How Much is Enough?
My Water Usage Report
By ______Home Group/Form ______
The purpose of this report is for you to bring together the information you will need to give your response to the Unit Question: How much do we use?
Instructions: As you work through Activities 3, 4 and 5 you should complete the appropriate section below. After you complete each section, use the self assessment rubric to help you to monitor the quality of your work. What does the rubric tell you? Use the feedback that the rubric provides you to reflect on how you can improve your work before you submit it to your teacher for final assessment.
How do I use water? (Paste below a screen capture (or list if you prefer) of your completed Visual Ranking list from Activity 2.)
(Insert screen capture from your Visual Ranking list here. Use the Intel® Education Help Guide and search for screenshot if you need assistance on how to do this.) / How does your list compare with other student’s lists? Do you think that the ways you use water is typical of people in your community?Self Assessment Score for this Activity =
Estimate of my home water usage. (Complete at the end of Activity 4, Part 1)
Paste here a copy of the graph you generated from your home water meter readings.
What patterns do you notice? What explanation can you give for differences in water use over the week? How can you estimate how much water is used by you? (Should you consider water used to wash your clothes as water used by you? How many litres of water per week would this be?)
Self Assessment Score for this Activity =
How do I use water at school? (Paste below a screen capture (or list if you prefer) of your completed Visual Ranking list from Activity 4, part 2.)
Self Assessment Score for this Activity =
Estimate of my school water usage. (Complete at the end of Activity 4, Part 2)
Paste here a copy of the graph you generated from your school water meter readings.
What patterns do you notice? What explanation can you give for differences in water use over the week? How can you estimate how much water is used by you? How much do you think that you use? (Should you consider that water used to clean classrooms and other areas that you use at school as water used by you? How many litres do you think that could be?)
Self Assessment Score for this Activity =
Comparing Water Use at Home to Water Use at School (Complete at the end of Activity 4: Part 3)
When you are at school you have different water needs that you do when you are at home. Do you use more or less water at school than you do at home? Is the amount you use at school significant? Should you think about ways of saving water at school as well as at home? Use what you learned in previous activities to justify your answer.
(Insert screen capture of your completed Showing Evidence Tool screen here. Use the Intel® Education Help Guide and search for screenshot if you need assistance on how to do this.)Were the claims that 1) it did not matter how much water you use at school and 2) that you hardly use any water compared to what you use at home proved to be true? What evidences were there to support your conclusions?
Self Assessment Score for this Activity =
How my analysis compares to the opinion of an expert in water usage. (Complete at the end of Activity 4: Part 4)
Ask someone you believe is an expert in water use. (Ask your teacher for suggestions.) Formulate one of two questions based upon your analysis of the data you gathered in Parts 1, 2 and 3. Use this expert to test your theories. Does he or she agree with your conclusions? Explain.
Self Assessment Score for this Activity =
What I discovered about my water usage. (Complete at the end of Activity 5)
Look through the information you gathered through Activities 1 to 4. What did you learn about your water usage? How does your water usage compare to other students? What do you think about how much water you are using? How well informed were you about your personal water usage before you took your measurements?
Self Assessment Score for this Activity =
Unit Question: How much do we use? (Complete at the end of Activity 5)
Instructions: Use the information you gathered during Activities 1 to 4 to construct an answer to the Unit Question. Your response should be more than a list of measurements of the quantities of water you use. Using appropriate groupings such as essential, wasteful, recreational and so on, categorise the different ways you use water. How would you water usage compare to a person your age who is living in another country? Use the rubric to make sure you give a well thought out response that is based upon your research.
Self Assessment Score for this Activity =
How to Use the Self-Assessment Rubric (see next page for rubric)
Instructions:
The rubric contains the criteria that you will be assessing your work against. Under each criterion are four descriptions numbered 4, 3, 2, 1. You are aiming to achieve a “4” or a “3” for each criterion.
“4” means you have achieved the highest level for a particular criterion. It does not necessarily mean that you cannot improve your work further and you should consider carefully any feedback others may provide.
“3” means that while you have provided high quality work, there is room for some improvement. The descriptions give you some ideas of ways that you can improve. If you are unsure then discuss this with your teacher or another person who you believe can assist you.
“2” means that while you may have covered the main ideas, there are a number of things you could do to lift the standard of your work. Use the descriptions to guide you on ways to improve your work. . If you are unsure then discuss this with your teacher or another person who you believe can assist you.
“1” means that you have covered some ideas but that there is much you can do to improve the quality of your work. It is probably a good idea to discuss this with your teacher or another person who you believe can assist you.
Your Self Assessment Activity Score: How many criteria you use to assess an activity depends upon which activity you are doing.
Use this formula to determine your Self Assessment Activity Score.
Total of your assessment scores for all the criteria you used to assess the activity / =4 x number of criteria used (total possible score)
Eg. You used four criteria to score an assessment. You gave yourself the following scores for each assessment: 3, 2, 4, 3. Since there are four criterion the total possible score is 4 x 4 = 16. The toal of your self assessment scores are 3 +2+4+3=12
Total of your assessment scores for all the criteria you used to assess the activity / = / 124 x number of criteria used (total possible score) / 16
Self Assessment Score for this Activity = / 12
16
Activity Set 1, Activities 3, 4 & 5 Unit Question: How much do we use?
How Much is Enough?
My Water Usage Report
Self-Assessment Rubric
Instructions: Use this rubric to self-assess the quality your responses to each section in your My Water Usage Report. You should refer to this rubric regularly through Activities 3, 4 and 5 (not just at the end.) The activities for which assessment criterion is most relevant for are indicated in the rubric.
You may also choose to ask another person to assess your work using the rubric and provide you with additional feedback. You are striving to rate each part of your work as level “3 or 4”. Using this self- assessment as a guide effectively will support you to improve the quality of your answers.
Once you have completed all sections and you are satisfied that your work represents your best effort, submit this report to your teacher for assessment.
4 / 3 / 2 / 1 /Participation (Applies to all activities)
I enthusiastically participate in discussions by listening to others and by sharing my personal experiences, beliefs, and opinions. I think about what I am going to say before I speak. I use good reasons to support my opinions, and I explain where my information comes from. / I enthusiastically participate in discussions by listening to others and by sharing my personal experiences, beliefs, and opinions. I think about what I am going to say before I speak. / I participate in discussions by listening to others. I share my personal experiences, beliefs, and opinions if I am asked to do so. I think about what I am going to say before I speak. / I participate in discussions by listening to others. I briefly share my personal opinions if I am asked to do so.
My comments during a discussion build on what others have said. I summarise and add to other people’s ideas. When appropriate, I ask my classmates to explain more about what they have said. / My comments during a discussion build upon to what others have said. Sometimes I comment on what others have said. I ask questions. / My comments sometimes build upon what others have said. Occasionally I comment about what others have said. / My comments are mostly giving my opinion. I comment on what others have said only if I disagree with them.
Gathering Data (Activity 4, Parts 1 and 2)
I accurately gathered all required water meter readings each day and carefully recorded this data in the activity spreadsheet. I have a complete data record to analyse. / I accurately gathered water meter readings for most days and carefully recorded this data in the activity spreadsheet. I have an almost complete data record to analyse. / I gathered some water meter readings and recorded this data in the activity spreadsheet. I have a complete data record to analyse. / I used other people’s water meter readings and analysed their data record rather than my own.
Analysing Data (Activity 4, Parts 1, 2, 3 and 4, Activity 5)
I have accurately graphed the data. I logically used information from the data I gathered to develop opinions and to make statements about my water usage. I looked for patterns and provided explanations for these, as well as highs and lows that I observed in the data. / I have accurately graphed the data. I logically used information from the data I gathered to develop opinions and to make statements about my water usage. I provided explanations for obvious highs and lows in the data. / I have accurately graphed the data. I logically used information from the some data I gathered to make statements about water usage. / I have accurately graphed the data.
Report Content (Applies to all activities)
My writing shows that my response to each activity is thorough and reflects deep thinking. It shows that I look beyond the obvious. / My writing shows that my response to each activity is thorough and reflects deep thinking. / My writing shows that my response to each activity is researched to some extent. It shows that I have given some careful thought to what I have written. / My writing shows that I have some awareness of what the activity is about.
My writing contains detailed, well researched and relevant information that thoroughly addresses what the activities require of me. / My writing contains detailed and relevant information that addresses much of what the activities require of me. / My writing contains relevant information that addresses some of what the activities require of me. / My writing contains some information.
Reliability of Information Sources (Applies to all activities)
Information used for my work is based extensively on a variety of reliable sources and on data that I carefully gathered (water meter readings). / Information used for my work is mostly based on reliable sources and on data that I carefully gathered (water meter readings). / A lot of the information used for my work is based on my own opinions with some from reliable sources and from data I gathered (water meter readings). / The information used for my work is mostly based only upon my own opinions.
Referencing My Work (Applies to all activities)
I fully cited all sources of information that I used. / I fully cited most sources of information that I used. / I cited some sources of information that I used. / I cited some sources of information that I used.
Providing Feedback for Others (Activity 2, Activity 4, Parts ,2 and 3)
I provide constructive feedback that my classmate can use to improve the quality of their work. I give feedback on what they did well and also I make one or two suggestions that are specific and useful. My feedback is more than a statement of whether I like the work or not. Other people appreciate my feedback. / I provide constructive feedback that my classmate can use to improve the quality of their work. I make one or two suggestions that are specific and useful. My feedback is more than a statement of whether I like the work or not. / My feedback is more than a statement of whether I like the work or not. I make lots of suggestions for improvement. / My feedback is mostly a statement of whether I like my classmates work or not.
My Response to Feedback (Activity 2, Activity 4, Parts ,2 and 3)
I actively seek feedback from others. I give careful consideration to their respectful, relevant and constructive feedback. I always use such feedback to edit and improve the quality of my work before I submit it for assessment. / I give careful consideration to their respectful, relevant and constructive feedback. I sometimes use such feedback to edit and improve the quality of my work before I submit it for assessment. / I listen to the respectful, relevant and constructive feedback of others. I use such feedback to think about how I might improve the quality of my work in my next assignment. / I listen to the respectful, relevant and constructive feedback of others.
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