Freshwater's Usefulness
Unit: Freshwater and Our World
Grade Level: 3rd
Unit EQ: What is the relationship between humans, freshwater, and the environment?
Lesson 2: Freshwater’s Usefulness
Lesson EQ: What is water used for in society?
MMSD Standard(s):
- Show how people are both producers and consumers of goods and services.
- Describe the ways people participate in the community in order to provide goods and services whether through paid or volunteer activities.
NCSS Standard(s):
- The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.
Materials:
- Writing utensils
- Slide with pictures of a power plant, a home, a field, a factory, livestock, and a fishery
- Board to write on and something to write on it with (chalk, whiteboard marker)
- Paper on a wall (computer, paper, tape, printer)
- Data sheets
- Exit Slips
Objectives:
- SWBAT name many uses of freshwater in our society today. Broad examples include power, irrigation, industry, domestic use, water for livestock, and
aquaculture.
- SWBAT conclude that water is essential to society.
- SWBAT compare and contrast the amount of water that is required to produce different goods.
- SWBAT find out that “The average American lifestyle is kept afloat by nearly 2,000 gallons of water a day—twice the global average” (National Geographic).
Preparation:
Before this lesson begins, go to the following website: http://environment.nationalgeographic.com/environment/freshwater/embedded-water/.
From this site, pick fifteen of the choices (bread, orange, hamburger, paper, hydropower, etc.) and find basic pictures online of these choices. Use two pieces of paper per choice. On the first page, put one enlarged picture of the choice along with a label and a specific quantity. On the second page, write how many gallons of water this item/service uses and how the water is used. Attach the two pieces of paper together so that the picture covers the information and can be flipped up. Then hang these pictures around the room.
Lesson Opening:
“In our last lesson we learned about the difference between saltwater and freshwater. We also learned about the different kinds of freshwater, and where it is found in the earth. I challenged you to think of ways we use freshwater as a society. Now is your chance to share your ideas.”
Procedure:
Part 1
- Break the children into small groups of three to four students.
- Have the groups to brainstorm how freshwater is used in society. The groups may represent their ideas however they would like to (write them down, make quick
sketches, etc.).
- Once the small groups have their ideas, ask them to share their ideas in a large group setting.
- Write the students’ ideas on the board. Then circle the suggestions that belong to the same category (such as domestic use, which will be the most common
category) in the same color.
- Mention that there are many other ways we use water as a society. Show a slide with pictures of a power plant, a home, a field, a factory, livestock, and a fishery.
As the children look at the pictures, ask for more ways freshwater is used in society. Point to specific pictures for prompts if necessary, and write their ideas on the
board. Use different colors for different categories.
- Stress that in order to produce things such as food and clothes, certain resources are needed. Freshwater is one of those resources. Tell children that more than
half of the freshwater that society uses is used for irrigation (watering).
Part 2
- “Now that we know a lot of ways water is used in society, we are going to investigate how much water is actually required to produce certain things.”
- Pass around a few gallon jugs of water so students can see the size and feel the weight of the water.
- Tell students they can work alone or with a partner.
- Give the students their data sheet.
- Tell the students that they can choose the items/services around the room that they are most interested in. Before they look under the flap, they need to write the
name of the item/service and then make a prediction of about how much water is required in the production of the particular good/service. Then they can look
under the flap and record how much water is actually used in production.
- After the students have looked at a number of items/services, give them time to write down the item/service that required the most amount of water, as well as the
item/service that required the least amount of water.
- Bring the class back together as a large group and have the students share findings, reactions, etc. Ask the following questions:
- Of the items/services you examined, what required the most water? What required the least?
- Did your predictions change as you went about this activity? If so, how?
- Did anything surprise you about this activity?
- What do you think would happen if a society didn’t have enough water?
Lesson Closing:
Reiterate the fact that water is essential for life and for society. Tell the children that, “The average American lifestyle is kept afloat by nearly 2,000 gallons of water a day—twice the global average!” (National Geographic). Then give students an exit slip that says, “Name five different ways we use water in our society, including ways outside of common household use.” Students can write their answer down or individually tell the teacher.
Assessment:
- During Part 1, informally assess students by listening to the small and large group conversations. Look for evidence of individual participation during the brainstorming
activities. Students should be pushing themselves to think outside the box.
- After Part 2, collect data sheets and check to see if the predictions became more accurate over time. Also check to see that the children could determine what required
the most water and what required the least. During the large group conversation, listen for critical thinking (especially on the last question about what would happen if
a society didn’t have enough water). Also consider the exit slip (written or oral) to determine whether the children can name a variety of uses for water in society.
Grade Level: 3rd
Unit EQ: What is the relationship between humans, freshwater, and the environment?
Lesson 2: Freshwater’s Usefulness
Lesson EQ: What is water used for in society?
MMSD Standard(s):
- Show how people are both producers and consumers of goods and services.
- Describe the ways people participate in the community in order to provide goods and services whether through paid or volunteer activities.
NCSS Standard(s):
- The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.
Materials:
- Writing utensils
- Slide with pictures of a power plant, a home, a field, a factory, livestock, and a fishery
- Board to write on and something to write on it with (chalk, whiteboard marker)
- Paper on a wall (computer, paper, tape, printer)
- Data sheets
- Exit Slips
Objectives:
- SWBAT name many uses of freshwater in our society today. Broad examples include power, irrigation, industry, domestic use, water for livestock, and
aquaculture.
- SWBAT conclude that water is essential to society.
- SWBAT compare and contrast the amount of water that is required to produce different goods.
- SWBAT find out that “The average American lifestyle is kept afloat by nearly 2,000 gallons of water a day—twice the global average” (National Geographic).
Preparation:
Before this lesson begins, go to the following website: http://environment.nationalgeographic.com/environment/freshwater/embedded-water/.
From this site, pick fifteen of the choices (bread, orange, hamburger, paper, hydropower, etc.) and find basic pictures online of these choices. Use two pieces of paper per choice. On the first page, put one enlarged picture of the choice along with a label and a specific quantity. On the second page, write how many gallons of water this item/service uses and how the water is used. Attach the two pieces of paper together so that the picture covers the information and can be flipped up. Then hang these pictures around the room.
Lesson Opening:
“In our last lesson we learned about the difference between saltwater and freshwater. We also learned about the different kinds of freshwater, and where it is found in the earth. I challenged you to think of ways we use freshwater as a society. Now is your chance to share your ideas.”
Procedure:
Part 1
- Break the children into small groups of three to four students.
- Have the groups to brainstorm how freshwater is used in society. The groups may represent their ideas however they would like to (write them down, make quick
sketches, etc.).
- Once the small groups have their ideas, ask them to share their ideas in a large group setting.
- Write the students’ ideas on the board. Then circle the suggestions that belong to the same category (such as domestic use, which will be the most common
category) in the same color.
- Mention that there are many other ways we use water as a society. Show a slide with pictures of a power plant, a home, a field, a factory, livestock, and a fishery.
As the children look at the pictures, ask for more ways freshwater is used in society. Point to specific pictures for prompts if necessary, and write their ideas on the
board. Use different colors for different categories.
- Stress that in order to produce things such as food and clothes, certain resources are needed. Freshwater is one of those resources. Tell children that more than
half of the freshwater that society uses is used for irrigation (watering).
Part 2
- “Now that we know a lot of ways water is used in society, we are going to investigate how much water is actually required to produce certain things.”
- Pass around a few gallon jugs of water so students can see the size and feel the weight of the water.
- Tell students they can work alone or with a partner.
- Give the students their data sheet.
- Tell the students that they can choose the items/services around the room that they are most interested in. Before they look under the flap, they need to write the
name of the item/service and then make a prediction of about how much water is required in the production of the particular good/service. Then they can look
under the flap and record how much water is actually used in production.
- After the students have looked at a number of items/services, give them time to write down the item/service that required the most amount of water, as well as the
item/service that required the least amount of water.
- Bring the class back together as a large group and have the students share findings, reactions, etc. Ask the following questions:
- Of the items/services you examined, what required the most water? What required the least?
- Did your predictions change as you went about this activity? If so, how?
- Did anything surprise you about this activity?
- What do you think would happen if a society didn’t have enough water?
Lesson Closing:
Reiterate the fact that water is essential for life and for society. Tell the children that, “The average American lifestyle is kept afloat by nearly 2,000 gallons of water a day—twice the global average!” (National Geographic). Then give students an exit slip that says, “Name five different ways we use water in our society, including ways outside of common household use.” Students can write their answer down or individually tell the teacher.
Assessment:
- During Part 1, informally assess students by listening to the small and large group conversations. Look for evidence of individual participation during the brainstorming
activities. Students should be pushing themselves to think outside the box.
- After Part 2, collect data sheets and check to see if the predictions became more accurate over time. Also check to see that the children could determine what required
the most water and what required the least. During the large group conversation, listen for critical thinking (especially on the last question about what would happen if
a society didn’t have enough water). Also consider the exit slip (written or oral) to determine whether the children can name a variety of uses for water in society.
