Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
Pencil/pen (one per student) Notebook paper (one sheet per student) Student handout (see attachment) Calculator (if needed) |
Technology Resources Needed: |
Teacher computer with internet access Interactive whiteboard and/or projector Student digital devices - tablet/laptop (if available) "American's Dwindling Water Supply" - CBS News video clip (7:20 minutes) "What is Your Water Footprint?" - National Geographic Interactive: If students have access to a digital device, they will access this website during the lesson. "Calculate Your Daily Water Usage" - Time for Kids: If students do not have access to a digital device, the teacher can make copies of this resource to use during the lesson (instead of the previous online calculator). "World Population Clock" Website: Students can use this website to see the current world population. "Big Numbers" - The Almighty Guru: This website may be helpful for students as they calculate the world's water usage. For Extension: "The Drying of the West" - The Economist: This website provides information about water consumption policies in the western U.S. "The 6 Best Water Saving Technologies for Your Home" - Clean Technica. Teacher and students can view the following website to help inspire ideas for designing a product to decrease water consumption. "World Population: 1950-2050" - U.S. Census Bureau: Students can use world population predictions for future years to calculate how the world's water usage will change over time. For Remediation: "100+ Ways to Conserve" Website |
Background/Preparation: |
Approximately 71% of Earth's surface is covered by water. However, only 2.5% of this water is freshwater. The majority of freshwater is frozen in glaciers, ice caps, and permafrost. This means there is very little freshwater available for human consumption. As the human population exponentially increases, we may begin to face water shortages. In this lesson, students will develop methods to help themselves and others decrease water usage. This website shows a graphical depiction of this information: "Where is Earth's Water?" - U.S. Geological Society |
Before Strategy/Explain 15 minutes 1. Students will brainstorm 10 ways they use water daily (this can be done independently or with a partner/group). 2. Teacher will discuss the following question with students: "Is water an unlimited resource? Why or why not?" 3. Teacher will show "American's Dwindling Water Supply" - CBS News (7:20 minutes). As students watch video clip, they should look at their list created in step #1 and check off examples of water usage from the video. If the video lists an example of water usage the student did not write on his/her list, the student should add that example to their list. During Strategy/Explore & Explain: 25 minutes 1. If students have a digital device, they should access the website "What is Your Water Footprint?" from National Geographic. If students do not have access to a digital device, the teacher can make a copy of "Calculate Your Daily Water Usage" from Time for Kids. After calculating their water footprint, students should write this number on their handout. 2. Students will calculate how many gallons of water would be used by the world population if everyone used as much water as them. Students will then calculate how many gallons of fresh water is present on our Earth. Lastly, students will calculate the amount of water that would be left over if everyone consumed as much water as they do. (See "Water, Water Everywhere" Handout for detailed instructions.) "World Population Clock" Website: Students can use this website to see the current world population. After Strategy-Explain & Extend-15+ minutes Note: Teacher can choose an after strategy depending on his/her time constraints and materials available. Option #1. Students can create a list of ten commandments they will begin applying in their daily life to reduce their water consumption. (If you are under time constraints, use this option.) Option #2. Students will work in partners or groups to create a persuasive proposal for a local, state, or national policy to reduce water consumption. After drafting their proposal, students will create a final copy of their proposal in a business letter format to send to local, state, or national policy makers. (If you have more time, use this option.) Note: Teacher and students can view the following article for examples of water consumption policies in the western U.S.: "The Drying of the West" from The Economist. Option #3. Students will design a product that could help citizens decrease their water usage. Depending on the materials available, the students could create a blueprint of the product or build and test the actual product. (If you have time and access to engineering materials, use this option.) Note: Teacher and students can view the following website to help inspire ideas for designing a product to decrease water consumption. "The 6 Best Water Saving Technologies for Your Home" from Clean Technica. |
Assessment Strategies |
Teacher will informally assess students during the "Before Strategy" by observing and discussing students' brainstorms. Teacher will informally assess students as they calculate their water usage to ensure they are using the website correctly. If the students are using the paper copy to calculate their water usage, teacher should ensure the students are completing the math problems correctly. Teacher can informally assess student understanding as they calculate the world's water usage, or the teacher can use the completion of this handout as a formal assessment. The teacher will formally assess students upon their completion of the teacher's chosen "After Strategy." If the teacher decides to use option #2 or #3 for his/her "After Strategy", please see the attached rubrics to assess student work. Option #2 Rubric: "Writing a Proposal: Minimizing Water Usage" Option #3 Rubric: "Building a Structure: Minimizing Water Usage" The rubrics will assess the student's ability to use scientific principles to construct an idea or design a product that could minimize human impact on the environment (specifically water usage). Note: Rubrics were created using Rubistar: http://rubistar.4teachers.org/index.php |
Acceleration: |
Options #2 and #3 of the "After Strategy" can also be used as extensions: Option #2. Students will work in partners or groups to create a persuasive proposal for a local, state, or national policy to reduce water consumption. After developing their proposal, students will draft the proposal in a business letter format to send to local, state, or national policy makers. (If you have more time, use this option.) Note: Teacher and students can view the following article for examples of water consumption policies in the western U.S.: "The Drying of the West" from The Economist. Option #3. Students will design a product that could help citizens decrease their water usage. Depending on the materials available, the students could create just a blueprint of the product or build and test the actual product. (If you have time and access to engineering materials, use this option.) Note: Teacher and students can view the following website to help inspire ideas for designing a product to decrease water consumption. "The 6 Best Water Saving Technologies for Your Home" from Clean Technica. Additional Extension: Students can use world population predictions for future years to calculate how the world's water usage will change over time. The following website contains the U.S. Census Bureau's Predictions: "World Population: 1950-2050". |
Intervention: |
Students who struggle with performing calculations on large numbers may use a calculator or work with a partner who excels in math. The teacher should provide assistance to those students during the mathematical portion of the lesson. If students need extra assistance to complete the "After Strategy", the following website will help them brainstorm methods to decrease their water consumption: "100+ Ways to Conserve" website |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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