““Water is Essential!”Water is Essential!”

2008 Service-Learning Project2008 Service-Learning Project

Anna Saldo-Burke, Ed.D.Anna Saldo-Burke, Ed.D.

J. Stanley Sullivan Elementary SchoolJ. Stanley Sullivan Elementary School

North Adams Public SchoolsNorth Adams Public Schools

North Adams, MA 01247North Adams, MA 01247

Scope and SequenceScope and Sequence

To raise awareness regarding safe To raise awareness regarding safe water.water.

To inspire to take action to help bring To inspire to take action to help bring safe water to West African villagers.safe water to West African villagers.

Justification of ObjectivesJustification of Objectives

Learning from the community and Learning from the community and building connections in the real building connections in the real world.world.

Real world application of skills Real world application of skills learned in the classroom.learned in the classroom.

Connections with Massachusetts Connections with Massachusetts Curriculum FrameworksCurriculum Frameworks

Language.Language. Earth and Space Science.Earth and Space Science. Physical Sciences.Physical Sciences. Instructional Technology.Instructional Technology. The Arts Disciplines.The Arts Disciplines. Mathematics Curriculum Framework-Mathematics Curriculum Framework-

Number Sense and Operations.Number Sense and Operations. Geography and History. Geography and History.

Project OutcomesProject Outcomes

Raised awareness.Raised awareness. Inspired action.Inspired action. Contributed to safe water initiative.Contributed to safe water initiative. Raised awareness and inspired Raised awareness and inspired

action of others.action of others.

Project GoalsProject Goals

Raise AwarenessRaise Awareness Inspire ActionInspire Action Make ContributionMake Contribution

Raise Awareness FocusRaise Awareness Focus

Produced a PowerPoint presentation Produced a PowerPoint presentation that covers six topics; water cycle, that covers six topics; water cycle, potable water, West Africa, "Water potable water, West Africa, "Water is Key", Pacific Institute and the is Key", Pacific Institute and the colors of water, which served as an colors of water, which served as an informational/educational informational/educational component.component.

Inspire to Take Action Focus Inspire to Take Action Focus

The “Colors of Water” student art The “Colors of Water” student art exhibit that explored the different exhibit that explored the different colors water appears, was part of colors water appears, was part of the Service-Learning project "Water the Service-Learning project "Water is Essential!".is Essential!".

Contribution FocusContribution Focus

Proceeds from the art exhibit went Proceeds from the art exhibit went to, "to, "Water in West Africa", Water in West Africa", which which is a campaign to help raise funds for is a campaign to help raise funds for safe-water initiatives in West Africa, safe-water initiatives in West Africa, where 100% of the proceeds of this where 100% of the proceeds of this project go to non-governmental project go to non-governmental organizations working on the ground organizations working on the ground to provide water, sanitation, and to provide water, sanitation, and hygiene improvements to those most hygiene improvements to those most in need.in need.

Project OutlineProject Outline

Facilitate DiscussionFacilitate Discussion Activate Prior KnowledgeActivate Prior Knowledge Build VocabularyBuild Vocabulary Guide LearningGuide Learning

What is Water?What is Water?

Definition: Water-transparent, Definition: Water-transparent, tasteless liquid, substance of rain, tasteless liquid, substance of rain, rivers, etc.rivers, etc.

I. Introduce Students to the Water I. Introduce Students to the Water CycleCycle

Ask students, where does water come from? Ask students, where does water come from? Their response is that fresh water comes from Their response is that fresh water comes from

lakes, rivers, streams, and springs, and that lakes, rivers, streams, and springs, and that oceans contain salt water.oceans contain salt water.

Students learn that all living things need water.Students learn that all living things need water. Students learn that Earth has a limited amount of Students learn that Earth has a limited amount of

water that is continuously recycled.water that is continuously recycled. Students learn about the four main parts of the Students learn about the four main parts of the

water cycle: precipitation, collection, evaporation water cycle: precipitation, collection, evaporation and condensation.and condensation.

II. Create Awareness About Water II. Create Awareness About Water

Ask students, when we want a glass of water, what do we Ask students, when we want a glass of water, what do we do?do?

Their response is that we turn on a faucet and fill a glass Their response is that we turn on a faucet and fill a glass with water.with water.

Show students a bottle of water and ask them to describe Show students a bottle of water and ask them to describe it.it.

Their response is that the water is clear, safe, sanitary, and Their response is that the water is clear, safe, sanitary, and clean.clean.

Ask students, what do we use water for?Ask students, what do we use water for? Their response is we use water to drink and cook with, to Their response is we use water to drink and cook with, to

clean with, to swim and boat in, and to get fish and shellfish clean with, to swim and boat in, and to get fish and shellfish from.from.

Students learn the many various uses of water including for Students learn the many various uses of water including for power, transportation, watering crops, etc.power, transportation, watering crops, etc.

II.II.

Create awareness about safe water.Create awareness about safe water. Ask students, what does safe water mean?Ask students, what does safe water mean? Their response is that it is good to drink because it is clean.Their response is that it is good to drink because it is clean. Discuss the term “potable water”, which is water that is Discuss the term “potable water”, which is water that is

suitable for drinking, or safe to drink.suitable for drinking, or safe to drink. Students learn that not all people in the world have safe Students learn that not all people in the world have safe

water to drink.water to drink. Students learn that the main reason people do not have Students learn that the main reason people do not have

safe water is a lack of money, which is needed to pay for safe water is a lack of money, which is needed to pay for and maintain water supplies and infrastructure.and maintain water supplies and infrastructure.

Students learn that in Africa, access to clean water is a Students learn that in Africa, access to clean water is a luxury, because more than half of Africa's villagers lack a luxury, because more than half of Africa's villagers lack a clean water supply.clean water supply.

Students learn that one of the biggest problems that poor Students learn that one of the biggest problems that poor countries have when trying to progress their way of life is countries have when trying to progress their way of life is the lack of water.the lack of water.

III. Create Awareness About West III. Create Awareness About West Africa and Africa and Water is KeyWater is Key

Students learn that West Africa occupies an area that is Students learn that West Africa occupies an area that is approximately one fifth of Africa. approximately one fifth of Africa.

Students learn that West Africa is the westernmost region Students learn that West Africa is the westernmost region of the African Continent, which is made up of 16 countriesof the African Continent, which is made up of 16 countries..

III. III. Ask students, does everyone in the world turn on a faucet Ask students, does everyone in the world turn on a faucet

when they want water?when they want water? Their response is a range from yes, to not sure, to do not Their response is a range from yes, to not sure, to do not

know. know. Go to the website: http://www.garcetti.com/?page=1501Go to the website: http://www.garcetti.com/?page=1501 View and discuss the fifteen images that show the lives of View and discuss the fifteen images that show the lives of

villagers in West Africa, specifically the countries Burkina villagers in West Africa, specifically the countries Burkina Faso, Niger, Mali, and Ghana. Faso, Niger, Mali, and Ghana.

With each image, facilitate a discussion about the lives of With each image, facilitate a discussion about the lives of the villagers, keeping in mind that all humans share the the villagers, keeping in mind that all humans share the need for water to survive. need for water to survive.

Students learn that in villages in Africa, women must walk Students learn that in villages in Africa, women must walk up to ten miles every day to supply water for their up to ten miles every day to supply water for their households.households.

Students learn that one gallon of water weighs 8.3 pounds, Students learn that one gallon of water weighs 8.3 pounds, and women and girls carry many gallons of water on their and women and girls carry many gallons of water on their heads.heads.

Students learn that some water sources are disease Students learn that some water sources are disease carrying and cause health problems if they do not meet carrying and cause health problems if they do not meet water quality guidelines.water quality guidelines.

III.III. Go to UCLA Newsroom website: Go to UCLA Newsroom website: http://newsroom.ucla.edu/portal/ucla/Women-Water-and-http://newsroom.ucla.edu/portal/ucla/Women-Water-and-

Wells-Photographs-8062.aspx Wells-Photographs-8062.aspx View and discuss that information.View and discuss that information. Go to Water Webster site: Go to Water Webster site:

http://waterwebster.com/GilGarcettiWaterisKeywithphotos.hhttp://waterwebster.com/GilGarcettiWaterisKeywithphotos.htmtm

View and discuss that information.View and discuss that information. Students learn that the problem of the lack of safe water Students learn that the problem of the lack of safe water

has grown causing 2.2 million deaths yearly from has grown causing 2.2 million deaths yearly from unsanitary water; 90% are children under age 5.unsanitary water; 90% are children under age 5.

Students learn that girls and young women sacrifice Students learn that girls and young women sacrifice education to haul enormous loads of water, day after day. education to haul enormous loads of water, day after day.

Students learn that over 70% of the people in the countries Students learn that over 70% of the people in the countries of Niger, Burkina Faso, Mali and Ghana do not have safe of Niger, Burkina Faso, Mali and Ghana do not have safe water. water.

Students learn that the natural consequence of not having Students learn that the natural consequence of not having safe water is sickness and disease. safe water is sickness and disease.

IV. Create Awareness About the IV. Create Awareness About the Pacific Institute Pacific Institute

Go to World Water website: Go to World Water website: http://www.worldwater.org/donate.htmlhttp://www.worldwater.org/donate.html

View and discuss that information.View and discuss that information. Students learn that when safe water is available entire Students learn that when safe water is available entire

village economies change and the lives of the people go village economies change and the lives of the people go from disease and malnutrition to hope and success.from disease and malnutrition to hope and success.

Facilitate discussions about the messages conveyed, the Facilitate discussions about the messages conveyed, the images viewed, some ways to help, and the need to do images viewed, some ways to help, and the need to do something to help. something to help.

Ask students if doing something is better than doing Ask students if doing something is better than doing nothing.nothing.

Facilitate a discussion about the concept of making a Facilitate a discussion about the concept of making a difference by “adding to the good”. difference by “adding to the good”.

Ask students, do they want to help bring potable water to Ask students, do they want to help bring potable water to West Africa?West Africa?

Students learn that the proceeds of Garcetti’s project will Students learn that the proceeds of Garcetti’s project will go to non-governmental organizations working to provide go to non-governmental organizations working to provide water to those most in need.water to those most in need.

V. Create Awareness of the Colors V. Create Awareness of the Colors of Waterof Water

Ask students, when you look at a body of water, what does Ask students, when you look at a body of water, what does it look like?it look like?

Their response is that oceans are blue, green, or gray, that Their response is that oceans are blue, green, or gray, that rivers are gray, brown, or blue, and that lakes are blue. rivers are gray, brown, or blue, and that lakes are blue.

Students learn that water appears “different colors” Students learn that water appears “different colors” because white sunlight contains all colors and water because white sunlight contains all colors and water absorbs some of these colors more than others.absorbs some of these colors more than others.

Students learn that in a large body of water, the water Students learn that in a large body of water, the water molecules quickly absorb red light, but they do not absorb molecules quickly absorb red light, but they do not absorb blue light as well, so, more blue light is transmitted through blue light as well, so, more blue light is transmitted through the water.the water.

Go to links of the various colors that water appears. View Go to links of the various colors that water appears. View and discuss the beauty of the colors. and discuss the beauty of the colors.

VI. Engage Students in Research VI. Engage Students in Research and Understandingand Understanding

Divide the students into teams to research Divide the students into teams to research the six topics: the water cycle, potable the six topics: the water cycle, potable water, West Africa, water, West Africa, Water is KeyWater is Key, Pacific , Pacific Institute, and the colors of water. Institute, and the colors of water.

These topics provide the These topics provide the informational/educational component of informational/educational component of the “Water is Essential!” Service-Learning the “Water is Essential!” Service-Learning project PowerPoint presentation. project PowerPoint presentation.

Topics and Website LinksTopics and Website Links

Information regarding the six topic Information regarding the six topic areas.areas.

The Water CycleThe Water Cycle

www.units.muohio.edu/dragonfly/www.units.muohio.edu/dragonfly/water/watercycle.shtmlwater/watercycle.shtml

http://www.metoffice.gov.uk/http://www.metoffice.gov.uk/education/primary/students/education/primary/students/watercycle.htmlwatercycle.html

www.kidzone.ws/water/ www.kidzone.ws/water/

Potable WaterPotable Water

http://en.wikipedia.org/wiki/Drinking_http://en.wikipedia.org/wiki/Drinking_waterwater

www.africanwellfund.org/www.africanwellfund.org/ www.waterforthepoor.org/www.waterforthepoor.org/

initiatives/wawi/wawi.htminitiatives/wawi/wawi.htm

West AfricaWest Africa

http://artnetweb.com/guggenheim/afhttp://artnetweb.com/guggenheim/africa/west.htmlrica/west.html

http://library.thinkquest.org/16645/http://library.thinkquest.org/16645/the_people/cw_ouga.shtmlthe_people/cw_ouga.shtml

http://en.wikipedia.org/wiki/http://en.wikipedia.org/wiki/West_AfricaWest_Africa

West African Nations Gil Garcetti West African Nations Gil Garcetti VisitedVisited

Niger-Niger- http://www.infoplease.com/ipa/A0107843.htmlhttp://www.infoplease.com/ipa/A0107843.html Burkina Faso-Burkina Faso- http://www.infoplease.com/ipa/A0107369.htmlhttp://www.infoplease.com/ipa/A0107369.html Mali-Mali- http://www.infoplease.com/ipa/A0107759.htmlhttp://www.infoplease.com/ipa/A0107759.html Ghana-Ghana- http://www.infoplease.com/ipa/A0107584.html http://www.infoplease.com/ipa/A0107584.html

Water is Key-Water is Key-Gil GarcettiGil Garcetti

http://waterwebster.com/GilGarcettihttp://waterwebster.com/GilGarcettiWaterisKeywithphotos.htmWaterisKeywithphotos.htm

http://newsroom.ucla.edu/portal/http://newsroom.ucla.edu/portal/ucla/Women-Water-and-Wells-ucla/Women-Water-and-Wells-Photographs-8062.aspxPhotographs-8062.aspx

http://www.garcetti.com/?page=1501http://www.garcetti.com/?page=1501

Pacific InstitutePacific Institute

http://www.worldwater.org/donate.hthttp://www.worldwater.org/donate.htmlml

Colors of WaterColors of Water

http://starryskies.com/articles/2003/0http://starryskies.com/articles/2003/03/water.html3/water.html

http://starryskies.com/articles/dln/3-http://starryskies.com/articles/dln/3-98/water.html98/water.html

http://en.wikipedia.org/wiki/http://en.wikipedia.org/wiki/Color_of_waterColor_of_water

VII. Fundraiser Aspect of the VII. Fundraiser Aspect of the ProjectProject

The project was twofold, first, raising The project was twofold, first, raising awareness and second, taking action awareness and second, taking action to help West Africans access safe to help West Africans access safe water. water.

The “Colors of Water” student art The “Colors of Water” student art exhibit pictures showed the different exhibit pictures showed the different colors water appears. The sale of colors water appears. The sale of these designs was used to raise these designs was used to raise funds for a donation. funds for a donation.

Colors of WaterColors of WaterStatement of IntentionStatement of Intention

In this body of work, the students have created designs In this body of work, the students have created designs depicting the differing colors of water.depicting the differing colors of water.

Using crayons, black tempera paint, and a paper Using crayons, black tempera paint, and a paper crinkle technique, each student has used specific crinkle technique, each student has used specific tints and shades to illustrate the varying colors of tints and shades to illustrate the varying colors of

water.water.

Their purpose in producing each abstract is to show Their purpose in producing each abstract is to show how very diverse the colors of water are.how very diverse the colors of water are.

The PowerPoint presentation accompanying this The PowerPoint presentation accompanying this exhibit explains in detail what affects the water in exhibit explains in detail what affects the water in oceans, rivers and lakes to make the colors look oceans, rivers and lakes to make the colors look

dissimilar.dissimilar.

Colors of Water PicturesColors of Water Pictures Ocean Water on a Sunny Day-bright blue (navy Ocean Water on a Sunny Day-bright blue (navy

blue & pacific blue)blue & pacific blue) Stream Water-light gray (timberwolf & gray & Stream Water-light gray (timberwolf & gray &

cornflower)cornflower) Tropical White Sand Beach Ocean Water-pale Tropical White Sand Beach Ocean Water-pale

blue (robin’s egg blue) blue (robin’s egg blue) Mississippi River Muddy Water-muddy river-brown Mississippi River Muddy Water-muddy river-brown

(tan & blue Gel FX)(tan & blue Gel FX) Colorado River Reddish Water -reddish silt in Colorado River Reddish Water -reddish silt in

water-muddy red (tumbleweed)water-muddy red (tumbleweed) Ocean Water on a Cloudy Day-dark gray Ocean Water on a Cloudy Day-dark gray

(midnight blue & cadet blue)(midnight blue & cadet blue)

Colors of Water PicturesColors of Water Pictures Mountain Lake Water-bright blue (cerulean)Mountain Lake Water-bright blue (cerulean) River Water-blue green (blue green)River Water-blue green (blue green) Tropical Ocean Water-blue green (turquoise blue)Tropical Ocean Water-blue green (turquoise blue) Glacier Ice Water-pale blue (sky blue)Glacier Ice Water-pale blue (sky blue) Pure Water-pale blue (wild blue yonder)Pure Water-pale blue (wild blue yonder) Lake Water-blue (blue)Lake Water-blue (blue) All the Colors of Water-(all colors stated above)All the Colors of Water-(all colors stated above)

Links for Images of the Colors of Links for Images of the Colors of Water to Show the Differing Colors Water to Show the Differing Colors

that Water Appearsthat Water Appears

Mississippi River-Mississippi River- http://www.photovault.com/http://www.photovault.com/

show.php?cat=Technology/Ships/show.php?cat=Technology/Ships/Passenger?tg=TSPVolume01/Passenger?tg=TSPVolume01/TSPV01P05_14.1718TSPV01P05_14.1718

LinksLinks

Tropical Ocean-Tropical Ocean- http://www.fotosearch.com/ICN213/http://www.fotosearch.com/ICN213/

f0008639/f0008639/ http://www.fotosearch.com/http://www.fotosearch.com/

DGV045/73068211/DGV045/73068211/

LinksLinks

Cloudy Day Ocean-Cloudy Day Ocean- http://www.fotosearch.com/ICN152/http://www.fotosearch.com/ICN152/

f0007942/f0007942/ http://www.fotosearch.com/http://www.fotosearch.com/

DGV082/200310744-001/DGV082/200310744-001/ http://www.acclaimimages.com/http://www.acclaimimages.com/

_gallery/_pages/0479-0610-3112-_gallery/_pages/0479-0610-3112-1220.html1220.html

LinksLinks

Sunny Day Ocean-Sunny Day Ocean- http://www.fotosearch.com/http://www.fotosearch.com/

UNU140/u11423936/UNU140/u11423936/

LinksLinks

Tropical White Sand Beach Ocean-Tropical White Sand Beach Ocean- http://www.fotosearch.com/ICN227/http://www.fotosearch.com/ICN227/

f0016749/f0016749/

LinksLinks Stream-Stream- http://www.acclaimimages.com/_gallery/http://www.acclaimimages.com/_gallery/

_pages/0502-0711-0106-3757.html_pages/0502-0711-0106-3757.html http://www.betterphoto.com/gallery/http://www.betterphoto.com/gallery/

dynoGallDetail.asp?dynoGallDetail.asp?photoID=32370&catID=491&contestCatIDphotoID=32370&catID=491&contestCatID=&rowNumber=139&camID==&rowNumber=139&camID=

http://www.betterphoto.com/gallery/http://www.betterphoto.com/gallery/dynoGallDetail.asp?dynoGallDetail.asp?photoID=9721&catID=491&contestCatID=photoID=9721&catID=491&contestCatID=&rowNumber=157&camID=&rowNumber=157&camID=

LinksLinks

Glacier-Glacier- http://www.destination360.com/http://www.destination360.com/

north-america/us/alaska/portage-north-america/us/alaska/portage-glacier.phpglacier.php

http://www.sethwhite.org/images/http://www.sethwhite.org/images/ross%20island/barne%20glacier/ross%20island/barne%20glacier/barne%20glacier%20and%20crackbarne%20glacier%20and%20crack%202.jpg%202.jpg

LinksLinks

Blue/Green River-Blue/Green River- http://www.troutsource.com/http://www.troutsource.com/

images/Green/Image005.jpgimages/Green/Image005.jpg http://www.troutsource.com/http://www.troutsource.com/

images/Green/Image053.jpgimages/Green/Image053.jpg

LinksLinks

Mountain Lake & Lake-Mountain Lake & Lake- http://http://

www.australianbedandbreakfast.com.au/www.australianbedandbreakfast.com.au/tasmania-bandb/gallery/images/cradle-tasmania-bandb/gallery/images/cradle-mountain.jpgmountain.jpg

http://www.mountain-lake-rentals.com/http://www.mountain-lake-rentals.com/images/index/images/index/lake_glenville_aerial_shadow.jpglake_glenville_aerial_shadow.jpg

http://www.softpicks.net/screenshots/http://www.softpicks.net/screenshots/Mountain-Lake-Living-Desktop.jpgMountain-Lake-Living-Desktop.jpg

VIII. ConnectionsVIII. Connections The Barka Foundation is a charitable organization based in The Barka Foundation is a charitable organization based in

Housatonic, Massachusetts and Burkina Faso, Africa. Housatonic, Massachusetts and Burkina Faso, Africa. http://thebarkafoundation.org/http://thebarkafoundation.org/

Current Projects:Current Projects: BARKA Berkshire County The creation of a cultural, BARKA Berkshire County The creation of a cultural,

educational and spiritual bridge between BARKA's two educational and spiritual bridge between BARKA's two home bases: the Berkshires of western Massachusetts and home bases: the Berkshires of western Massachusetts and Fada, Burkina Faso. Fada, Burkina Faso. 

Water for Schools Burkina Faso-This project benefits 1000 Water for Schools Burkina Faso-This project benefits 1000 in “La Petite Village”, a small bush village in Fada-N’gourma in “La Petite Village”, a small bush village in Fada-N’gourma and another 1500 in the schools of Fada. and another 1500 in the schools of Fada.

http://globalwaternetwork.org/projects/water-for-schools-http://globalwaternetwork.org/projects/water-for-schools-burkina-faso.htmlburkina-faso.html

Personal and Professional BeliefsPersonal and Professional Beliefs

The exposures and experiences that The exposures and experiences that we provide students may make a we provide students may make a difference in their learning and their difference in their learning and their lives.lives.

Making a difference by “adding to Making a difference by “adding to the good”-Cliff Gauthier.the good”-Cliff Gauthier.

Enlarging their world.Enlarging their world.

The EndThe End