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ARKANSASC3TEACHERSHUB
2ndGradeOurRelationshipwithRiversInquiry
Istherelationshipbetweenpeopleandriversgoodorbad?
TheBuffaloRiverinArkansas
SupportingQuestions
1. What are rivers and where are they located in my community? 2. How are rivers alike and different? 3. How do people use rivers to meet their wants and needs? 4. How do people and rivers affect each other?
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T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 2
2ndGradeInquiry
IstheRelationshipBetweenPeopleandRiversGoodorBad?
ArkansasSocialStudiesStandards
GLE3.1.2Understandthephysicalcharacteristicsofplacesinthecommunity.Examples:Describesphysicalcharacteristicssuchasrivers,lakes,mountains,andparksofthecommunityinwhichtheylive.GLE.3.2.1Understandthatpeopleincommunitiesaffecttheenvironmentastheymeettheirneedsandwants.Thisinquiryasksstudentstoinvestigateriversandhowtheyareused.
StagingtheCompellingQuestion/Discussion
Watchthevideotitled,“WhyCareAboutWater?”https://tinyurl.com/why-care-about-waterTime:2:29Afterstudentshaveviewedthevideo,ask,“Wouldyoubewillingtogiveupyourfavoritetoyorvideogameinordertohavecleanwater?”
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
Whereareriverslocatedinmycommunity?
Howareriversalikeanddifferent?
Howdopeopleuseriverstomeettheirwantsandneeds?
Howdopeopleandriversaffecteachother?
FormativePerformanceTask FormativePerformanceTask FormativePerformanceTask FormativePerformanceTask
Locateriversinthecommunityandlistthemonaclasschart.
Completeagraphicorganizer. Illustratefourwayspeopleuseriverstomeettheirwantsandneeds.
Createafoldablelistingthegoodandbadwayspeopleandriversaffecteachother.
FeaturedSources FeaturedSources FeaturedSources FeaturedSourcesSourceA:Videohttps://tinyurl.com/What-is-a-riverTime:1:51SourceB:Videohttps://tinyurl.com/Exploring-RiversTime:5:30SourceC:TableTopMap https://tinyurl.com/Arkansas-Rivers
SourceA:Websitehttps://tinyurl.com/Parts-of-RiversSourceB:Websitehttp://www.onlyinyourstate.com/arkansas/ar-rivers-travel/SourceC:Websitehttps://tinyurl.com/Arkansas-Waterways-MapSourceD:Imagebank-ArkansasRiversprovided
SourceA:Websitehttps://tinyurl.com/How-do-people-use-riversSourceB:Websitehttps://tinyurl.com/Why-are-rivers-importantSourceC:BookLettingSwiftRiverGohttps://tinyurl.com/Letting-Swift-River-Go
SourceA:Websitehttps://tinyurl.com/Polluting-Our-RiversSourceB:PowerPointhttps://tinyurl.com/How-rivers-affect-peopleSourceC:BookARiverRanWildhttps://tinyurl.com/River-Ran-Wild-Environmental
SummativePerformanceTask
ARGUMENT:Istherelationshipbetweenpeopleandriversgoodorbad?Constructanargument(e.g.,detailedoutline,poster,essay)thataddressthecompellingquestionofhowpeopleandriversaffecteachother.Usespecificclaimsandrelevantevidencefrominformationaltextsintheargument.
EXTENSION:Createinterviewquestionsaboutwaystousewaterresourcestomeetpeople’swantsandneedswithoutharmingtheenvironment.Invitelocalelectedofficialstovisitandviewtheclassslideshowandengageinconversationaboutthefactorsthatshouldbeweighedwhenconsideringtherelationshipbetweenpeopleandrivers.
TakingInformedAction
UNDERSTAND:ThereisarelationshipbetweenpeopleandriversASSESS:Writeaparagraphthataddressesthequestionofhowpeopleandriversaffecteachother.ACT:Createoneslidetocontributetoacollaborativeslideshowdemonstratingtheaffectpeopleandrivershaveoneachother.Sharetheslideshowwithschoolandcommunityleaders.
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T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 3
InquiryDescription
Thisinquiryleadsstudentsthroughaninvestigationofrivers.Byinvestigatingthecompellingquestion“Istherelationshipbetweenpeopleandriversgoodorbad?”studentsevaluatetheaffectthatpeopleandrivershaveoneachother.Theformativeperformancetasksbuildonknowledgeandskillsthroughthecourseoftheinquiryandhelpstudentsunderstandhowriversandpeopleaffecteachother.Studentscreateanevidence-basedargumentabouttherelationshipbetweenpeopleandrivers.InadditiontotheArkansasStandardslistedontheBlueprint,thisinquirylaysthefoundationforthefollowingconceptualunderstandingsfromtheC3Framework:
• D4.1.K-2Constructanargumentwithreasons.• D4.7.K-2Identifywaystotakeactiontohelpaddresslocal,regional,andglobalproblems.
Indevelopinggeographicunderstandings,studentsdrawuponpriorknowledgeofspatialawareness,place,humansystems,andhuman-environmentinteractionsfromearliergradestocreatemorecomplexunderstandingsusingthecontextofthelocalcommunity.Studentsexpandupontheconceptofhumansystemsandhuman-environmentinteractionsbyexamininglocallanduse,aswellasthepositiveandnegativeconsequencesofchangingthephysicalenvironment.Theyusecoredemocraticvaluestodemonstratewhypeoplemaydifferontheresolutionofacommunityissueastheycontinuetodevelopcompetencyinexpressingandjustifyingtheirownopinionsrelativetotheseissues.Thisfoundationalknowledgeisbuiltuponthroughoutthegradesasstudentsdevelopagreaterunderstandingofhow,when,andwheretocommunicatetheirpositionsonpublicissueswithareasonedargument.
NOTE:Thisinquiryisexpectedtotakefourtosix30-minuteclassperiods.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneedadditionalinstructionaltimetodevelopathoroughunderstanding.Thiscouldbedonebyaddingadditionalsupportingquestions,formativeperformancetasks,and/orfeaturedsources.Teachersareencouragedtoadapttheinquiriesinordertomeettheneedsandinterestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucationprograms(IEPs)orSection504Plansforstudentswithdisabilities.
StructureoftheInquiry
Inaddressingthecompellingquestion,“Istherelationshipbetweenpeopleandriversgoodorbad?”studentsworkthroughaseriesofsupportingquestions,formativeperformancetasks,andfeaturedsourcesinordertoconstructanargumentsupportedbyevidence.
Overview
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StagingtheCompellingQuestionInstagingthecompellingquestion,“Istherelationshipbetweenpeopleandriversgoodorbad?”studentswillwatchthevideotitled,“WhyCareAboutWater?”https://tinyurl.com/why-care-about-waterTime:2:29Teachersmaypromptstudentswith,“Wouldyoubewillingtogiveupyourfavoritetoyorvideogametomakesureyouhavewatertodrink?”Theclassdiscussionactivatespriorknowledgeandrelatestheimportanceofwatertoourdailylives.Discussionofthenecessityofwatermakesrelevantwhypeoplewouldbewillingtosacrificesomethingvaluableinordertohavecleandrinkingwater.
SupportingQuestion1
Thefirstsupportingquestion,“Whatareriversandwherearetheylocatedinmycommunity?”hasstudentsusingaArkansasmapofriverstolocateriversinandneartheircommunity.Theformativeperformancetaskasksstudentstolocateriversinthecommunityandlistthemonaclasschart.ThefeaturedsourcesforthisquestionincludesvideosdescribingriversandamapofArkansasRivers.Inthisfirstformativetask,studentsdefinetheterm“river”intheirownwordsandusethemaptolocateriversneartheirhome.
SourceA:Thisvideoexplainsthatariverisalargenaturalstreamofwaterflowinginachanneltothesea,alake,oranothersuchstream.Itshowshowariverisformedandhowitflowstothemouth.Differentsizesofriversfromothercontinentsareshownandthevideonotesthesourceandmouthofeach.https://tinyurl.com/What-is-a-riverSourceB:Thisvideoshowsthedifferentstagesofariver’scourseandexplainsthatasarivermoves,erosionanddepositiongiverisetodifferentlandforms.https://tinyurl.com/Exploring-RiversSourceC:TheArkansasRiversmaphighlightstheriversandothermajorstreamsofArkansas.Themapalsoindicatesthemanyprominentcitiesthroughwhichtheriversflow.https://tinyurl.com/Arkansas-RiversSourceD:MapofArkansasRivers–UsetheArkansasRiverMaptolocateriversinandnearthecommunityinwhichstudentslive.Listtheseriversonaclasschart.
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SupportingQuestion1SourceD:MapofArkansasRivers
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Forthesecondsupportingquestion,“Howareriversalikeanddifferent?”thefeaturedsourcesprovidestudentswithmaterialsthatallowthemtocompleteagraphicorganizershowinghowtheriversarealikeanddifferent.InadditiontotheresourcesfromtheprevioussupportingquestionFeaturedSourceAisavideoofdepictingthedevelopmentofrivers.FeaturedsourceBandCfocusesonArkansasrivers.Usingthesesource,studentswillfindspecificcharacteristicsabouteachriverlisted.FeaturedSourceDisanimagebankwithpicturesdepictingthevarietyoffeaturesofriversinArkansas.ThesecondperformancetaskasksstudentstousetheinformationfromthepicturesandGoogleMapstocreateagraphicorganizerwhichshowssimilaritiesanddifferencesbetweenrivers.Studentsshoulduseallofthesesourcestodevelopthegraphicorganizershowinghowriversarealikeanddifferentbylistingattributesofsmallandlargerivers.SourceA:Ariverisbornatitsheadwatersandfinishesupatitsmouth.Thisvideoinvitesviewerstocomealongforthetripasanentireriverisvisited.Uniqueaspectsofriversarealsoexplored.https://tinyurl.com/Parts-of-RiversSourceB:Thiswebsiteprovidespicturesanddescriptionsof17riversinArkansas.http://www.onlyinyourstate.com/arkansas/ar-rivers-travel/SourceC:TheInteractiveArkansasMapViewerenablestheusertolookatsomeofthepointsofinterestthatArkansashastooffer.YouwillbeabletosizetheArkansasstatemapaswellasfindthelocationofscenicdrives,waterways,historicsitesStateparks,museumsandmore.https://tinyurl.com/Arkansas-Waterways-MapSourceD:Imagebank-ArkansasRivers-SeveralimagesofArkansasriversareprovided,sostudentscanviewthesimilaritiesanddifferencesbetweenthem.
SupportingQuestion2
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SupportingQuestion2SourceE:Imagebank-ArkansasRivers
ArkansasRiveratLittleRock
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BlackRiveratPowhatan,AR
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LittleMissouriRiveratLangley,AR
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MississippiRiveratEunice,AR
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WhiteRiveratMountainHome,AR
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BuffaloRiveratJasper,AR
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Thethirdsupportingquestion,“Howdopeopleuseriverstomeettheirwantsandneeds?”asksstudentstothinkaboutthemanywayspeopleuserivers.Thisquestionhelpsstudentstounderstandthatrivershavenumeroususes.Inadditiontothepreviousfeaturedsources,thesourcesforthistaskhelpstudentstounderstandwhyriversareimportant.FeaturedSourceAisareferenceguideexplaininghowpeopleuserivers.FeaturedSourceBisaresourceexplainingtheimportanceofrivers.FeaturedSourceDisabookabouthowariverwaschangedtoprovideforpeople’sneeds.SourceA:Thiswebsiteexplainssomeofthemanywayspeopleuserivers.https://tinyurl.com/How-do-people-use-riversSourceB:Thiswebsiteexplainstheimportanceofriversforpeopleandanimals.ThereadercanalsoselectfromalistofothertopicsincludingRiverPollution.https://tinyurl.com/Why-are-rivers-importantSourceC:LettingSwiftRiverGo,ThistextrelatesSallyJane'sexperienceofchangingtimesinruralAmerica,asshelivesthroughthedrowningoftheSwiftRivertownsinwesternMassachusettstoformtheQuabbinReservoirinordertoprovidethepeopleofBostonwithdrinkingwater.https://tinyurl.com/Letting-Swift-River-Go
SupportingQuestion3
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SupportingQuestion4Forthefourthsupportingquestion,“Howdopeopleandriversaffecteachother?”studentsextendtheirunderstandingofhowpeopleinteractwithreviews.Intheformativetask,studentscreateaT-chartlistingthepositiveandnegativewaysthatpeopleandriversaffecteachother.Inadditiontotheresourcesfromtheprevioussupportingquestion,thefeaturedsourceshereprovidestudentswithadditionalmaterialsthatallowthemtobuildontheirunderstandingoftheimpactofriversonourlives.FeaturedSourceAisavideo,whichexplainshowpeoplepolluterivers.FeaturedSourceBisthevideothatshowsthepositiveandnegativeimpactofriversonpeople.FeaturedCisapicturebookaboutthebeautyoftheNashuaRiverinMassachusettswasrestored.SourceA:Althoughthisvideocontainssubjectmatterandvocabularyabovesecondgradelevel,thevideoitselfprovidesagraphicrepresentationoftheuglyconsequencesofpollutingourwater.https://tinyurl.com/Polluting-Our-WaterSourceB:ThisisaSlidesharepresentationpublishedin2008whichexplainshowriversaffectpeople.Althoughthepicturesrefertoriversfromaroundtheworld,studentscanclearlyseetherelationshipbetweenpeopleandriversinthepresentation.https://tinyurl.com/How-rivers-affect-people
SourceC:ARiverRanWildtellsastoryofhowthemodern-daydescendantsoftheNashuaIndiansandEuropeansettlerswereabletocombatpollutionandrestorethebeautyoftheNashuaRiverinMassachusetts.Itisastoryofrestorationandrenewal.https://tinyurl.com/River-Ran-Wild-Environmental
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SummativePerformanceTaskAtthispointintheinquiry,studentshaveexaminedwhatariverisandwhichriversarelocatedin/neartheircommunity,howriversarealikeanddifferent,andhowtheyareusedtomeetpeople’swantsandneeds.Theyhaveconsideredtheimpactofpeopleonriversaswellastheaffectriverscanhaveonacommunity.Studentsshouldbeabletodemonstratethebreadthoftheirunderstandingandtheirabilitytouseevidencefrommultiplesourcestoconstructanevidence-basedargumentrespondingtothecompellingquestion,“Istherelationshipbetweenpeopleandriversgoodorbad?”Students’argumentswillbewritteninaparagraphandwilluseevidencegatheredfromthestudyaboutriversassupport.Studentargumentswilllikelyvary,butcouldincludeanyofthefollowing:
• Therelationshipbetweenpeopleandriversisgoodbecauseriversprovidepeoplewithdrinkingwater,food,transportation,andrecreationandpeopleprotecttheriversandtheanimalsthatlivethere.
• Therelationshipbetweenpeopleandriversisbadbecausepeoplelittertherivers,reroutethemanddamageecosystems,companiespollutethem,andriverscancausefloodinganddamagetoproperty.
StudentshavetheopportunitytoTakeInformedActionbycreatingacollaborativeslideshowtodemonstratetherelationshipbetweenpeopleandrivers.Thecreationoftheslideshowwillallowstudentstodeliverinformationtothecitycouncilmembersabouthowtheimportanceofrivers;therebyprovidingapublicservicetothecommunity.Studentsmayalsochoosetodesignapostertoeducatetheircommunityontheimportanceoftakingcareofourrivers.Theposterscouldbeplacedinlocallibrariesorplacesofbusiness.