Bottled Water
Unit: Freshwater and Our World
Grade Level: 3rd
Unit EQ: What is the relationship between humans, freshwater, and the environment?
Lesson 4: Bottled Water
Lesson EQ: What are the pros and cons of bottled water?
MMSD Standard(s):
· Explain how the media may influence behaviors, opinions, and decisions.
· Describe the ways people participate in the community in order to provide goods and services whether through paid or volunteer activities.
· Read and interpret simple maps.
NCSS Standard(s):
· 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.
· In exploring this theme, students confront such questions as: What factors influence decision-making on issues of the production, distribution and consumption of
goods?
Materials:
· Different brands of bottled water (Dasani, Jana, Aquarius Springs, Roundy’s Purified Water, Aquifina, Ice Mountain, etc.)
· One computer for every 3-4 students
· Computer and projector
· Worksheets
· Pencils
· Map of the U.S. and the world
Objectives:
· SWBAT think critically about how the media and advertisements influence behaviors, opinions, and decisions as evidenced by responses on worksheet and
discussions.
· SWBAT think about the pros and cons of bottled water as evidenced by the class discussions and debate.
Lesson Opening:
· Tell children that we (or our family members) frequently have to make decisions about what to buy or not buy. Instead of drinking water from the faucet, some people
buy bottled water.
· As a class, list some pros and cons of bottled water.
Procedure:
Part 1
· Break the children into groups of three to four students. Assign each group a specific brand of bottled water and give them a bottle of water of their brand. All of the
groups should have different brands.
· Introduce the “My brand of bottled water” worksheet by projecting it on the wall and explaining what the questions are asking.
· Give the groups time to examine their bottle as well as the website for their particular brand. As students do this, they write their thoughts on the worksheet. Monitor
group work and answer questions as needed.
· If possible, groups should plot the source of their bottled water using Google maps.
· Bring the groups back together and discuss the questions on the worksheet. Make sure to talk about the benefits of bottled water (healthy choice compared to soda,
convenient, clean, better taste?) and techniques that the bottled water companies use to sway the consumer’s opinion. Also mention that much of the bottled water
comes from the same source that tap water does.
Part 2
· In a large group setting, tell the children that this time, they are going to be watching a film about bottled water from an environmentalist perspective. Talk about the
word “environmentalist” and discuss what they might expect to see in such a film. Children should turn and talk to their neighbor before sharing with the large group.
· Hand out the “Story of Bottled Water” worksheet and go through the questions. Many of the questions are the same as the other worksheet. Tell the children they can
fill out the questions during and after the film.
· Show the children the film “Story of Bottled Water”
· Give the students more time to fill out the questions on their worksheet after seeing the film.
· Break the students into small groups and give them some time to discuss the questions on the worksheet.
· Have some students share their thoughts in a large group setting. Make sure that the children realize that this film was biased and only provided one perspective.
Part 3
· Ask the children whether they think the bottled water companies and/or Ms. Leopold can be completely trusted. Why/why not? Talk about what it means to be biased.
· As a class, review the pro/cons list about bottled water that they made at the beginning of the lesson. They can add or remove information.
· Have the children have a debate about whether or not bottled water is good for society. Assign the children either a “pro bottled water” role or an “against bottled
water” role.
Lesson Closing:
· “Next time you are choosing something to drink, think about the healthiest option for both yourself and the earth.”
Assessment:
· During the lesson, monitor class discussions. Students should think critically about the bias of the person/company presenting the information. This means that they
do not simply take the information at face value, but they think about how and why the information is being presented.
· After this lesson, collect the students’ worksheets. The students’ responses should demonstrate that they are able to think critically about how the media and
advertisements influence behaviors, opinions, and decisions.
Grade Level: 3rd
Unit EQ: What is the relationship between humans, freshwater, and the environment?
Lesson 4: Bottled Water
Lesson EQ: What are the pros and cons of bottled water?
MMSD Standard(s):
· Explain how the media may influence behaviors, opinions, and decisions.
· Describe the ways people participate in the community in order to provide goods and services whether through paid or volunteer activities.
· Read and interpret simple maps.
NCSS Standard(s):
· 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.
· In exploring this theme, students confront such questions as: What factors influence decision-making on issues of the production, distribution and consumption of
goods?
Materials:
· Different brands of bottled water (Dasani, Jana, Aquarius Springs, Roundy’s Purified Water, Aquifina, Ice Mountain, etc.)
· One computer for every 3-4 students
· Computer and projector
· Worksheets
· Pencils
· Map of the U.S. and the world
Objectives:
· SWBAT think critically about how the media and advertisements influence behaviors, opinions, and decisions as evidenced by responses on worksheet and
discussions.
· SWBAT think about the pros and cons of bottled water as evidenced by the class discussions and debate.
Lesson Opening:
· Tell children that we (or our family members) frequently have to make decisions about what to buy or not buy. Instead of drinking water from the faucet, some people
buy bottled water.
· As a class, list some pros and cons of bottled water.
Procedure:
Part 1
· Break the children into groups of three to four students. Assign each group a specific brand of bottled water and give them a bottle of water of their brand. All of the
groups should have different brands.
· Introduce the “My brand of bottled water” worksheet by projecting it on the wall and explaining what the questions are asking.
· Give the groups time to examine their bottle as well as the website for their particular brand. As students do this, they write their thoughts on the worksheet. Monitor
group work and answer questions as needed.
· If possible, groups should plot the source of their bottled water using Google maps.
· Bring the groups back together and discuss the questions on the worksheet. Make sure to talk about the benefits of bottled water (healthy choice compared to soda,
convenient, clean, better taste?) and techniques that the bottled water companies use to sway the consumer’s opinion. Also mention that much of the bottled water
comes from the same source that tap water does.
Part 2
· In a large group setting, tell the children that this time, they are going to be watching a film about bottled water from an environmentalist perspective. Talk about the
word “environmentalist” and discuss what they might expect to see in such a film. Children should turn and talk to their neighbor before sharing with the large group.
· Hand out the “Story of Bottled Water” worksheet and go through the questions. Many of the questions are the same as the other worksheet. Tell the children they can
fill out the questions during and after the film.
· Show the children the film “Story of Bottled Water”
· Give the students more time to fill out the questions on their worksheet after seeing the film.
· Break the students into small groups and give them some time to discuss the questions on the worksheet.
· Have some students share their thoughts in a large group setting. Make sure that the children realize that this film was biased and only provided one perspective.
Part 3
· Ask the children whether they think the bottled water companies and/or Ms. Leopold can be completely trusted. Why/why not? Talk about what it means to be biased.
· As a class, review the pro/cons list about bottled water that they made at the beginning of the lesson. They can add or remove information.
· Have the children have a debate about whether or not bottled water is good for society. Assign the children either a “pro bottled water” role or an “against bottled
water” role.
Lesson Closing:
· “Next time you are choosing something to drink, think about the healthiest option for both yourself and the earth.”
Assessment:
· During the lesson, monitor class discussions. Students should think critically about the bias of the person/company presenting the information. This means that they
do not simply take the information at face value, but they think about how and why the information is being presented.
· After this lesson, collect the students’ worksheets. The students’ responses should demonstrate that they are able to think critically about how the media and
advertisements influence behaviors, opinions, and decisions.
Worksheet #1
Name: ______________________________________
My Brand of Bottled Water
1. What images do you see?
2. How do the images make you feel?
3. What information is highlighted?
4. Why would people buy bottled water?
5. Can you find the source of your bottled water?
6. What information (if anything) seems to be missing?
7. What does the bottled water company want?
8. Did the bottle or the website make you think differently about the product?
Name: ______________________________________
My Brand of Bottled Water
1. What images do you see?
2. How do the images make you feel?
3. What information is highlighted?
4. Why would people buy bottled water?
5. Can you find the source of your bottled water?
6. What information (if anything) seems to be missing?
7. What does the bottled water company want?
8. Did the bottle or the website make you think differently about the product?
Worksheet #2
Name:___________________________________
A Story of Bottled Water
1. What kinds of images do you see?
2. How do the images make you feel?
3. What information is highlighted?
4. What is only briefly mentioned or not mentioned at all?
5. What does Ms. Leonard want?
6. What are some advantages and/or disadvantages to bottled water?
7. Did the film make you think differently about bottled water?
