Water as a Resource Unit

8/14/2019 Water as a Resource Unit

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Water As a Resource UnitWho owns water?

Ashley Kinney 2010


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BRIEF UNIT OVERVIEWTitle of Unit: Who owns water?Unit Developed by: Ashley KinneyGrade Level(s): 4th/5th

Curriculum Areas: Science, Social StudiesLength: 8 class periods over two-three weeks

Standards:

Science4-5: PS25 -Substances can exist in different physical statessolid, liquid, and gas. Many substances

can be changed from one state to another by heating or cooling.

4-5: SYSA Systems contain subsystems.4-5: SYSD One defective part can cause a subsystem to malfunction, which in turn will affect the system

as a whole.

4-5: APPA Technology involves changing the natural world to meet human needs or wants.4-5: APPB People in differentcultures all around the world use different materials or technologies to

solve the same problems.4-5 INQA Scientific investigations involve asking and answering questions and comparing the answerswith evidence from the real world.

4-5 APPD Scientists and engineers often work in teams with other individuals to generate differentideas for solving a problem.4-5 APPB People in differentcultures all around the world use different materials or technologies to

solve the same problems.

Social Studies

3.2 Understands human interaction with the environment.

4.4 Uses history to understand the present and plan for the future.

3.2 Understands human interaction with the environment3.3 Understands the geographic context of global issues

Math

4.2. Core Content: Fractions, decimals4.5. Core Processes: Reasoning, problem solving, and communication

Reading:

1.2. Use vocabulary (word meaning) strategies to comprehend text


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Enduring Understandings

There is limited fresh water on our earth

Water is a resource that has issues of ownership all over the world

Not all people have the same access to clean water like we do in our community

There are many ways people in a community and outside of a community can work together to

solve problems of clean water access Problem solving takes critical thinking, working together, math, communication, and reflection

Essential Questions

Who owns water?

Should water be owned?

Who deserves clean water?How much fresh water is there on earth?

How do you feel about public VS. private water ownership?What are the growing concerns about water as a resource?

Knowledge and Skills:Critical thinking

ReflectionSynthesis

Group work skillsUsing math when working with the

real world

Seeing how science and technologyrelates to the real world

Unit Overview:

Day 1: How much fresh water is on the Earth?

Day 2: New Water Vocabulary

Day 3: Start movie: Flow, For the Love of Water

Day 4: Finish movie + class discussion and reflection

Day 5: Introduction into complex group assignment

Day 6: Jigsaw small group work in Expert groups

Day 7: work in complex problem solving groups

Day 8: Finish group work, give presentation and complete reflection


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Title of Lesson:

LESSON ONE:

For the love of water

Length: 1 hour

Curriculum Area: Science/ Social studies/ math Grade Level: 4th/5th

Learning Objective:

1. Students will calculate the percentage of fresh water available for human use and explain why water is alimited resource.

WA State Standards:

Science:4-5PS2A

Substances can exist in different physical statessolid, liquid, and gas. Many substances canbe changed from one state to another by heating or cooling.

Social Studies:


Math4.2. Core Content: Fractions, decimals

Enduring Understandings:

By estimating and calculating the percent of available fresh water on Earth, students understand

that fresh water is limited and must be conserved and protected.

Essential Questions:

How much fresh water is there on earth?

What do you think about this amount?

Knowledge and Skills:

Using math when working with the real world

Seeing how science and technology relates to thereal world

Reflection

Materials:

2 colors of construction paper, sheets of whitepaper, markers, water, globe or world map,

1000-mL beaker,

100-mL graduated cylinders, small dish, salt,

freezer or an ice bucket, eyedroppers or glassstirring rod,

small metal bucket, and copies of Water

Availability Table.Water Dance by Thomas Locker

Pre-, Form-, Summ-Assessment:

-Pre: Questionnaire

-Formative: water availability table

-Post: Exit slip


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Learning Activities & Procedures:

(Before activity starts have students fill out a pre-assessment questionnaire. Questions include:-Where do you get your drinking water?

-How much water is there on the earth for use to drink?-Who owns water?

1. Read Water Dance by Thomas Locker Out loud to the whole class. (this will begin our theme)

2.Show the class a liter (1000 mL) of water and tell them it represents all the water on Earth.

Ask where most of the water is located. (Refer to a globe or map.) Pour 30 mL of the water into

a 100-mL graduated cylinder. This represents Earths fresh water, about 3 percent of the total.

3. Put salt in the remaining 970 mL to simulate water found in oceans, unsuitable for humanconsumption.

4. Ask students what is at the Earths poles. Almost 80 percent of Earths fresh water is frozen in

ice caps and glaciers. Pour 6 mL of fresh water into a small dish or cylinder and place the rest in anearby freezer or ice bucket. The water in the dish (around 0.6 percent of the total) represents non-

frozen fresh water. Only about 1.5 mL of this water is surface water; the rest is underground.

5. Use an eyedropper or a glass stirring rod to remove a single drop of water (0.003 mL). Release this

one drop into a small metal bucket. Make sure the students are very quiet so they can hear the sound

of the drop hitting the bottom of the bucket. This represents clean, fresh water that is not polluted or

otherwise unavailable for use, about .003 percent of the total! This precious drop must be managedproperly.

6. Discuss the results of the demonstration. At this point many students will conclude that a verysmall amount of water is available to humans. However, this single drop is actually a large volume of

water on a global scale. Have students use the Water Availability Table to calculate the actualamounts.

7. Have students fill out exit slip Answering: What is one new thing you learned today about water?

What surprised you? What would you still like to know about?


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Title of Lesson:

LESSON TWO:

For the love of water- Vocab

Length: 45 min

Curriculum Area: Science/ Literacy Grade Level: 4th/5th

Learning Objective:

1. Students will become more familiar with words and their definitions that relate to this unit b

working with the words in different ways.2. Students will start to construct how all of these words connect

WA State Standards:

Science:4-5 SYSA Systems contain subsystems.

Reading:

1.2. Use vocabulary (word meaning) strategies to comprehend text


There are many familiar and unfamiliar words and definitions when we talk about water systems.These words are all related.


Why is it important to learn new vocabulary?

What do these words mean and how can we usethem?


Materials:

Global safari search page

White board and colored pens


-Pre: vocabulary safari search

-Formative: group brain storm

-Post: Exit slip


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1. Ask class why learning vocabulary is important when learning about a new field. Ask them aboutexperts and how they think experts in a field communicate

2. Hand out Safari Vocabulary activity and tell the students to match the vocab with the definition.

Allow them to work with a partner if they want (after they attempt it on their own for 5 min).

3. When students are done go over answers in a large group. Allow student to correct as you go in adifferent color. As each word and definition is read write the words on the white board in alternatin

colors.

4. After all the words are on the board allow to student to come up and draw lines between words

where they see connections. Each student can make a connection to create a class word web. Havethe student talk briefly about the connection that they see.

5. Have students fill out exit slip Answering: What is a new word that you learned and how do youthink you will use it in this unit about water? Why do you think its important to know vocabulary in

a certain field?


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Title of Lesson:

LESSON THREE:

For the love of water: Flow

Length: 2- 2 hour class periods

Curriculum Area: Science/ Social studies Grade Level: 4th/5th

Learning Objective:

1. Students will begin to understand the current environmental and political concerns surrounding

water as a resource both locally and globally.

2. Students as a whole class will be able to find pros and cons within the debate of pubic vs. private

water ownership

WA State Standards:

Science:4-5 SYSD One defective part can cause a subsystem to malfunction, which in turn will affect the system as a whole.

4-5

APPA

Technology involves changing the natural worldto meet human needs or wants.

4-5

APPB

People in different cultures all around the world use different materials or technologies to solve the same

problems.

Social Studies:


4.4 Uses history to understand the present and plan for the future.


Understand the current environmental and political issues surrounding water as a resource both locally and

globally


Who owns water?

What do you think about this?How do you feel about public VS. private water

ownership?What are the growing concerns about water as

a resource?


Critical thinking

ListeningReflection

Seeing how science and technology relates to thereal world

Materials:

Flow (aka- Flow:For Love of Water). Dir. Irena

Salina. Perf. Maude Barlow, Vandana Shiva.

Oscilloscope, 2008. DVD.

Movie handout


-Formative: Movie Questionnaire /class

discussion- graphic organizer

-Post: reflection


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1. Hand out movie worksheets to each student. Explain to them to fill out answers as they hear

them

2. Show movie (1 hour first class- hour the next class period)

3. Go over worksheet answers allowing students to fill in answers as they go in a think pairshare model.

4. Move to whole class discussion on public vs. private water ownership debate. Create a largegraphic organizer detailing the pros and cons of both arguments. Have students come up with

this list.

5. Have students do self-reflection answering the questions:What do they feel is best for water ownership?

Should it be the same all over the world?What is something new you learned from this documentary?

What is a question you still have?


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Name: ______________________ Date:__________________________

Movie Questionnaire:

Flow: For the Love of Water

Directions: This movie will outline many different arguments when answering

the question: Who owns water? Fill out this sheet as you go and we will havetime at the end of the movie to work together in pairs and as a whole group to

discuss our thoughts.

1. List some effects of private companies owning a local water source:

2. What are the names of the two major private water companies?

3. List some effects of a private company bottling local water:

4. What are two things local people are doing to take back their water supply?

5. What are two things you could do within this water debate?


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Title of Lesson: Water in Haiti

WEEK 2- Lesson 4Problem based learning activity

Length: 4- 1 hour class periods

Curriculum Area: Science/ Social studies/ math Grade Level: 4th/5th

Learning Objective:

1. Students will be able to work together in small groups to become an expert in a specific field

related to water by looking at real world articles and information

2. Students will be able to work tighter in small groups to come up with a solution to get clean

water to the people of Port-au-Prince3. Students will be able to show their plan through creation of a group presentation and poster

WA State Standards:

4-5 INQA

Question

Scientific investigations involve asking and answering questions and comparing the

answers with evidence from the real world.

4-5 APPD Scientists and engineers often work in teams with other individuals to generate different

ideas for solving a problem.

4-5 SYSD One defective part can cause asubsystemto malfunction, which in turn will affect the

system as a whole.

4-5 APPB People in differentcultures all around the world use different materials ortechnologies to solve the same problems.

Social Studies:

3.2 Understands human interaction with the environment

3.3 Understands the geographic context of global issuesMath

4.5. Core Processes: Reasoning, problem solving, and communication


-Not all people have the same access to clean water like we do in our community-There are many ways people in a community and outside of a community can work together to

solve problems of clean water access

-Problem solving takes critical thinking, working together, math, communication, and reflection


Who owns water?

Should water be owned?Who deserves clean water?If Haiti is an island how and why is there a water shortage?

How can we display information in a way that others can

understand it?

Grouping:

Student will be grouped by having

multiple readiness levels in eachgroup of four. Because the jigsawwill prepare students as experts,

and because each student needs the

rest to complete the task, issues of

status will be lessoned.


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Resources:

InternetComputer

Poster board and markers for each groupCalculators for all students

Link to my science blogStations set up for four jigsaw roles including a computer and

printed information from:

-Captain of the U.S.S. Carl Vinsonhttp://www.tapitwater.com/blog/2010/01/clean-drinking-water-for-haiti-earthquake-victims.html

-Local town representativehttp://internationalaction.wordpress.com/tag/local-water-

sources/

http://internationalaction.wordpress.com/2010/02/16/february-16th-update-from-local-staff/

-Tap It- NGO representativehttp://www.tapitwater.com/blog/2010/01/clean-drinking-water-for-haiti-earthquake-victims.html

-Local Plumberhttp://www.haitiwater.org/news/2010/02/map-of-haiti-water-system-in-development.php

Assessment:

Formative:

Jigsaw notes

Exit slip

Final:

Group-

Completed project: (presentation:proposal of solution and poster)

rubric

Individual-

Interpersonal/ group skills rubricIndividual Reflection


DAY 1: intro

1. News broadcast of earthquake from Democracy Now

(http://www.democracynow.org/shows/2010/1/13)

2. Introduction to assignment (hand out and go over: Relief for Haiti- complex group handout)

3. Pre-teach vocabulary-Put words on board that may be tricky words for students from the research articles you

will be handing out. Have students think pair share with their shoulder partner about whatthe words mean. Then brain storm definitions with whole class while taking notes on the

board. Suggested Tricky Words: Dehydration, desalination, incapacitated, NGO, sufficiently.

4. Exit slip reflection

-Answering the questions:What is a new vocab word I learned today?

How does it relate to our unit?


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What am I most excited about for this group project?What am I nervous or still wondering about?

DAY 2: Jigsaw

1. Break students into expert groups: (One group will be each)

-Captain of the U.S.S. Carl Vinson-Local town representative

-Tap It- NGO representative

-Local Plumber

2. Have students silent read info packets for 20 min (take notes)

3. Students will talk with their expert group and take notes for 25 min (students can research on

the computer if they have more questions that the packet does not answer Websites are

available on ms. Kinneys Blogspot) They should be getting as much information about theirrole as possible with others who have their same role.

4. Exit slip reflection

-Answering questions: Who are you in the problem solving activity? What is your expertise?How do you see yourself helping the Haitian community get clean water?

DAY 3: Problem solving groups

1. Put students into their problem solving groups (groups of four each with one of each role)

2. Revisit direction sheet and go over rubric with students. Show them where the supplies are.(remind groups that they need to include at least one graph or chart. Show examples of Bar

graph, Pie graph, Plot chart and organizational chart.

3. Give students rest of the period to work in their groups (walk around and help groups)

DAY 4: Presentations and reflection

1. Give students 20 min to finish up posters and presentations (walk around and help students)

2. Have groups one and two take turns presenting to each other, groups 3 and 4, and 5 and 6

(watch a few min. of every group and take notes on neat ideas and misconceptions)

3. Have the students who are the audience fill out a rubric for the presenters (see Presentationand poster rubric page)

4. When presentations are complete have students fill out group rubric one for every member of


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the group, and one for themselves (see Group rubric sheet)

5. Have students complete self reflection (put questions on the board)

-Self-reflection questions:

How did you feel about working as a team to come up with solutions for this problem?What was something you learned about water as a resource?

What are some connections you see you our local community?How would you use this information in your life?


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Relief for Haiti- complex group handout

Problem:

The Island nation of Haiti has just suffered a catastrophic earthquake. Your team ofexperts has been assembled by the United Nations to find a solution to provide

enough water for 1,000,000 displaced people.Info:

Underground water and sanitation pipelines and concrete water storage tanks are

highly susceptible to damage from earthquakes and will likely need to be repairedor replaced. The lack of water has become one of the greatest dangers facing

Haitians in part because earthquake survivors stay outdoors all day in the heat out

of fear of aftershocks and unstable buildings. Haiti's poorest live in shacks with no

plumbing and carry their water home in jugs from public wells. Most people dependon water delivered by truckers, who get their water with the help of diesel pumps

that draw from a huge underground natural reservoir.

Since the quake, at least one water treatment plant was shuttered because of a lack

of electricity. Pipes for the municipal water system are believed damaged.Each of you have enough information if you work together you can help the peopleof Haiti. It will take a group effort to solve this problem.Roles:

Each member of the group has a special skill, and information to help come up with

a solution. Pay attention to what language you can speak, resources you have, andhow you will display these on a poster and talk about them in a 5 min presentation.Presentation and poster guidelines:

You group must create a poster and presentation to show your ideas on how to helpthe people of Haiti get clean water. Your poster and presentation must have clear

details about your plan. Your presentation must contain at least one graph or chart.

Everyone in the group must help with either the poster or presentation. Thepresentation should be a few minutes long and talk about the solutions your groupcame up with. Below is a copy of the rubric you will be evaluated on.

Beginning Forming Meeting Exceeding

Presentationand poster is

unclear or notclose to beingfinished.

Does notcontain graph

or chart, or theyare unreadable.

Presentation isalmost complete

and some clearsolutions arebeginning to form

but are not all theway thought out.

Does not containgraph or chart, or

they areunreadable.

Presentation andposter show that the

team used all oftheir individualresources to come

up with a plan toprovide water for

the people of Haiti.And contains one

graph or chart.

Presentation andposter show that the

team used all oftheir individualresources to come


the people of Haitiand is colorful and

detailed andcontains a graph orchart.


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Jigsaw groups:

Directions:

1. Read through your packet taking notes on information you think will be

valuable to bring as an expert to your problem solving group.2. In twenty minutes I will allow your expert group to talk over and compare

notes, look at other resources and use the Internet to further your expertise.

Remember: It will be your job to know all that you can as your character to

help the people of Haiti get clean water.Jigsaw Directions:

You Are group: ( Each expert group will have one of these roles)

1. Captain Lindsey of the U.S.S. Carl Vinson. Your boat is stationed of thecoast or Porte du Prince. It has a large desalinization machine on it. Your

goal is to figure out how much water you can desalinate and for howmany people as quick and efficiently as possible. (You only speak English)

so by working with the locals and NGOs come up with a proposal to get

clear water to the people or Porte Du Prince.

2. Michele a Local town representative: Your input is very valuable in thisconversation. You know where the local water sources are, how many

people are in need, and where they are located. You can also speakHaitian Creole, French and English. You are a representative for the

people of the city and need to stand up for their needs and rights.

3. Alex a Tap It- NGO representative: Your organization is the lead NGO in

Haiti for the water relief efforts. You have access to bottled water suppliesthat are being donated from other NGOs from all over the world. Your job

is to figure out how you can help. (you only speak English)

4. Felix a Local Plumber: Your job is very important and complex. You haveaccess to maps of the water plants, pipes and wells that work, and onesthat are in need of repair. You can also organize the efforts of the other

plumbers in the city to help you fix the current structural problems. You

can also speak Haitian Creole, French, and EnglishGroup Work Rubric: (student fills out for other members of group as well as self)


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Name:

______________

Who are you

evaluating:

____________________

Basic Newly forming

Well Practiced Well practiced andfocused

Contributions/participationAttitude

Seldomcooperative,rarely offers

useful ideas. Isdisruptive.

Sometimescooperative,sometimes offered

useful ideas. Rarelydisplays positive

attitude.

Cooperative, usuallyoffered useful ideas.Generally displays

positive attitude.

Always willing to help anddo more, routinely offereduseful ideas.

Always displays positiveattitude.

Working with

others/cooperation

Did not do any

work does not

contribute, doesnot work well

with others,usually argueswith teammates.

Could have done

more of the work

has difficulty,requires structure,

directions andleadership,sometimes argues.

Did their part of the

work cooperative.

Works well withothers, rarely argues.

Did more than others

highly productive

Works extremely wellwith others, never argues

Focus on

task/commitment

Often is not a

good teammember. Doesnot focus on the

task and what

needs to be done.

Lets others do thework.

Sometimes not a

good team member.Sometimes focuseson the task and what

needs to be done.

Must be prodded

and reminded tokeep on task.

Does not cause

problems in thegroup.Focuses on the task

and what needs to be

done most of the

time. Can count onthis person.

Tries to keep people

working together. Almosalways focused on the tasand what needs to be

done. Is very self-directed

Communication

/listening

Information sharing

Always listens to,

shares with, and

supports the effortsof others. Provided

effective feedback to

other members.Relays a great deal

of information allrelates to the topic.

Usually listens to,

shares with, and

supports the effortsof others. Sometimes

talks too much.

Provided someeffective feedback to

others. Relays somebasic information most relates to thetopic.

Rarely listens to, shares

with, or supports the

efforts of others. Is alwaytalking and never listens

to others. Provided no

feedback to others. Doesnot relay any information

to teammates.


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Presentation and poster rubric:

Group Name:

Evaluators name:

What was two things you liked about the presentation/poster?

What were some ideas your group didnt think of?

What could this group have done to help you understand their plan better?

Rate this group overall by Circling one:


Presentation andposter is unclear or

not close to being

finished. Does not

contain graph or

chart, or they areunreadable

Presentation isalmost complete

and some clear

solutions are

beginning to form

but are not all theway thought out.

Does not containgraph or chart, or

they areunreadable

Presentation andposter show that

the team used all of

their individual

resources to come


the people of Haitiand contains a

graph or chart.

Presentation andposter show that

the team used all of

their individual

resources to come


the people of Haitiand is colorful and

detailed. andcontains a graph or

chart.


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Content knowledge self-reflection rubric: (for teacher)

Self-reflection questions:

How did you feel about working as a team to come up with solutions for this problem?

What was something you learned about water as a resource?What are some connections you see you our local community?

How would you use this information in your life?

Student Name:

Date:


Student shows nogained knowledgeof objectives in self

reflection

Student lists two orless new ideas orconcepts learned.

Does not makeconnections and

goes into minimal

detail

Student lists threeto four newconcepts, makes at

least oneconnection, and

goes into some

detail

Student lists morethen five newconcepts, makes

multipleconnections and

synthesizes with

elaborate detail

Notes:

Water as a Resource Unit

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