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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:
3.2 Understands human interaction with the environment.
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
Enduring Understandings:
There are many familiar and unfamiliar words and definitions when we talk about water systems.These words are all related.
Essential Questions:
Why is it important to learn new vocabulary?
What do these words mean and how can we usethem?
Knowledge and Skills:
Materials:
Global safari search page
White board and colored pens
Pre-, Form-, Summ-Assessment:
-Pre: vocabulary safari search
-Formative: group brain storm
-Post: Exit slip
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Learning Activities & Procedures:
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:
3.2 Understands human interaction with the environment.
4.4 Uses history to understand the present and plan for the future.
Enduring Understandings:
Understand the current environmental and political issues surrounding water as a resource both locally and
globally
Essential Questions:
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?
Knowledge and Skills:
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
Pre-, Form-, Summ-Assessment:
-Formative: Movie Questionnaire /class
discussion- graphic organizer
-Post: reflection
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Learning Activities & Procedures:
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
Enduring Understandings:
-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?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
Learning Activities & Procedures:
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
up with a plan toprovide water for
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:
Beginning Forming Meeting Exceeding
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
up with a plan toprovide water for
the people of Haitiand contains a
graph or chart.
Presentation andposter show that
the team used all of
their individual
resources to come
up with a plan toprovide water for
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:
Beginning Forming Meeting Exceeding
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:
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