The Digital Notebook is a space to hold your thoughts, questions, and growing understanding throughout this Unit. You will be able to access it from every Module. Use The Digital Notebook to jot your thinking, take notes, or as a space to develop your writing. You can print and export it anytime, and at the end of lesson 8 you’ll be reminded to save a copy for yourself.
Over the past 100 years, the United States led the world in dam building. We blocked and harnessed rivers for a variety of purposes. Those purposes include hydropower, irrigation, flood control and water storage. Read More
Phenomena Board
| Investigative Phenomenon | Question to investigate | What we did | What we figured out | Connections to the phenomenon | Questions we still have |
| Module 1 | In what ways do innovations harm and help progress? | Multiple reads & Paraphrase Passport protocol | Complete with students. | Complete with students. | Complete with students. |
| Module 3 | How do the topics related to environmental innovation represent the goals of the United Nations’ Sustainable Development Goals? | Connect SDGs to the positive and negative impact of environmental innovation | Complete with students. | Complete with students. | Complete with students. |
| Module 4 | How can I become an expert on a particular environmental issue that is a result of innovation? | Lab, research, and Socratic Seminar | Complete with students. | Complete with students. | Complete with students. |
| Module 5 | How can the design thinking process help me design an effective solution? | Design thinking around a solution for the problem presented in the launch. | Complete with students. | Complete with students. | Complete with students. |
*this module should take approximately 2 hours
Overview
The purpose of Module 1 is for students to discover the impact of innovations in solving problems.
Essential Question: In what ways do innovations harm and help progress?
Launch the Anchoring Phenomenon
Curiosity will be sparked by watching a video about an innovative solution for moving fish around important man-made structures.
Dams provide hydroelectric power and recreation to much of the Pacific Northwest. However these dams block the normal migration of salmon upstream to spawn. Whoosh Systems has created a “salmon cannon” that may solve the problem of salmon migration. Salmon are moved up a vacuum tube and launched into the water above the dam.
Engage (15 min)
Begin class by showing the Fish Passage System video (or “Salmon Cannon”). As students watch, encourage them to think about these questions:
After video, capture/chart – What are we noticing and wondering about …?
Explore (15 min)
Show the video a second time – what do we notice watching it a second time?
Invite students to turn and talk for a few minutes with an elbow partner as they think about what else they notice and wonder.
After a few minutes, bring them back to whole class and invite students to share out additional findings. Add them to the class chart.
Explain (20 min)
Number students off by 1s and 2s.
As students read the informational websites, have them take notes in this Cornell Notes style Graphic Organizer or a similar type.
Evaluate (30 min)
After reading, move students into groups of 4, with two representing the first article and two representing the second article. Before they share, introduce them to the Paraphrase Passport Protocol in which they will practice listening and paraphrasing what they hear from their group members.
Reflect (15 min)
After the protocol, bring the class back together and discuss the video and the websites using the following questions:
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