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AGENDA FOR UNIT 6: Water
(subject to updates)AGENDA FOR UNIT 6: Water
I. LESSONS
I. LESSONS
1. Possible resources
www.usgs.gov – search ‘Where is Earth’s water?
http://earthguide.ucsd.edu/ – search ‘water cycle’
https://pmm.nasa.gov/education/interactive/animated-water-cycle
3. https://www.wri.org/tags/water-map EXCELLENT SOURCES
4. https://www.watercalculator.org/water-use/the-hidden-water-in-everyday-products/
5. PHARMACEUTICALS IN WATER: http://www.who.int/water_sanitation_health/resourcesquality/wpccasestudy1.pdf
6. Case Study: Sanitation and Rivers: https://www.who.int/water_sanitation_health/resourcesquality/wpccasestudy1.pdf
7. https://www.teachengineering.org/curriculum/browse?q=water
8. WATER PPT
11. STUDENT BOOK CHAPTER 4 PART ONE
12. STUDENT BOOK Chapter 4 Part 2 (no questions)
14 TABLE OF CONTAMINATION for PJC Wetland Study
15. OCEANOGRAPHIC PRESENTATION: https://www.floridaocean.org/sites/default/files/documents/PDFS/everglades-northern-estuaries-10-30-13.pdf
II. ACTIVITIES
II. ACTIVITIES
WHAT IS YOUR WATER FOOTPRINT: https://www.watercalculator.org/
ACTIVITY LAB: WATER WATER EVERYWHERE https://drive.google.com/open?id=1xPZZ-06s9K3mgw3NS6T2rSVgTbySWTWI
Quick quiz on the processes in the water cycle, share answers by writing on wipe boards
Create a public service announcement video using at least 1 fact from each effect.
Craft a 30 second news intro summarizing the effects of bad water. (Have your school's TV station use it before broadcasting the PSA!)
Host a debate arguing which effect has the greatest impact - or have students write position papers.
Write a story about a family that experiences the effects of dirty water and predict how their life might be different after a well or other project is built.
Bottled water: https://thewaterproject.org/bottled-water/bottled_water_wasteful
GROUP Project:
a. Discuss how agriculture grows around water.
Split class into three groups to research the role they believe water played in their rise (and eventual fall) of the three agricultures listed below.
Where applicable, focus on the improvements in technology that allowed improved agricultural benefits of water.
Have students use resources available, particularly print or online encyclopedias that provide basic information on each of these civilizations. ·
The Indus Valley Civilization (IVC)
The Mesopotamia Civilization
The Ancient Roman Empire
b. Have students present information to the rest of the class by either giving a short oral presentation or preparing short slide show/powerpoint presentation to share with class.
8. Summary Discussion Question and Assessment Question:
If clean drinking water is a scarce resource that could be considered a commodity and has also been deemed a human right, what can be done to ease and even eliminate the conflict associated with clean water?
9. Seminar
Each argument or discussion point should synthesize information, pick out specific facts or figures that help prove why action must be taken. USE MAPS, STATS, ETC.(prep sheet: https://drive.google.com/open?id=11oXyw03hUV6EPY2XMEsPbRAqJiJEq60t)
A. Why is access to water important economically?
What is the role of technology in the ability of cities and civilization to grow despite water shortages?
How are these cities surviving where water is not easily accessible? From where does their water come?
What are some of the new technologies that allow for water to be transported long distances?
Are these really "new" or are they carried over from the ancient cultures discussed earlier?
Food production and water
Energy production and water
B. Is a high quality of life sustainable in harsh climates?
What is the cost of this life population shift on both the environment and on the demand for fresh water?
How does Sea Level Rise affect this?
C. What can be done to reduce conflict and social impacts related to a lack of clean drinking water?
10.Letter to Representative/Senator or United Nations
11. Water foot print of Food: https://foodprint.org/issues/the-water-footprint-of-food/
12. Industrial Agriculture and Water: https://foodprint.org/issues/how-industrial-agriculture-affects-our-water/
**** WATER POLLUTION
13. GROUP PRESENTATION for SEMINAR
14. Fact or Opinion: https://drive.google.com/open?id=16I1mODzGvuD9BUKmJ2AWrRdgrs6o8iN0
15. Jon Snow Activity: Cholera
16. DRAMA ACTIVITY: Village Voices: https://drive.google.com/open?id=1vXMP6qTUh52cKDFzkpAAQWGdDI0EkO2j
17. Water Project Word Search: https://drive.google.com/open?id=1_4bUdP8B9Omhg0j1Hcde-jpJ4aXcsxKt
18. Cadillac Desert Four Parts
ALL FOUR SECTIONS: https://youtu.be/PR2BSGQt2DU
https://enviroliteracy.org/the-teacher-exchange/tx-water/cadillac-desert-discussion-points/
Movie Part 1, Mullholland's Dream : https://youtu.be/MpaC4R6cU1o
Sheet Part 1: https://drive.google.com/open?id=1GEoTFm6_qZIa4UQUgcslG0L9pKLLN9zi
Sheet Part 2, The American Nile : https://drive.google.com/open?id=1XwZ6fTWsBR4lwJGeeGDqXhtD5Xkewcvl
PART 2: Focus Issue: Managing Nature An American Nile provides a firsthand look at our ability to manage and manipulate water, and the resulting political, social and environmental costs. The story reminds us that solutions that seem expedient today may set the stage for environmental problems in the future.
Discussion Points (https://files.eric.ed.gov/fulltext/ED461485.pdf):
The control of the Colorado River has benefited millions of people. It has also resulted in a profound alteration of nature. Was it worth the cost?
One of the benefits of damming rivers is the creation hydroelectric power. What are the costs and benefits of hydroelectric power?
How can we satisfy our increasing demands for water while addressing environmental concerns?
19. WATER LAB: https://www.calacademy.org/educators/lesson-plans/sustainable-water-solutions-weighing-the-pros-and-cons
20. Sustainability Lab: https://www.calacademy.org/educators/lesson-plans/exploring-our-growing-need-for-water
21. Water footprint ACTIVITY: https://www.calacademy.org/educators/lesson-plans/your-hidden-water-footprint-defining-a-problem-to-find-a-solution
III. HOMEWORK
III. HOMEWORK
Watch, read, report:
Article 1 – UN Declaration on Water as Human Right https://www.unwater.org/water-facts/human-rights/
Video 1 – Water as Human Right or Privilege: https://youtu.be/b7zLelyelBA
Article 2– The Water Project": CHOOSE 1 to read https://water.org/our-impact/water-crisis/ https://youtu.be/Q54a4PCV9Ac
Video 2 – https://youtu.be/VdpoiHrPqL0
Video 3 – https://youtu.be/1IvQaChO2lM
Write a diary entry or a series of text messages to your best friend detailing what your day would be like without plumbing
8. Flooding Video: https://weather.com/news/weather/video/unimaginable-amount-of-debris-left-behind-by-europe-flooding
IV. OUTCOMES
IV. OUTCOMES
SC.912.E.5.4:
Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
SC.912.E.6.6:
Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
SC.912.L.17.11:
Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12:
Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13:
Discuss the need for adequate monitoring of environmental parameters
when making policy decisions.
SC.912.L.17.15:
Discuss the effects of technology on environmental quality.
SC.912.L.17.20:
Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
1. Pose questions about the natural world, (Articulate the purpose
of the investigation and identify the relevant scientific concepts). 2. Conduct systematic observations, (Write procedures that are
clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).
3. Examine books and other sources of information to see what is already known,
4. Review what is known in light of empirical evidence,
SC.912.N.1.1:
Plan investigations, (Design and evaluate a scientific investigation). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).
7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences),
9. Use appropriate evidence and reasoning to justify these explanations to others,
10. Communicate results of scientific investigations, and
11. Evaluate the merits of the explanations produced by others.
SC.912.N.1.2:
Describe and explain what characterizes science and its methods.
SC.912.N.1.3:
Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.4:
Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
SC.912.N.1.5:
Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
SC.912.P.10.3:
Compare and contrast work and power qualitatively and quantitatively.
SC.912.P.10.9:
Mathematicians who participate in effortful learning both individually and with others:
Analyze the problem in a way that makes sense given the task. Ask questions that will help with solving the task
Build perseverance by modifying methods as needed while solving a challenging task.
Stay engaged and maintain a positive mindset when working to solve tasks.
Help and support each other when attempting a new method or approach.
MA.K12.MTR.2.1:
Mathematicians who demonstrate understanding by representing problems in multiple ways:
Build understanding through modeling and using manipulatives.
Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
Progress from modeling problems with objects and drawings to using algorithms and equations.
Express connections between concepts and representations.
Choose a representation based on the given context or purpose.
MA.K12.MTR.4.1:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
Create opportunities for students to discuss their thinking with peers.
Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
Develop students' ability to justify methods and compare their responses to the responses of their peers.
MA.K12.MTR.6,1;
Apply mathematics to real-world contexts.
Mathematicians who apply mathematics to real-world contexts.
Connect mathematical concepts to everyday experiences.
Use models and methods to understand, represent and solve problems.
Perform investigations to gather data or determine if a method is appropriate.
Redesign models and methods to improve accuracy or efficiency
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