Rainwater Conservation

Sruthi Muralidharan

This is intended to be a project-based learning activity for a high school science class. The duration of the project will be the entire school year.

This project will cover the following curriculum standards, derived from the Next Generation Science Standards:

HS-ESS2-2 (Earth's systems): Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

HS-ESS2-5 (Earth's systems): Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

HS-ESS3-1 (Earth and Human Activity): Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

HS-ETS1-1 (Engineering Design): Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Project Plan

Unit 1

Introducing the driving question : What are some of the water use and conservation issues we are facing around the world and in our state today, and how might we design solutions for them?

Students will

Discover some of the water use and conservation issues people are currently dealing with around the world.
Take a field trip to the local Soil and Water Conservation District office and learn about the local water use and conservation issues.
Practice rapid and creative ideation in the context of designing solutions for global water issues.

Deliverable: Essay

Time Scale : 2 weeks

STEAM Content : Asking Questions and Defining Problems, Analyzing and Interpreting Data, Influence of Engineering, Technology, and Science on Society and the Natural World

21st Century Skills: Critical thinking, Creativity, Information, media, and technology skills

Evaluation Rubric:

Content (34%) : Evidence of competent use of Information and technology skills to gather information

Analysis (33%): Evidence of critical thinking about the issue and nuanced analysis

Creativity (33%): Evidence of creative thinking of possible solutions to the problem of water conservation.

Watershed volunteers plant a variety of plants that will help protect soils, crowd out weeds, and provide habitat for native wildlife. (Image source)

Unit 2

Introducing the culminating challenge: Design, budget and build out a solution for rainwater conservation on school property.

Students will:

Learn about local regulations around rainwater use and conservation, collect data about current methods for rainwater management in the school, and calculate and layout the potential impact of a solution.
Tour the downspout locations in the school, and consider ideas to route and reuse water from each one.
Students will then vote on the design projects they are most excited about implementing and form teams of 4-5 peers and choose their downspout location, they will also make a guided choice for adopting authentic roles in the team project.

Deliverable : Initial project proposal presentation as a team, teams and roles in the team.

Time scale : 2 weeks

STEAM Content : Planning and carrying out investigations, Developing and Using Models

21st Century Skills: Critical thinking, Information, media, and technology skills, Collaboration

Evaluation Rubric:

Project proposal(50%) : Evidence of competent use of Information and technology skills to gather information, critical thinking to come up with the solution, communication skills for presentation

Collaboration (50%): Evidence of effective teamwork in the classroom discussion, presentation and decision of team project and roles.

Unit 3

Developing subject matter expertise on water use and conservation around the world.

Students will:

Receive classroom instruction on curriculum topics of Water Basics, Water-Earth Interactions, and People Need Water
Calculate their water footprints and brainstorm ways to reduce it.
do cost-benefit analysis in class - water conservation and money saving payback

Deliverable : In-class Assessments

Time Scale: 4 weeks

STEAM Content : Analyzing and Interpreting Data, Using Mathematics and Computational Thinking

21st Century Skills: Critical thinking, Problem Solving, Collaboration

Evaluation Rubric:

Class Participation(20%) : Evidence of competent use of Information and technology skills to gather information, effective participation in water footprint and cost-benefit analysis

Collaboration (20%): Evidence of teamwork in the class projects

Quiz (60%) : Content knowledge of the subject matter taught in class

Unit 4

Doing the culminating Challenge: Design, budget and build out a solution for rainwater conservation on school property

Each team of students will:

Study their downspout, design and scope out their rainwater conservation project.
Present a budget and proposal for their project to the conservation district and school authorities to procure funds for their project.
Build out and install their project.

Deliverable : Weekly progress report rotated between team members, completed projects

Time Scale: 20 weeks

STEAM Content : Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions

21st Century Skills: Critical thinking, Problem Solving, Creativity, Collaboration, Communication Skills

Evaluation Rubric:

Project(40%) : Evidence of competent use of time and resources to create an effective and robust solution to manage rainwater at their designated spot.

Collaboration (20%): Evidence of teamwork in the project, with each person's role clearly described.

Weekly Reports (20%): Evidence of ability to stay organized, manage time and resources, recognize problems and seek help.

Budgeting and project proposal (20%) : Evidence of collaboration and critical thinking, communication skills to put together and present a compelling pitch.

Rain Garden

Bioswale

Rainwater collection system

Retention pond

Unit 5

Debrief on the Challenge

Students will:

Make artwork and info-graphic installations near their projects to give information about their projects and raise awareness for water conservation.
Present their projects to staff from the local conservation district, school authorities and their peers.
Peer-review each other's projects, given a rubric.

Deliverable : Working project at exhibition, peer assessments.

Time Scale: 2 weeks

STEAM Content : Using art to convey important messages, Constructing Explanations and Designing Solutions

21st Century Skills: Creativity, Communication Skills

Evaluation Rubric:

Project Presentation(40%) : Evidence of collaboration and critical thinking, communication skills to put together and present a compelling project presentation.

Artwork(40%) : Evidence of creative use of art to convey the importance of water conservation.

Peer Review (20%): Evidence of thoughtful assessment and effective feedback to their peers.

Unit 6

Summative Assessment

Students will:

Rewrite the essay on the driving question, reflecting on everything learned over the project period.
Participate in summative assessments of the relevant curriculum covered in classroom instruction.

Deliverable : Essay and assessment

Time Scale: 2 weeks

STEAM Content : Asking Questions and Defining Problems, Analyzing and Interpreting Data, Influence of Engineering, Technology, and Science on Society and the Natural World, Using Mathematics and Computational Thinking

21st Century Skills: Critical thinking, Information, media, and technology skills, Problem Solving

Evaluation Rubric:

Essay (33%): Evidence of critical thinking about the issue and nuanced analysis and insightful reflection of the past year's project experience and peer feedback on their project.

Quiz (50%) : Content knowledge of the subject matter taught in class

References:

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