Madison's Groundwater
Unit: Freshwater and Our World
Grade Level: 3rd
Unit EQ: What is the relationship between humans, freshwater, and the environment?
Lesson 3: Madison’s Groundwater
Lesson EQ: Where does our water come from in Madison? How can we conserve and protect it?
MMSD Standard(s):
- Examine Madison’s history
- Give examples of how the government does or does not provide for the needs and wants of the people, establish order and security, and manage conflicts
- Recognize and interpret how the “common good” can be strengthened through various forms of citizen action
- Recognize systems that are designed to meet community needs
- Apply and practice skills of conflict resolution
NCSS Standard(s):
- Studying the past makes it possible for us to understand the human story across time.
- The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.
- Through study of the dynamic relationships between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
become more effective problem-solvers and decision-makers when addressing the persistent issues and social problems encountered in public life.
Materials:
· Computer and projector
· Board with writing utensil (chalk, whiteboard maker)
· Copy of entire article from the Wisconsin State Journal (in case anyone is interested), as well as enlarged copy of section to show the class
· Paper, writing utensils (pencils, markers, crayons)
· Other art supplies (yarn, ribbon, glue, cloth, cardboard, etc.)
Objectives:
· SWBAT state that a long time ago Madison did not have a public water system.
· SWBAT explain where the Madison Utility gets its water.
· SWBAT recognize threats to Madison’s water supply.
· SWBAT use persuasion techniques to try to convince others to conserve and/or protect Madison’s groundwater.
Lesson Opening:
“I’m going to tell you a little story. About 130 years ago, Madison was a city but it did not have a public waterworks system. People had to get their water from their own private wells and holding tanks. If a building started on fire, the only source of water to put it out came from private wells, holding tanks, and lakes. This meant that there weren’t any fire hydrants to use, and it took much longer to put a fire out. Well, the people got together and decided that they wanted a public waterworks system. They all signed their names on a piece of paper asking for a public system. Because of their request, the City of Madison built a public waterworks system, and we still benefit from it today. Now we can have water without owning our own wells or holding tanks. Today we are going to learn about where our tap water comes from in Madison.”
Procedure:
Part 1: Madison’s water
· Brainstorm ideas of where the children think the water from our faucet comes from.
· At the end of this brainstorming session, tell the children that the tap what that the City of Madison provides comes from ground water. Explain that ground water is
found beneath the surface of the earth when water seeps down small holes between the rocks and collects under the ground.The Madison Water Utility accesses this
water using wells.
· Show the YouTube video “Groundwater Animation” found at http://www.youtube.com/watch?v=uQRvN6MUajE&feature=related.
Part 2: Problems
· Ask, “What kinds of problems did the ground water have in the video clip?” Write these problems on one side of the board.
o Pollution
o Overuse
o Too much tar and cement
· Project the clip from Wisconsin State Journal article about Madison’s water and read it aloud. Then discuss the similarities between the video clip and problems
Madison is having with its water supply. Remember to mention that water from the tap is still safe to drink.
Part 3: Do something!
· Ask, “What can people do in Madison to conserve and protect our ground water? Some suggestions may include:
o Turn off faucet when not using it
o Fix leaky faucets
o Take shorter showers
o Use the dishwasher and washing machine only when full
o Leave natural space for it to seep into the ground
o Buy water-saving toilets, shower heads
o Don’t pollute the earth with bad chemicals
o Eat food that is produced with less water
· Have the children write a letter, create a skit, write a song/poem, make a poster, or make another piece of art to tell people why it is important to conserve and protect our ground water, was well as how they can do it. Their project can be addressed to a general audience or someone specific. Students can work alone, with a partner, or with a small group.
Lesson Closing:
Students will share their projects with the class.
Assessment:
The main assessment of this lesson will come from the students’ persuasive projects. Because the nature of the assignment is so open, students will have room to express what they learned in a way that is meaningful for them. Although it is important for students to know that Madison has not always had a public waterworks system and that Madison’s water comes from groundwater, the enduring understanding of this lesson is why we should protect our water and how we can do it.
Grade Level: 3rd
Unit EQ: What is the relationship between humans, freshwater, and the environment?
Lesson 3: Madison’s Groundwater
Lesson EQ: Where does our water come from in Madison? How can we conserve and protect it?
MMSD Standard(s):
- Examine Madison’s history
- Give examples of how the government does or does not provide for the needs and wants of the people, establish order and security, and manage conflicts
- Recognize and interpret how the “common good” can be strengthened through various forms of citizen action
- Recognize systems that are designed to meet community needs
- Apply and practice skills of conflict resolution
NCSS Standard(s):
- Studying the past makes it possible for us to understand the human story across time.
- The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.
- Through study of the dynamic relationships between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
become more effective problem-solvers and decision-makers when addressing the persistent issues and social problems encountered in public life.
Materials:
· Computer and projector
· Board with writing utensil (chalk, whiteboard maker)
· Copy of entire article from the Wisconsin State Journal (in case anyone is interested), as well as enlarged copy of section to show the class
· Paper, writing utensils (pencils, markers, crayons)
· Other art supplies (yarn, ribbon, glue, cloth, cardboard, etc.)
Objectives:
· SWBAT state that a long time ago Madison did not have a public water system.
· SWBAT explain where the Madison Utility gets its water.
· SWBAT recognize threats to Madison’s water supply.
· SWBAT use persuasion techniques to try to convince others to conserve and/or protect Madison’s groundwater.
Lesson Opening:
“I’m going to tell you a little story. About 130 years ago, Madison was a city but it did not have a public waterworks system. People had to get their water from their own private wells and holding tanks. If a building started on fire, the only source of water to put it out came from private wells, holding tanks, and lakes. This meant that there weren’t any fire hydrants to use, and it took much longer to put a fire out. Well, the people got together and decided that they wanted a public waterworks system. They all signed their names on a piece of paper asking for a public system. Because of their request, the City of Madison built a public waterworks system, and we still benefit from it today. Now we can have water without owning our own wells or holding tanks. Today we are going to learn about where our tap water comes from in Madison.”
Procedure:
Part 1: Madison’s water
· Brainstorm ideas of where the children think the water from our faucet comes from.
· At the end of this brainstorming session, tell the children that the tap what that the City of Madison provides comes from ground water. Explain that ground water is
found beneath the surface of the earth when water seeps down small holes between the rocks and collects under the ground.The Madison Water Utility accesses this
water using wells.
· Show the YouTube video “Groundwater Animation” found at http://www.youtube.com/watch?v=uQRvN6MUajE&feature=related.
Part 2: Problems
· Ask, “What kinds of problems did the ground water have in the video clip?” Write these problems on one side of the board.
o Pollution
o Overuse
o Too much tar and cement
· Project the clip from Wisconsin State Journal article about Madison’s water and read it aloud. Then discuss the similarities between the video clip and problems
Madison is having with its water supply. Remember to mention that water from the tap is still safe to drink.
Part 3: Do something!
· Ask, “What can people do in Madison to conserve and protect our ground water? Some suggestions may include:
o Turn off faucet when not using it
o Fix leaky faucets
o Take shorter showers
o Use the dishwasher and washing machine only when full
o Leave natural space for it to seep into the ground
o Buy water-saving toilets, shower heads
o Don’t pollute the earth with bad chemicals
o Eat food that is produced with less water
· Have the children write a letter, create a skit, write a song/poem, make a poster, or make another piece of art to tell people why it is important to conserve and protect our ground water, was well as how they can do it. Their project can be addressed to a general audience or someone specific. Students can work alone, with a partner, or with a small group.
Lesson Closing:
Students will share their projects with the class.
Assessment:
The main assessment of this lesson will come from the students’ persuasive projects. Because the nature of the assignment is so open, students will have room to express what they learned in a way that is meaningful for them. Although it is important for students to know that Madison has not always had a public waterworks system and that Madison’s water comes from groundwater, the enduring understanding of this lesson is why we should protect our water and how we can do it.
