? Work on Media Literacy Poster: - Create an eye catching and interesting poster that will teach people how to save water.

Success Criteria: - I can create a poster that has big and colourful pictures. - I can include a large and bold title. - I can produce a clear message about ways to save water. - I can create a clear, organized and easy to read poster.

as/of learning

Learning Goal: We are learning to examine ways we use water and asses if it is responsible or wasterful. Method: Student-driven, hands on, critical thinking

Lesson 10: Movement through the Water Cycle

Procedures: Minds On: Review and discuss with the children the water cycle. Explain how water evaporates from our lakes into the clouds and then becomes rain again. Action: - Divide the room/play area into four sections in the following clockwise order: clouds (condensation), rain (precipitation), river (runoff) and ocean (accumulation). - Get all students to start in the ocean section of the room. - All the students start out as water particles that are part of the ocean. Ocean water particles make side-to-side swooshing wave motions and will challenge other ocean particles to Rock, Paper and Scissors. - The winning ocean particles (paper beats rock, rock beats scissors, scissors beat paper) stays in the ocean, while the losing student evaporates and condenses into a cloud particle and moves to the cloud area. - Water particles continue to challenge other water particles at the same stage as them as they move through the cycle. At any stage, whichever water particle loses will always evaporate and condense into a cloud particle. The cycle order is cloud, rain, river to ocean, with ocean particles remaining in the ocean until they lose. - At each stage, have students act out their water stage. Cloud particles hold their arms out curved away from the body to act like a fluffy cloud. Rain particles act out the movement and sound of sprinkling rain (“pitter, patter”). River water particles roar like rivers and wave their arms up and down. - Have students rotate around the room at the pace of the game until everyone has made it through the water cycle at least once and the teacher says “stop.” Consolidation: - How many cycles did you go through before you made it back to the ocean? - Does every water particle follow the same path through the water cycle? - Where did you stay for the longest? - How does rain form in clouds? -How does water in lakes and oceans move to form clouds?

Time Frame: 1

Mode of Assessment: - Anecdotal

Curriculum Expectations: Science: E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle Phys-Ed: A1.4 apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity. A1.5 apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analyzing, evaluating, problem-solving, and decision-making

for/as

Materials: - Gym or outdoors - Cones

Learning Goal: We are learning to describe the water cycle in simple terms through physical movement. Method: Collaborative community, hands on, critical thinking

Lesson 9 Water Cycle Experiment

Curriculum Expectations: Science: E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle Language - Writing: 3.3 confirm spellings and word meanings or word choice using a few different types of resources 3.7 use some appropriate elements of effective presentation in the finished product, including print, different fonts, graphics, and layout

assessment as/of

Procedures: Minds On: - Have students gather around the carpet. - Review the stages of the water cycle. - Tell the class we will make it rain. - https://www.discoverwater.org/water-cycle/ Action: Do experiment: https://www.youtube.com/watch?v=cWPdspiYzk4 - Have students work in small groups to create a poster explaining the experiment and what happened to the water. Students should label the materials and what is happening at each stage of the water cycle experiment. Consolidate: - Have students share their learnings.

Time Frame: 2 periods

Modes of Assessment: - anecdotal -observations around their initial understanding - Rubric to meet criteria of assignment, terms, etc. - Feedback

Materials: - Printables - Kettle - Water - Tin Pie Plate - Ice Cubes - Chart Paper - Markers - Food colouring - Small ziplock bag - https://www.discoverwater.org/water-cycle/

Learning Goal: We are learning to understand the three stages of water and investigate how temperature affects the stages of the water cycle. Method: Collaborative community, Hands On, 21st century comp

Lesson 8 Water Cycle

Modes of assessment: - anecdotal -observations around their initial understanding

Procedures: Minds On: - Introduce the stages of the water cycle. - Teach the students the Water Cycle song. Action: - Watch Magic Bus Video. - Show the class the water cycle poster and have students explain the water cycle after watching the Magic School Bus video. - Teach new vocabulary (precipitation, evaporation, condensation, collection). Consolidation: - Label stages in poster. - Have students create their own verse of the song for it to include collection.

Time Period: 1

Curriculum Expectations: Science: E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities E2.1 demonstrate an understanding of the key properties of air and water E2.2 identify sources of water in the natural and built environments E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle

Material: - Smart board - Posters - Pencils - Magic School Bus Youtube Video: Wet All Over

Learning Goal: We are learning about the stages of the water cycle. Method: Independent, citizenship, 21st century com.

Lesson 7: Water is All Around Us Scavenger Hunt

Materials: - Printable sheet - Dictionary - Computer or tablets

Procedures: Minds On: - Active prior knowledge: review the three states of water and reinforce with the students that these are called "forms of water. Explain that sources of water are places that water is found. Ensure students have a clear understandubg that sources of water can be found in both natural and built environments. -Students will work in small groups to complete a sorting activity. Action: Students work independently to complete the scavenger hunt activity. Students should read the definitions and the forms of water. Students will then write the word above the definition that matches. Consolidation: Play a word game with the students. Read aloud a definition to the class. Then, the students guess the word that belongs with the definition.

Curriculum Expectations: Science Curriculum: E2.1 demonstrate an understanding of the key properties of air and water E2.2 identify sources of water in the natural and built environments E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle Language - Writing: 3.1 spell many high-frequency words correctly

Modes of assessment: - anecdotal - checklist for correctly filling out scavenger hunt + definition -observations around their initial understanding

Learning Goal: We are learning about forms and sources of water in the environment Method: Independent

Lesson 5 Living things need water .

Materials: Sticky Notes Pencils Whiteboard Whiteboard markers Book "why do we need water by Kelly MacAulay.

assessment for

Procedures: Minds On: - Play snowman (pg version of hangman). - Draw 5 lines on the board. Have students spell out work "water". - Ask students why is watre important. Action: - Have students work in table groups. Provide each group with a pile of sticky notes. Tell the students to record all the ways living things need water. 1 Idea per sticky note. - On the white board make 3 coloums (humans, plants, animals). Have them stick it on the appropriate one. - Read: Why do we need water by Kelly MacAulay - Invite students to add more. Consolidate: - Discuss how dependent humans are on water and discuss what would happen if we didn't have water or clean water available to us.

Modes of assessment: - Anecdotal -Observations

Curriculum Expectations: Science: E1.2 assess their personal and household uses of water, and create a plan to use water responsibly E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities E2.2 identify sources of water in the natural and built environments E2.5 describe ways in which living things, including humans, depend on air and water Language - Reading: 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them 1.8 express personal thoughts and feelings about what has been read

Learning Goal: We are learning about how all living things need water to survive and the uses of water. Method: Collaborative community, hands on

Lesson 6 Investigating Water .

Materials: - Ice cubes - Chart paper - Markers - YouTube video

Procedures: Minds On: - Introduce riddle "I am clear, colourless, odorless and tasteless? What am I" Answer: water. - Ask "what is water?" allow students time to Think-Pair-Share - Share ideas as a whole group. - Briefly describe the three states of water (solid, liquid, gas). - Co-create anchor chart with definitions of water/ Action: Experiment (Ice melting activity) - Have students sit in a table in small groups. Provide each group with one ice cube (or depending on resources each their own). Tell students that they will need to work together to try and get the ice-cube on their desk to turn into a liquid. Tell them not to clean the mess on their desk. - Discuss the strategies the students used to get the ice cube to melt quicker. Talk about how water turns from a solid to a liquid. "What will turn it into a gas?". Consolidate: Have students notice the water on the desk from the ice cube experiment. Has the water had time to evaporate? Have the students examine it. Ask "where do you think it went? Discuss the word evaporate/evaporation. Watch: https://www.youtube.com/watch?v=tuE1LePDZ4Y

Time Frame: 1 period

Curriculum Expectations: Science Expectations: E2.1 demonstrate an understanding of the key properties of air and water E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle E2.5 describe ways in which living things, including humans, depend on air and water

Modes of Assessment: anecdotal -observations around their initial understanding

Learning Goal: We are learning to investigate the characteristics of water. Method: Collaborative community, hands on

Lesson 4 Air Dance .

Modes of Assessment: anecdotal -observations around their initial understanding -feedback

Procedures: Minds On: - Why is air important to life? - What dies air consist of? - Can you feel/notice the air on your surroundings? How? - What do you know about air pollution? - How do we humans pollute the air? - How can we reduce/stop air pollution? Action: Whole Group: Play instrumental music that evokes an emotion (e.g., fast tempo in a major key, slow tempo in a minor key, percussion music, orchestral music, solo instrumental etc.) After students have a chance to experiment with movement that they feel matches the music, discuss how they felt when they danced to it. Small Group: Place students in groups of 3. Assign an emotion to each group of students. Each group will be responsible for creating a short dance that reflects and communicates this air type. Co-create success criteria with the students. These might include but should not be limited to: the dance will need to have a beginning, middle and end, the dance will need to show movement on all three levels, and/or the dance needs to show movement with a variety of body parts (i.e.: not all arm movements). The success criteria should relate to content already covered in this unit. Students will use this criteria to self-assess as they are choreographing. Consolidate: Small Group: Have groups share their dance pieces with the class. Ask students to provide feedback to their classmates based on the established criteria. Whole Class: Ask students to reflect on their experience creating their choreography.

Time Frame: 1 Lesson

Materials: - Instrumental music - Laptop for youtube access for each group

Curriculum Expectations: Dance: A1.1: use movements that are part of their daily experience in a variety of ways in dance phrases A1.2: use dance as a language to express feelings and ideas suggested by songs, stories and poems witha focus on the element of body, particularly body shapes A1.3: use varied and/or contrasting body shapes to communicate different types of messages A2.3: identify and give examples of their strengths and areas for growth as dance creators and audience members Science: E2.1 demonstrate an understanding of the key properties of air and water E2.5 describe ways in which living things, including humans, depend on air and water

Learning Goals: We are demonstrating an understanding of the copmposition of air using body movement and shapes to show ideas through dance. Method: collaborative community, hands-on

Lesson 3 Moving Air .

Procedure Minds On: What an experiment? Go over and ask vocab like experiment, hypothesis, analysis, conclusion,ext. Think pair share - can air move objects? When have you seen real-life examples of air moving things? Action: Gather students together and show them various objects (tin foil, tissue, cotton ball, styrofoam, news paper, etc). Ask "what are different ways to of using air to move these things? (fan, blowing, etc) Choose one object and one way/the same of moving it each time. Discuss the importantce of using the same method so the resulys of the experiment are consistent (term "controlling variable". Inform students of experiement, question which object will move the farthest? Have students make their hypothesis/predictions and explain why. Students will fill in chart in their small groupd of 3-4. Consolidate: Gather students back together for a discussion about the results and conclusion.

Success Criteria: - I can create a hypothesis and justify my reasons. - I can follow safety procedures. - I can follow procedures when conducting a test and record results accurately. - I can analyses, compare and explain the results with detail.

Learning Goal: We are learning to conduct experiments to investigate moving air Method: Teacher directed, collaborative community, hands-on, communication

Materials: - tape measure or metre sticks - Various objects (tin foil, tissue, cotton ball, styrofoam, newspaper, rock, etc.) - Paper to document observations.

assessment as

Science Expectations: E2.1 demonstrate an understanding of the key properties of air and water Math Expectations: E2.2 Length explain the relationship between centimetres and metres as units of length, and use benchmarks for these units to estimate lengths E2.3 Length measure and draw lengths in centimetres and metres, using a measuring tool, and recognize the impact of starting at points other than zero. Language - Writing: 3.1 spell many high-frequency words correctly 3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling 3.3 confirm spellings and word meanings or word choice using a few different types of resources

1-2 lesson

Lesson 2 Air is All Around You .

Curriculums Science Expectation 2020 E2.1 demonstrate an understanding of the key properties of air and water E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection Language Expectation- Reading: 1.2 identify several different purposes for reading and choose reading materials appropriate for those purposes 1.3 identify several reading comprehension strategies and use them before, during, and after reading to understand texts

Procedure: Minds On: Introduce concept of air. Knowledge Building Circle (Indigenous Sharing Circle) -Allow students to share what they know about air. Ask "what is air", "how do you know what air is around you?. Read: Air is All Around You by Joanna Cole Outdoor learning: Bring class for a walk (on hopefully a windy day). Students will use their sensnse to describe air. Look for signs of air all around. Action: Bring students back into classroom to discuss the characteristics and uses of air (T-chart). Introduce new vocabulary that they might need to know (colourless, odorless). Have students work in groups of 3-4 to create a circle chart with the uses of air. Consolidate - Community Circle: Give students the chance to share findings. .

Learning Goal: We are learning about the characteristics of what air and what air is. Method: Teacher directed, collaborative community, cross curricular, communication, outdoor education

assessment for/as

Modes of assessment: - anecdotal - checklist for correctly filling out circle chart. -observations around their initial understanding Provide feedback on accuracy of retell

Lessons approx 2 1st time read aloud - Class dicussion provoke inquiry. 2nd time shared reading.

Materials: - Chart paper - Markers - Clipboard - Email to parents/guardians - Safe playground - Book: Air is all Around You

Lesson 1 Air and Water Wonderings .

Modes of assessment: - anecdotal - checklist for correctly filling out inquiry sheet. -observations around their initial understanding -formal rubric focused on their inquiry plan - refine assessment based on academic needs of students.

Procedure: Minds On: "What is something that all living things (animals, plants and people) need? Action: Have students work KLW or exploring, investigating, processing, creating chart of what they know about water and air (active prior knowledge/ starting point of inquiry) either individually or with a peer. Connect as a whole group and write down observations on a chart paper. Talk about what Inquiry is. Then have students create their own inquiry plan (question, plan, results, conclusion and "how will I share my learning" Consolidate: As a whole group, brainstorm a list of things that can be used to represent air and water (snow, rain, lake,etc.) students can help draw pictures on chart.

Success Criteria: - I can ask an interesting question - I can make a plan - I followed my plan - I can record my data - I can form a conclusion - I can share what I have learned

Time Frame: 1-2 science periods

Curriculums Science Expectations 2020: E2.1 demonstrate an understanding of the key properties of air and water E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle Language Expectations - Writing 1.2 generate ideas about a potential topic, using a variety of strategies and resources 1.5 identify and order main ideas and supporting details, using graphic organizers

Assessment for

Learning Goal: We are learning to ask questions about air and water. Method: Teacher directed, collaborative community, communication

Materials: KWL Printable Inquiry Documents (pre-made) Chart Paper Pencils Markers Printed Rubric

Report Card Comment: Grade 2 (Air and Water in the Environment) In Science, understands that living things need air and water. He uses scientific vocabulary (e.g. sleet, snow, precipitation, condensation, etc.) During student-teacher conferences, he identifies how people impact nature in various ways (e.g. water conservation, air pollution, etc). As a next step, is encouraged to extend his learning about air and water and think about possible ways to help save our environment within our school and community.

Grade 2 - Science Concept Map

Big Ideas: - Air and water are a major part of the environment. - Living things need air and water to survive. - Changes to air and water affect living things and the environment. -Our actions affect the quality of air and water, and its ability to sustain life.

Overall Expectations: E1. Relating Science and Technology to Our Changing World assess ways in which the actions of humans have an impact on the quality of air and water, and create plans to protect these resources E2. Exploring and Understanding Concepts demonstrate an understanding of the properties of air and water, including water in various states, and of ways in which living things depend on air and water for their survival

Learning Goals: We are learning to ask questions about air and water. We are learning about the characteristics of air and what air is. We are learning to conduct experiments to investigate moving air. We are learning to investigate the characteristics of water. We are learning about how all living things need water to survive and the uses of water. We are learning about forms and sources of water in the environment. We are learning about the stages of the water cycle. We are learning to understand the three stages of water and investigate how the temperature affects the stages of the water cycle. We are learning to examine ways we use water and asses if it is responsible of wasteful. We are learning to understand the reasons why water is a scarce resource. We are learning about the impact of human activities on air and water. We are learning about the impact of human activities on air and water.

Overall Expectations & Success Criteria 1. Access ways in which the actions of humans have an impact on the quality of aire and water, and ways in which the quality of air and water has an impact on living things. 2. Investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment. 3. Demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.

Framing Questions - What is air? - What is water? - How can you describe water and air? - What are the stages of the water cycle? - How do living things use air and water? - How do people pollute the air and water? - Why is it important to save water and not pollute the air?

Culminating Task (assessment of learning Learning Goals: We are learning about how all living things need water to survive and the uses of water. We are learning about forms and sources of water in the environment. We are learning about the stages of the water cycle. We are learning to understand the three states of water and investigate how temperature affect the stages of the water cycle. We are learning to examine ways we use water and asses if it is responsible or wasteful. We are learning to understand the reasons why water is a scarce resource around the world. We are learning about the impact of human activities on air and water.

Culminating Task: Students will be contributing an air and water pollution portfolio throughout the duration of the unit. By the end of the unit, students will be able to explain the elements contributed to air and water pollution. They will create a media literacy piece of the stages, sources and impact it has on the world. They will also be able to explain how they will reduce their usuage. They should also include their hyphothesis' they had throughout their experiments.

Creating a fish-bone chart (link with Indigenous views)

Creating a brochure

Creating a presentation on air and water in the environment