Hazardville

=Welcome to Hazardville- at its worst!=

Our city is in a crisis! Over the past couple years our town has become an unhealthy place to live. It's littered, polluted, and nothing is being recycled or reused. There are many trash cans and dumpsters which means all of the trash is going right into the landfill just outside town on the Northwest side. Another problem is the water supply. A lake located on the Northwest side of town, carries water through the center, and exits through the Southeast side by the way of a river. Our water towers are also running low on their water supply. The trash from the landfill is getting pretty close to the lake as well. There is also a factory in the middle of town contributing to air pollution in Hazardville. Your job is to help save Hazardville from complete destruction! What do you think Hazardville needs to do to improve the town's quality of life for it's citizen's? What are some programs you would implement in Hazardville to turn the city into a more healthy place to live? What would you do if you lived in Hazardville and were in charge of making the changes needed to restore health in Hazardville?



Plan:
Science Standard: **PERSONAL AND SOCIAL PERSPECTIVES** **:**
 * Changes in environment

Social Studies Standard: **ENVIRONMENT AND SOCIETY** :
 * Understand how human actions modify the physical environment.
 * Understand how physical systems affect human systems.
 * Understand the changes that occur in the meaning, use, distribution, and importance of resources.

This project deals with changes in an environment. Students will be able to recognize the changes in Hazardville's environment. Students will able to see how an environment changes based on how the people of the town treat their resources. Therefore, students will be able to recognize how important resources are.

We selected this project because this is a prominent issue in many areas around the world. If students realize what could happen to our environment, they might start thinking of ways to change their habits at home and in their community. Teaching students early about issues helps prevent the problem in the future.

Schedule:
Expectations Group assignments || Review Project Start Research || Research || Research || Research ||  ||
 * ====Sunday==== || ====Monday==== || ====Tuesday==== || ====Wednesday==== || ====Thursday==== || ====Friday==== || ====Saturday==== ||
 * ======**Week 1**====== || Introduce Hazardville
 * **Week 2** || Garbage Plan || Due: Garbage || Pollution Plan || Due: Pollution || Water/electricity Plan ||  ||
 * **Week 3** || Due: Water/Electricity || Work on Presentation || Work on Presentation || Presentations: Day 1 || Presentations: Day 2 ||  ||

Monitor:

 * Students will work collaboratively inside and outside of class.
 * Students may decide to assign roles for researching: garbage, pollution, water/electricity.
 * Students will need to organize who will speak for the presentation.
 * Teacher will observe student group work by meeting with each group during class time on due date to discuss progress.
 * Teach will continuously monitor groups throughout the week.

__**Hazardville Project Grading Rubric**__

 * CATEGORY || **9-10** || **6-8** || **3-5** || **1-2** ||
 * **Ideas/Research Questions** || Group Members fully address each issue of Garbage, Pollution, Water/Electricity with accurate, possible solutions and explanations. || Group Members partly address each issue of Garbage, Pollution, Water/Electricity with possible solutions and explanations, but need to go more in depth. || Group Members somewhat address a few of the issues including Garbage, Pollution, Water/Electricity with possible solutions and explanations. || Group Members did not address enough issues of Garbage, Pollution, Water/Electricity, AND/OR did not explain possible solutions or their explanations for why they chose the solutions they saw best fit. ||
 * **Pollution** || Students fully completed their project on the due date with their materials together and presented to the class their informational thoroughly within the time limits. || Students were not completely finished with their project on the due date with their materials together AND/OR students did not fully present their information to the class within the time limits. || Students were lacking considerably with information in their project on the due date AND/OR students did not fully present their information to the class within the time limits. || Little or no information was turned in on the due date and the information was not well presented to the class and solutions were not expalined thoroughly within the time limits. ||
 * **Delegation of Responsibility** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Each student in the group can clearly explain what information s/he is responsible for locating. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">One or more students in the group cannot clearly explain what information they are responsible for locating. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 0pt;">**Plan for Organizing Information** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 0pt;">**Quality of Sources** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. ||

//**Total Points Possible: 50 points**//

Evaluate the Experience:

 * After students present their projects, we will discuss "Ah-ha" moments they had with information they learned they never knew before and changes they plan to implement in their day-to-day lives. Students will reflect on their presentation and share what they liked, didn't like, and ways we could improve the way we worked on the PBL's.