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?

ARKANSASC3TEACHERSHUB

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.

ARKANSASC3TEACHERSHUB

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

ARKANSASC3TEACHERSHUB

4

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.

ARKANSASC3TEACHERSHUB

5

SupportingQuestion1SourceD:MapofArkansasRivers

ARKANSASC3TEACHERSHUB

6

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

ARKANSASC3TEACHERSHUB

7

SupportingQuestion2SourceE:Imagebank-ArkansasRivers

ArkansasRiveratLittleRock

ARKANSASC3TEACHERSHUB

8

BlackRiveratPowhatan,AR

ARKANSASC3TEACHERSHUB

9

LittleMissouriRiveratLangley,AR

ARKANSASC3TEACHERSHUB

1 0

MississippiRiveratEunice,AR

ARKANSASC3TEACHERSHUB

1 1

WhiteRiveratMountainHome,AR

ARKANSASC3TEACHERSHUB

1 2

BuffaloRiveratJasper,AR

ARKANSASC3TEACHERSHUB

1 3

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

ARKANSASC3TEACHERSHUB

1 4

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

ARKANSASC3TEACHERSHUB

1 5

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.