Teacher Book

Funded by the Rivers and Mountains Conservancy
California Clean Water, Clean Air, Safe Neighborhoods, and Coastal Protection Bond Act of 2002
Mike Chrisman, Secretary for Resources Arnold Schwarzenegger, Governor
Los Angeles County Cooperative Extension,
http://celosangeles.ucdavis.edu
University of California
Agriculture and Natural Resources
Publication 8311
Environment and Community:
Caring for Our Natural Resources
WATER
An English as a Second Language Curriculum for Adults
Sabrina L. Drill
Paola F. Aliaga
Fanshen Cox
Funded by the Rivers and Mountains Conservancy
California Clean Water, Clean Air, Safe Neighborhoods, and Coastal Protection Bond Act of 2002
Mike Chrisman, Secretary for Resources Arnold Schwarzenegger, Governor
Los Angeles County Cooperative Extension,
http://celosangeles.ucdavis.edu
Publication 8311
Environment and Community:
Caring for Our Natural Resources
WATER
An English as a Second Language Curriculum for Adults
Sabrina L. Drill Paola F. Aliaga Fanshen Cox
page ii
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page iii
ENVIRONMENT AND COMMUNITY: CARING FOR OUR NATURAL RESOURCES
AN ENGLISH AS A SECOND LANGUAGE CURRICULUM
In 2004, University of California Cooperative Extension,
with support from the Rivers and Mountains Conservancy
and in collaboration with the English as a Second
Language faculty and students at East Los Angeles
College, began to develop a curriculum for English
language acquisition based on local environmental
issues. The driving principle behind this was that
awareness, understanding, and stewardship of ones
environment was an important element of membership
in a community, and that this understanding would
improve both our environment and our communities.
Immigrants to the United States should be aware that
they have the right to a clean, healthy environment, that
there are avenues they can take individually to infuence
the quality of their environment, and that the decisions
made by communities and governments affect that
environment. We hope to have two major impacts: to
increase the diversity of voices infuencing environmental
quality and health, and to empower new immigrants
with the ability to wield this infuence.
In much of California, water is the key limiting
factor for ecosystems as well as human societies and
economies. Hence, we chose water and the watershed
as unifying themes for this unit of our curriculum.
While environment is a somewhat vague concept,
the watershed has real, physical meaning. Physically, a
watershed is a land area within which any drop of rain
that falls will end up in a single river or lake, but it is
also more than that, encompassing everything that can
happen to that drop of water along the way. It links
the plants, animals, people, businesses, and everything
else that use water. It is affected by geology, ecology,
economy, society, politics, and culture within and outside
that specifc geographic area.
When frst embarking on this project, we choose to
follow the mainstream ESL education community in
embracing the concept of English immersion. Hence, all
materials are provided in English and can be used in a
classroom where a wide diversity of national origins are
represented, as was the case with the mix of students
with Latin American and Asian origins represented at East
Los Angeles College.
This curriculum is not intended to provide a broad
overview of all environmental issues, but rather to
focus on some that would be relevant to the majority
of recent immigrants living in arid urban situations. At
the same time, it is not intended to act as the primary
ESL curriculum, but as supplemental material. During
development, we used it closely with one of the major
ESL texts used in California, Stand Out, but our pilot
experiences have shown that it is a good complement to
other texts as well.
The curriculum is also designed to support the
major system of ESL evaluation used in California
and throughout the United States, CASAS. The CASAS
competencies and EL Civics objectives met by the lessons
are outlined in a table on page 2. An assessment tool for
one of the CASAS Civics Education Objective for accessing
community services information is provided on page 60.
Lessons addressing listening, speaking, reading, and
writing are outlined in the table as well.
We hope that ESL instructors and students will fnd this
a useful tool to expand English language communication
skills, meet assessment requirements, learn about
environmental issues, and encourage and provide the
skills for greater civic engagement in the management of
Californias natural resources.
Sabrina Drill
Natural Resources Advisor,
University of California Cooperative Extension
(323) 260-3404
sldrill@ucdavis.edu
Contents page iv
C O N T E N T S
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CASAS Competencies/EL Civics Objectives/Language Objectives . . . 2
LESSON 1: WATER, WATER EVERYWHERE
Objectives, Preparation, Materials, Key Vocabulary,
Warm-Up, Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Presentation 1: Water Proverbs . . . . . . . . . . . . . . . . . . . 3
Water Proverbs Cutouts . . . . . . . . . . . . . . . . . . . . . . . 4
Presentation 2: Synonyms and Defnitions . . . . . . . . . . . . 6
Presentation 3: Body of Water . . . . . . . . . . . . . . . . . . . . 7
Presentation 4: Water Poems. . . . . . . . . . . . . . . . . . . . . 7
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
LESSON 2: WATER CONSERVATION
Warm-Up, Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 11
Presentation 1: The Water Planet . . . . . . . . . . . . . . . . . 11
The Water Planet Figures A-D . . . . . . . . . . . . . . . . . . 12
Presentation 2: How Much Water Do We Use? . . . . . . . . . 13
Presentation 3: Water Tips, Rebates, and Programs. . . . . . 14
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
LESSON 3: WATER IN YOUR COMMUNITY
Presentation 1: Map Features . . . . . . . . . . . . . . . . . . . 19
Presentation 2: Changing Rivers . . . . . . . . . . . . . . . . . . 19
Presentation 3: The Los Angeles River . . . . . . . . . . . . . . 20
The Los Angeles River: Reading Passages. . . . . . . . . . . 22
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
LESSON 4: WATERSHEDS
Presentation 1: Where Does the Water Flow? . . . . . . . . . . 29
Presentation 2: What Are Watersheds? . . . . . . . . . . . . . . 30
Presentation 3: Two Watersheds . . . . . . . . . . . . . . . . . . 31
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Wrap-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
LESSON 5: REDUCING WATER POLLUTION
Presentation 1: Two Causes of Water Pollution . . . . . . . . 36
Presentation 1B: Scanning . . . . . . . . . . . . . . . . . . . . . 37
Presentation 2: Sewers and Storm Drains . . . . . . . . . . . . 37
Cutouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Presentation 3: Los Angeles Storm Drains . . . . . . . . . . . . 39
Presentation 4: Reducing Pollution. . . . . . . . . . . . . . . . 40
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Student Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
CASAS 23 Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . 60
C O N T E N T S
Contents page v
Student Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Teachers edition is listed frst, student workbook is listed second 43 / 1
LESSON 1: WATER, WATER EVERYWHERE
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43/1
Exercise 1: Water Proverbs . . . . . . . . . . . . . . . . . . . . . . 43/1
Exercise 2: Synonyms and Defnitions . . . . . . . . . . . . . . . 43/1
Exercise 3: Body of Water . . . . . . . . . . . . . . . . . . . . . . . 43/2
Exercise 4: Water Poems . . . . . . . . . . . . . . . . . . . . . . . 44/3
Exercise 5: Make Your Own Poem. . . . . . . . . . . . . . . . . . 44/4
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44/4
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44/4
LESSON 2: WATER CONSERVATION
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45/6
Exercise 1: Key Vocabulary . . . . . . . . . . . . . . . . . . . . . . 45/6
Exercise 2: The Water Planet . . . . . . . . . . . . . . . . . . . . . 45/6
Exercise 3: How Much Water Do We Use? . . . . . . . . . . . . . 45/6
Exercise 4: Water Tips, Rebates, and Programs . . . . . . . . . 46/7
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47/9
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47/9
LESSON 3: WATER IN YOUR COMMUNITY
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47/10
Exercise 1: Key Vocabulary . . . . . . . . . . . . . . . . . . . . . 47/10
Exercise 2: Map Features . . . . . . . . . . . . . . . . . . . . . . 47/10
Exercise 3: Changing Rivers. . . . . . . . . . . . . . . . . . . . . 48/11
Exercise 4: The Los Angeles River: Vocabulary in Context . . 48/12
Exercise 5: The Los Angeles River:
Comprehension Questions . . . . . . . . . . . . . . . . . . . 49/13
Exercise 6: The Los Angeles River: Reading Passages . . . . . 50/15
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51/18
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52/19
LESSON 4: WATERSHEDS
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52/20
Exercise 1. Key Vocabulary . . . . . . . . . . . . . . . . . . . . . 52/20
Exercise 2: Where Does the Water Flow?. . . . . . . . . . . . . 52/20
Exercise 3: What Are Watersheds?. . . . . . . . . . . . . . . . . 52/20
Exercise 4: Two Watersheds . . . . . . . . . . . . . . . . . . . . 53/21
Exercise 5: Protecting Our Watersheds . . . . . . . . . . . . . . 54/23
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54/23
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54/24
LESSON 5: REDUCING WATER POLLUTION
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55/25
Exercise 1. Key Vocabulary . . . . . . . . . . . . . . . . . . . . . 55/25
Exercise 2: Two Causes of Water Pollution. . . . . . . . . . . . 55/25
Exercise 3: Two Causes of Water Pollution: Scanning. . . . . 55/26
Exercise 4: Sewers and Storm Drains . . . . . . . . . . . . . . . 55/26
Exercise 5: Is This a Sewer or a Storm Drain? . . . . . . . . . . 56/27
Exercise 6: Los Angeles Storm Drains. . . . . . . . . . . . . . . 56/27
Exercise 7: Reducing Pollution. . . . . . . . . . . . . . . . . . . 56/28
Exercise 8: Who Can You Call For Help? . . . . . . . . . . . . . 57/30
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57/30
Expansion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58/31
GLOSSARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59/32
Water
Overview page 1
O V E R V I E W
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Water drives life on planet Earth, and clean, safe water is one of the
most basic human needs. The history of California, and Southern
California in particular, was in large part determined by the need for
water. In this unit, you and your classes will learn about and discuss
the role water plays in life in California and in the lives of your
students in their home countries. Most of our water comes from rivers,
and you will learn about how and why we have changed our local
rivers and their watersheds. Your classes will also practice reading
maps, both to learn more about the natural geography of Los Angeles
and gain important skills that can improve their lives in this country.
Each lesson includes objectives for the students, preparation
suggestions, a list of materials needed, and key vocabulary covered
in the lesson. Warm-up and introductory exercises help build
student interest and review the concepts they already know.
For each presentation in the lesson, there are practice
exercises and an evaluation. The end of each lesson includes
assessment questions and expansion exercises that
encourage students to transfer the acquired concepts into
their lives outside of the classroom.
At the end of the unit, there are a set of suggested
student projects, and an assessment tool based on this
material that you can use to evaluate a CASAS EL Civics
Objective. Finally, there is a glossary of important
vocabulary used throughout the unit.
Overview page 2
O V E R V I E W Water
CASAS COMPETENCIES/EL CIVICS OBJECTIVES/LANGUAGE OBJECTIVES
LESSON EL CIVICS LISTENING SPEAKING READING WRITING
Competency/
language objective
1:
Water, Water
Everywhere
8.2
13.2
22.7
25.3
43.18
4:
Watersheds
5:
Reducing
Water Pollution
8.1
11.8
13.5
22.1
43.18
1 p. 3
2 p. 6
2 Expansion p. 9
1 p. 3
1 Expansion p. 9
1 p. 3
2 p. 6
3 p. 7
2 p. 6
3 p. 7
3 Expansion p. 9
2:
Water
Conservation
8.2
8.3
8.9
11.13
13.5
25.3
43.18
1 p. 11 1 Expansion p. 16 2 p. 13
3 p. 14
2 p. 13
2 Expansion p. 16
3:
Water in Your
Community
3 p. 20
3 Expansion p. 28
2 p. 19
3 p. 20
3 Expansion p. 28
1 p. 19
3 p. 20
3 p. 20
3 Expansion p. 28
8.2
8.9
11.13
13.5
23.1
43.18
1 p. 29
2 p. 30
3 p. 31
1 p. 29
3 p. 31
2 p. 30 2 p. 30
2 Expansion p. 34
8.2
13.5
43.18
1 p. 36
2 p. 37
3 p. 39
2 p. 37 1 p. 36
2 p. 37
3 p. 39
4 p. 40
1 p. 36
3 p. 39
4 p. 40
4 Expansion p. 42
Presentation Page Presentation Page Presentation Page Presentation Page
L E S S O N 1
Lesson 1 page 3
Water, Water Everywhere
PREPARATION
This lesson is designed to get students thinking more about water.
Familiarize yourself with the water vocabulary in the lesson and add
any words that may be relevant to your locale (e.g., are there wetlands
nearby?). Make copies of the Water Proverbs in Presentation 1 (one
page is enough for 32 students) and cut each proverb into a strip, and
then cut the strip in half.
MATERIALS
Proverb strips cut in half; pictures and/or tangible examples of water-
related words to generate interest and comprehension; a thesaurus.
KEY VOCABULARY
proverb
body of water
thesaurus
synonym
vital
WARM-UP
(5 minutes)
As students enter the classroom, give each one half of a proverb. Be
sure their matching strip is handed out as well. Tell them that they
have the beginning or ending of a proverb (write proverb on the
board). Tell them that every language has proverbs and explain that
proverbs are expressions that give advice or opinions about life.
INTRODUCTION
(5 minutes)
Remind students that water is something that connects everyone on
earth, and therefore every language and culture has proverbs that
use water to talk about some aspect of life (you may want to discuss
what a metaphor is here). Explain that in this lesson they will share
and analyze water proverbs, learn new water words, and learn how to
increase their vocabulary.
PRESENTATION 1: WATER PROVERBS
(510 minutes)
Have students walk around the classroom, using English to fnd the
match for their half of their proverb. Once they have found the person
who holds it, they should sit together.
Practice 1
(1015 minutes)
Pairs should try to guess the meaning of the proverb and discuss
whether people say something similar in their frst language. Have
them teach each other the proverb in their own language, if it exists.
Objectives
To acquire and
share words
pertaining
to water
To share and
analyze proverbs
that use
water words
To defne
synonym
To use a
thesaurus
to fnd synonyms
Lesson 1 page 4
Water, Water Everywhere L E S S O N 1
WATER PROVERBS
Tousands have lived without love not one without water.
He who prays for rain prays for mud.
Water is the mother of tea.
I feel like a fsh out of water.
It is raining cats and dogs.
Water, water everywhere and not a drop to drink.
You can lead a horse to water but you cannot make him drink.
Water in the mouth before eating water in the eyes when the bill comes.
Lesson 1 page 5
L E S S O N 1 Water, Water Everywhere
Tis is just the tip of the iceberg.
When it rains it pours.
Up the creek without a paddle.
Rain, rain, go away come again some other day.
Saving it for a rainy day.
Keep your head above water.
I wash my hands of the whole thing.
You will not miss the water until the well runs dry.
continued
Lesson 1 page 6
Evaluation 1
(1530 minutes)
Pairs present their proverbs to the class, teaching the meaning and
teaching the proverb in their frst language if it exists. Have students
complete Exercise 1 in their workbooks.
PRESENTATION 2: SYNONYMS
(10 minutes)
1. Write beautiful on the board and ask whether they know of
another word that has a similar meaning (e.g., pretty). Say that
pretty and beautiful are synonyms. Write synonym on the
board and elicit the meaning. Ask them for more examples (e.g.,
tiredsleepy; happyjoyful, etc.).
2. Show students a thesaurus and explain that it is a good resource
for fnding synonyms. Explain that using a thesaurus will help them
increase their vocabulary, because every time they look for one
word in the thesaurus, they will learn at least one new word that has
a similar meaning.
3. Ask a student to look in the thesaurus for synonyms of vital. After
generating a list of synonyms, ask for an example of something that
is vital. Elicit that water is vital and explain that throughout these
lessons they will learn and share many things about water.
4. Next, ask if there is any other information about vital in the
thesaurus (elicit antonym). Explain that an antonym is the
opposite of a word. Ask for examples of antonyms for the sample
words you gave above.
5. Point out that some of the sample words do not have synonyms, in
which case they can check for defnitions in a dictionary.
Practice 2
(3040 minutes)
Tell students they will learn many new words throughout this
unit. Explain that by learning some of the words now, it will be
easier for them to understand the future lessons. Have students
fnd synonyms and/or defnitions for the words in their workbooks
(Exercise 2). (Note: This can be done as homework to save class time.
Answers will vary.)
Exercise 2: Vocabulary List
proverb: A short statement that expresses a basic truth.
synonym: A word with a similar meaning.
antonym: A word with an opposite meaning.
thesaurus: A book containing synonyms and antonyms.
saltwater: Relating to water from the sea or ocean.
freshwater: Water that does not contain salt.
lake: A body of freshwater.
river: A large body of fresh, moving water.
stream: A body of moving water.
creek: A small body of moving water.
lagoon: A body of shallow water connected to a larger body of
water like an ocean, lake, or river.
ocean: A very large body of salt water that covers most of the earth
and can be divided into fve parts (Atlantic, Pacifc, Indian,
Southern, Arctic).
sea: A large body of water totally or partially enclosed by land.
Lesson 1 page 7
pond: A small lake.
spring (n): A body of water that fows from underground.
brook: A small stream.
marsh: Wet land.
food (n): An overfowing of water on dry land; water out of its
normal boundaries.
shed (v): To release water.
drain (v): To fow off gradually.
soak: To make something completely wet.
watershed: the area where water travels from one place to another.
(Note: Students will fnd more than one defnition for this word and
should be able to tell from the context of this lesson which is most
appropriate.)
vital: Necessary.
Evaluation 2: Body of Water
(1520 minutes)
Students compare their defnitions and synonyms and then check
as a class.
PRESENTATION 3: BODY OF WATER
(5 minutes)
Write body of water on the board and say that ocean and river
are examples. Ask if they can guess the defnition of the phrase body
of water. Then have students look up body in the dictionary and
see if they can fgure out how to defne body of water and discuss it
with the class. Have them write the defnition at the top of Exercise 3 in
their workbooks.
Practice 3
(1520 minutes)
Have students complete Exercise 3 in their workbooks.
Evaluation 3
(5 minutes)
Check the answers as a class.
PRESENTATION 4: WATER POEMS
(5 minutes)
Tell students that they will now read three poems written by students
about water. Ask them to read the questions in Exercise 4 before
reading the poems.
1. Who or what is speaking in Seasons of Water?
2. In Water, what are the antonyms for steady and old?
3. Who or what is speaking in Untitled? Is it a different speaker from
Seasons of Water?
4. Make a list of the words in the poems that are related to water.
Lesson 1 page 8
Seasons of Water
Winter
I am the soft, white snow you play in.
I am the steam that rises from your hot cocoa on a cold day.
Spring
I am the gentle shower you dance in.
I am the glistening dewdrops on a crisp, clear morning.
Summer
I am the refreshing mountain pool you splash in.
I am the splat of a water balloon on your back.
Fall
I am the icy cold rain that keeps you inside for recess.
I am the pitter, patter that hits the window when you
are curled up beside the fre.
I am the water of your life

Katy Wilson, Age 9
Collegedale, Tennessee
National Finalist
2006 River of Words Contest
River of Words
Untitled
I fow from the mighty mountain down
through the magic of moss, mist and forest.
I fow through mighty desert, fre and rain
through cool shade and burning sun.
I fow through beautiful places, ugly places
night and day, under suns and moons.
I fow through disaster and magnifcent glory
precious moments and hated past.
I fow through life and study it.
I protect life along with taking it.
I see all and yet I am only a river,
strong and free.

Lauren Anderson, Age 11
Watsonville, California
National Finalist,
River of Words
Water
Water is as steady as thoughts
as unstable as a childs frst steps
as old as time
as fresh as life
as mysterious as dreams

Amanda Ditmore, Age 9
Berkeley, California
National Finalist
River of Words
Lesson 1 page 9
Practice 4
(30 minutes)
Ask students to complete Exercise 4.
Evaluation 4
(10 minutes)
Discuss students workbook answers as a class. Then have students
complete Exercise 5 as homework to share with the class or a partner
in the following class.
ASSESSMENT
At the conclusion of the lesson, students should be able to answer
these questions in English (the assessment in their workbook):
1. What new water words did you learn?
2. What can you fnd in a thesaurus?
3. Name three synonyms for vital.
4. Name three things that are vital to human life.
WRAP-UP
Tell students that now they have learned many words that are related
to water and have a new tool to help them expand their English
vocabulary. Explain that next they will learn about the availability of
freshwater and will discuss the importance of saving it. Also, they will
share and learn new ways to save water.
EXPANSION (written to the student)
Writing
1. My Favorite Body of Water
Close your eyes and think about your favorite river, ocean, or other
body of water for about 5 minutes (if you cant think of one, create
the ideal one). When you open your eyes, write down everything
you remember about that place. Describe it so well that if someone
reads what you wrote, they will feel like they are in front of that
body of water. If you prefer, you can write it in the form of a poem.
When you are fnished, read it to your classmates.
2. Water in the Media
While studying all about water, pay attention to television and radio
programs or newspaper articles that talk about water. Whenever you
hear or read anything about water, write it down and tell the teacher
and class all about it. For example, while writing this curriculum,
there was a big story in the news about cleaning up the Los Angeles
River, sponsored by Friends of the Los Angeles River. This is something
that you can share with the class, your teachers and friends.
Family Activity
1. Water Use
Have everyone in your family observe his or her own water use.
How many times in one day do you (and your family members) turn
on the faucet, drink water, or wash with water? Try to use as much
English at home as possible to complete the exercise.
2. River of Words
River of Words (ROW) is an educational nonproft organization based
in Berkeley, California, that promotes cultural and environmental
literacy through the arts and cultural exchange.
Lesson 1 page 10
ROW conducts an annual international poetry and art contest for
youth, in affliation with the Library of Congress Center for the Book.
Through its teacher workshops, curriculum materials, exhibitions,
and publications, ROW encourages students around the world to
explore their own communities and imaginationsweaving in
natural and cultural historyand then to synthesize what theyve
learned and observed into line and verse.
River of Words was cofounded in 1995 by United States Poet
Laureate (199597) Robert Hass and writer Pamela Michael. In 2003
River of Words opened one of the only art galleries in the world
devoted exclusively to the work of children, called Young at Art.
For information or to order art prints, calendars, ROW art and
poetry books, the 270-page Educators Guide, or other curriculum
materials write to:
River of Words, PO Box 4000-J, Berkeley, CA 94704;
tel: 510-548-POEM (7636); Web site, www.riverofwords.org.
3. Search the Web
Many Web sites have poems and proverbs that include water words.
Teach your children (or other young people you know) how to
search the World Wide Web (or maybe they can teach YOU!). A good
place to begin is www.google.com and type in poems or proverbs
about water.
4. Web Sites about Water
There are many other Web sites dedicated to teaching more about
water. Three more to investigate are given below. How many more
can you fnd?
World Water Day, http://www.worldwaterday.org
University of California World Water Resources Archives, http://
www.lib.berkeley.edu/WRCA
Water Education Foundation, http://www.watereducation.org
Grammar
Practice making yesno questions and short answers by interviewing
people about the water in their countries.
Water Conservation L E S S O N 2
Lesson 2 page 11
PREPARATION
Familiarize yourself with Presentation 1 prior to the lesson so that
the steps run smoothly. You may need more than the estimated time
as well as some materials not readily available in the classroom (see
suggestions below).
MATERIALS
Presentation 1: Something to divide, such as apples, M&Ms, pizza, or
wedges of paper; a globe or a picture of earth from outer space (e.g.,
from Google Earth, http://earth.google.com); a thesaurus; and, for
Presentation 2, a gallon jug.
KEY VOCABULARY
drinkable
saltwater
freshwater
gallon
conserve
average
faucet
leak
leaky
WARM-UP
(5 minutes)
Ask for volunteers to read their My Favorite Body of Water writing
from Lesson 1. Have students complete Exercise 1, giving as many
defnitions or synonyms as they can remember from Lesson 1.
INTRODUCTION
(5 minutes)
Tell students that in this lesson they will compare how much water is
on the earth with how much there is for humans to use, and that they
will share and learn new ideas for saving water.
PRESENTATION 1: THE WATER PLANET
(15 30 minutes)
This presentation is described below as a teacher-directed listening
lesson. You can also use it as a following instructions exercise in
which students draw and make the divisions as you go through the
steps. Or, you might make it more tactile by using (or having the
students use) the materials suggested above.
1. Tell students that some people call Earth the Water Planet. Ask
them why they think that is. (It is because so much of the planet is
covered by wateruse a globe or map to emphasize.).
2. Draw a large circle on the board and tell students that the circle
represents the planet Earth (see fgs. AD).
Objectives
To compare the
availability of
freshwater on the
earth to the need
for freshwater
To defne
conservation
To identify and
share ways to
conserve water
Lesson 2 page 12
3. Now divide the Earth into four equal sections (fg. A). Explain that
the sections represent all land and water on the planet.
4. Ask students how many sections they think represent the water on
the Earth. Shade in three sections (fg. A) and tell the students that
these sections represent the water on the earth.
5. Erase the remaining section that represents the land (fg. B).
6. Explain that most of the water in the remaining sections is salt water
(from the oceans), which is undrinkable (you cant drink it).
7. On the side, draw what is roughly less than half of one of the
sections (fg. C) and explain that only this section of the water is
freshwater. Erase the circle representing salt water.
8. Ask students if they think this is enough water for everyone (answers
may vary). Now divide this fnal section roughly into thirds (fg. D)
and say that two of the sections are frozen freshwaterlike the ice
at the North and South Poleswhich is also undrinkable. Erase the
two thirds that represent frozen freshwater.
9. Explain that this fnal small remaining section of liquid freshwater
represents all the water that can be available to us. (Note: We
use the words can be because some of that remaining water is
polluted and therefore also undrinkable. Pollution is explored in
depth in a future lesson.)
Figures AD. Availability of water on Earth.
A.
C.
B.
D.
saltwater
freshwater
frozen
freshwater
liquid freshwater
available to the world.
not
drinkable
Lesson 2 page 13
ACTIVITY
Typical number of gallons used
___ Taking a bath or shower
___ Watering the lawn and yard
___ Washing the dishes by machine or hand
___ Washing clothes
___ Washing the car
___ Brushing your teeth
___ Cooking
___ Drinking
___ Flushing the toilet (once)
___ Leaking toilet (per day)
Evaluation 1
(510 minutes)
Have students discuss in pairs whether they think the amount of
freshwater available on earth affects their daily lives and what it means
for the future, and have them brainstorm some solutions to our lack
of freshwater. Have students complete Exercise 2 in their workbooks.
Check the answers as a class. (The correct answer in Exercise 2 is
Water, water everywhere and not a drop to drink).
PRESENTATION 2: HOW MUCH WATER DO WE USE?
(1520 minutes)
Tell the students that they are going to read about how much water
people use doing certain activities. Show them a gallon container for
reference.
Practice 2
(10 minutes)
Have students complete Exercise 3 (below) in their workbooks.
Source: Water Education Foundation.
A. 3550 gallons
B. 1/2 gallon
C. 47 gallons
D. 180 gallons
E. 50 gallons
F. 813 gallons
G. 510 gallons
H. 912 gallons
I. 60 gallons
J. 25 gallons
H
J
D
G
F
B
A
C
E
I
Evaluation 2
(510 minutes)
Correct Exercise 3.
Lesson 2 page 14
PRESENTATION 3:
WATER TIPS, REBATES, AND PROGRAMS
(1520 minutes)
Write conserve on the board and ask a student to fnd its synonym
in their (or your) thesaurus and share any synonyms with the class.
Explain that conservation is the noun form of the verb conserve.
Tell the students that water conservation is an important way to make
sure that their children, grandchildren, and great grandchildren have
enough water to survive.
Practice 3A
(2030 minutes)
Tell students that they are going to read about how to be water-wise,
or smart about water use. Say that the information will give them ideas
about how to conserve water. Have them read the questions (Exercise 4)
before they read the information so they can have ideas to focus on while
they read.
Questions:
1. Referring to the tips in Exercise 4, name three things you can do in
the bathroom to save water.
2. Name three things you can do in the kitchen to save water.
3. According to the tips, when is the best time to do laundry?
4. Which saves more water: washing your car yourself or taking your
car to a car wash? Why?
5. How can you get a rebate for the following amounts?
$100.00
$150.00
$175.00
$75.00
6. Did you learn new ways to conserve water by reading these tips?
Why or why not?
7. List at least three other ways you can think of (or have already used)
to conserve water.
Practice 3B (Reading)
(3040 minutes)
Have students read the information independently.
Lesson 2 page 15
WATER-WISE TIPS, REBATES, AND PROGRAMS FOR EAST LOS ANGELES
Water-Wise Tips
Take shorter showers; use less water in your baths.
Dont leave the faucet on when you brush your teeth or
your hair.
Dont leave the water on when you wash dishes. Instead,
fll the sink or wash tub to wash and rinse dishes.
When you are waiting for water to heat up, collect the
cold water and use it for plants.
Check all faucets for leaks and replace any leaky washers.
Is your toilet leaking? Put a drop of food coloring in the
tank and dont fush. If the water in the bowl changes
color, you have a leak.
When you use the dishwasher or do laundry, wait until
you have a full load.
Dont leave the hose running when you wash your car. It
is better to take your car to a car wash. Tey usually use
less water and often recycle or throw the dirty water away
in the proper place.
Use a broom instead of water to clean up your driveway
and walk ways.
Replace your showerheads and toilets with low-fow
heads and low-fush models (they might be free!).
Rebates and Programs
City of Los Angeles Department of Water and Power customers
Rebate up to $100.00 when you buy an ultra-low-fush toilet. You
may even be able to get a free toilet! For more information call
(800) 544-4498 or visit the Los Angeles Department of Water and
Power (LADP) Web site,www.ladwp.com.
Rebate up to $150.00 if you buy a high-efciency washing machine.
Call (800) 203-7380 or visit www.ladwp.com to get an application.
Get free trees! For more information call (800) 473-3652 or visit
www.ladwp.com.
City of Monterey Park Water Department:
Get FREE ultra-low-fush toilets each spring. For more information
call (626) 307-1293, or visit the Web site, www.waterprograms.com.
East Los Angeles California Water Service Group
FREE water-saving plumbing fxtures, like low-fow showerheads,
kitchen faucets, and hose nozzles. For more details contact
your local ofce (on your bill) or visit the California Water
Service Company Web site, http://www.calwater.com/
WaterSavingPlumbingFixtures.html.
Rebate of $75.00 on an ultra-low-fush toilet. Call the Oldtimers
Foundation at (877) 732-2830 for more information.
Get a $175.00 rebate on a high-efciency clothes washer through
the Central Basin Municipal Water District. Call the Oldtimers
Foundation at (877) 732-2830 for more information, or visit
http://www.centralbasin.com or www.calwater.com.
Lesson 2 page 16
Evaluation 3
(15 minutes)
Answer the questions in Exercise 3 and discuss them as a class. If
students do not live in East Los Angeles, ask them to try to fnd
brochures or information on water conservation in their local area.
Suggest that they read their water bill, search the Web, or go to a local
garden supply store. Have them share the information they fnd with
the class.
ASSESSMENT
At the conclusion of the lesson, students should be able to answer
these questions in English:
1. How much of the planet consists of water?
2. How much of that water is drinkable?
3. What does conserve mean?
4. How did you conserve water in your country?
5. How can you conserve water at home?
WRAP-UP
Remind students that they have learned many new words related to
water and have discovered and shared ways to conserve water. Explain
that in the next lesson they will learn more about the bodies of water
in your area.
EXPANSION
Writing
1. Water Conservation
Write an essay about water conservation. In your introduction, talk
about how little water there is available for humans to use on the
planet and why it is important to conserve water. In the body, write
three paragraphs; each one should present a different option for
conserving water. In the conclusion, tell your reader what the future
might be like if we dont conserve water.
2. How Much Water Do You Use?
For the next 24 hours, observe and write down everything you do
that requires water.
Example: 12:35 P.M.: Washed my hands before lunch.
12:40 P.M.: Drank water with my lunch.
1:00 P.M.: Washed the dishes from lunch.
When you are fnished, think about these questions: How many
times in 24 hours did you use water? Was it more or less than you
expected? Do you think you use more or less water than the other
students and teacher? Compare your answers with your classmates
and teacher in your next class. Compile the results for the whole
class, then research on the Internet to compare your classs average
use to water use in the United States or in your native country.
Lesson 2 page 17
Family Activity
Do the Water Planet exercise with members of your family, using
candy, pizza, a tortilla, a dumpling or food that is popular in your
country.
Guest Speaker
Find a professor on your campus who is involved with conservation
(possible departments to search for one include earth science, life
science, civil engineering, and geology). Prepare interview questions
and ask him or her to visit the class. Take notes during the interview,
then summarize them in an essay.
Grammar
Look at Exercise 3 again and observe the use of the gerund as the
subject of the sentence. Think of other ways you use water and make a
statement about it using the gerund as the subject.
Water In Your Community L E S S O N 3
Lesson 3 page 18
PREPARATION
This lesson focuses on the Los Angeles River and is a case study of how
a river evolved through the process of urbanization. If you are not in
the Los Angeles River watershed, or you would like to learn or teach
about a different body of water, feel free to substitute or supplement
this lesson with materials and worksheets on a different body of water.
MATERIALS
AAA maps of Los Angeles and of your local area (one for every three
students); globe or world map; map of the United States.
KEY VOCABULARY
map features
north
south
east
west
food
native
agriculture
aqueduct
concrete
channel
channelization
desirable
soak
WARM-UP
(510 minutes)
Have students complete Exercise 1, giving defnitions or synonyms they
already know (they will learn the others throughout the lesson). Ask
what the major rivers are in their countries. In Asia, these might be
the Huang He (Yellow River), the Yangtze, or the Mekong; in India, the
Ganges; in Latin America, the Tijuana, Rio Grande, Sonora, or Amazon.
Ask what some of the major rivers in the United States are (Hudson,
Potomac, Missouri, Mississippi, Rio Grande, Colorado, Sacramento,
San Joaquin). Have students point these out on a map.
INTRODUCTION
(5 minutes)
Tell the students that in this lesson, they will learn about a famous
river in Southern California, the Los Angeles River, and how and why
the river has changed through the years. Explain that they will also
identify features on a map.
Objectives
To get and give
directions
To guess
vocabulary
defnitions using
context clues
To compare the
present state of
the Los Angeles
River with
the past
To analyze how
and why the Los
Angeles River
has changed
To list ways to
protect the Los
Angeles River
Lesson 3 page 19
PRESENTATION 1: MAP FEATURES
(510 minutes)
Review the concepts of north, south, east, and west with students. Ask
how they can identify streets, rivers, and freeways on maps. Tell them
that these are called map features in English. Go over the questions
that they will be answering in Exercise 2 and answer any questions they
have. Distribute the maps and group the students.
Practice 1
(1520 minutes)
Have students complete Exercise 2.
1. Find your school on the map.
2. Find the area where you live. What roads could you take to get from
your house to school?
3. Looking at the map, can you fnd some rivers? How do you know
they are rivers?
4. What rivers are closest to this school?
5. What communities do these rivers run through? Where do the rivers
meet the ocean?
6. Some of our main freeways are built along the rivers. Why do you
think some freeways run along the sides of rivers? (The Los Angeles
River runs along I-5 and I-710; the San Gabriel River runs along I-10
and I-605. These are fat areas and early settlers needed water. Later,
roads were built to link these communities)
Evaluation 1
(510 minutes)
Check answers together.
PRESENTATION 2: CHANGING NAMES
(5 minutes)
Explain that many street and area names can tell you what an area
used to look like. Have them look for these place names on the Los
Angeles maps (or maps of your area):
Spring Street
La Cienega
Santa Fe Springs
Willowbrook
Practice 2
(10 minutes)
Ask why they think these areas were named spring or brook. Have
Spanish speakers, if any, translate cienega (marsh). Discuss why so
many street and area names in Southern California come from Spanish.
Ask if there is still a spring on Spring Street or a marsh on La Cienega
(there is not). Discuss what the names tell you about the history of a
location. Elicit that these areas were probably wetlands but in many
cases no longer are.
Evaluation 2
(5 minutes)
Ask students to fnd more examples and share them with the class. Ask
and discuss how streets and areas are named in their countries.
Lesson 3 page 20
The Los Angeles River in the 1900s. The Los Angeles River in a concrete channel
near downtown, 2008.
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PRESENTATION 3: THE LOS ANGELES RIVER
(5 minutes)
Tell students that now they will focus on one of the most well-known
rivers in Southern California: the Los Angeles River (also known as the
LA River). Have students look at the pictures of the Los Angles River
(Exercise 3) and ask when they think the pictures were taken. Discuss
the similarities and differences between the two pictures. (The frst
picture was taken in 1900, the second in 2008.) Ask them to guess why
so many changes occurred and explain that in the next lessons they
will learn more about why.
Lesson 3 page 21
Practice 3: Vocabulary in Context
(1520 minutes)
Explain that when reading in English, they might fnd vocabulary words
they dont know and that, in many cases, they can look at other words
around the word (called context) to try to guess the meaning. As an
introduction to Exercise 4, go over the example below. The word or
phrase to be defned is in bold, as is the correct answer.
Example: When it rained a lot in New Orleans, there was a food.
A. Too much wind
B. Too much heat
C. Too much snow
D. Too much water
Ask which words give them clues about food (rain, a lot).
Practice 3A
Ask students to complete Exercise 4 in their workbooks. (Note: the
correct answers are shown in bold.)
1. The Los Angeles River flowed across large areas of Los Angeles.
A. To stop
B. To go from one place to another
C. To throw away
D. To listen
2. . . . one of the frst Spaniards to visit Los Angeles . . .
A. People from Mexico
B. People from Spain
C. People from Los Angeles
D. People from America
3. The native people of Los Angeles, the Chumash and Tongva, lived
along the river.
A. The trees
B. The river
C. The frst people
D. The people who visit a place
4. . . . Los Angeles was an agricultural village . . . with large areas of
cornfelds, orange groves, vineyards and cattle* ranches . . . (Note:
cattle means cows.)
A. Los Angeles had many farms
B. Los Angeles had a lot of beaches
C. Los Angeles had a lot of buildings
D. People in Los Angeles ate oranges
5. . . . the Treaty of Guadalupe Hidalgo made California part of the
United States.
A. Treatment
B. War
C. Agreement
D. Government
6. The Los Angeles Aqueduct brought water from the Owens Valley to
Los Angeles.
A. Something that transports water
B. Something that transports people
C. Something that transports valleys
D. Something that transports cars
7. . . . some of the most desirable land was along the rivers.
A. Likable
B. Disgusting
C. Decided
D. Worst
8. In areas with concrete*-lined channels, no water soaks into the
ground. (Note: concrete refers to a solid building material.)
A. Comes out
B. Goes in
C. Dries up
D. Stays on top
Lesson 3 page 22
Evaluation 3A
(5 minutes)
Have students check their answers together, justifying their choices
using context clues. Pay particular attention to the vocabulary words
concrete, soak, agricultural, food, and fow, since students
will encounter these words several times throughout the curriculum.
Practice 3B: Comprehension Questions
(4060 minutes)
1. Introduce Exercise 5 to the students. Tell them that they will read
three passages (in Exercise 6) and be asked questions about each
passage, and that they will discuss what they read with each other.
2. Have students read the questions in Exercise 5 out loud.
3. Split the class into three groups: I, II, and III. If the groups are too
large, break them down into smaller groupstwo groups in I, two
in II, and so on. Ask members of each group to read their assigned
passage in Exercise 6 independently (to themselves). While they read
independently, circulate among them and encourage them to use
context to guess the meanings of unknown words.
4. Ask students to review what they read, being sure that every student
can answer the questions in Exercise 5 and understands all of the
vocabulary.
5. Form new groups containing one member from group I, one from group
II, and one from group III. Have each person present what they read to
their new group, beginning with the student who read Passage I.
Questions for Passage I
1. Describe the Los Angeles River before Europeans came to Los
Angeles. (It fowed across large areas, marshes, and streams.)
2. Who lived here at that time? (The Chumash and Tongva.)
3. When and why did the area change? (Spaniards came and built
missions, farms, and so on.)
4. What kind of village was Los Angeles? (An agricultural village with
many orange groves, vineyards, cornfelds and cattle ranches.)
5. Name four things that happened in the 1820s. (California became
part of Mexico; the amount of agriculture increased; French and
American people came; Los Angeles became an important area for
wine production.)
Questions for Passage II
1. What happened in 1848? (California became part of the United
States.)
2. Where did people in Los Angeles get their water from? (The Los
Angeles and San Gabriel Rivers.)
3. What important event happened in 1876? (The transcontinental
railroad was built.) How did this affect the Los Angeles River?
(There wasnt enough water for everyone.)
4. Name three changes that happened in the area at that time.
(Many people moved to Los Angeles; farmers sold their land; farms
moved away from the city center.)
5. How did engineers solve the problem of getting
enough water to everybody? (They built aqueducts.)
Lesson 3 page 23
6. Complete the following chart about the three aqueducts.
YEAR 1913 1941 1960s
NAME LA Aqueduct Colorado River Aqueduct California Aqueduct
BEGINS IN Owens Valley Colorado River Feather River
Questions for Passage III
1. What are two things the Los Angeles city government spends a
lot of money on? (Getting water in and getting water out.)
2. What is the land like near the river? (Flat.)
3. What happens to foodplains when it rains a lot?
(There are foods.)
4. Why did the government build concrete channels in the
LA River? (To avoid the danger of the foods.)
5. What are the benefts and drawbacks of channelization?
Lesson 3 page 24
Exercise 6: THE LOS ANGELES RIVER: READING PASSAGES
The Los Angeles River in the 1900s.
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I. Early Days
Before Europeans came to Los Angeles, the Los Angeles River fowed
across large areas of the fat Los Angeles plain. There were large
marshes and tree-lined streams.
Father Juan Crespi, one of the frst Spaniards to visit Los Angeles
in the early 1800s, wrote that the forest along the river was green
and lush. The native Chumash and Tongva lived along the river
and used the water for many things. They made paths along the
river to move from the mountains to the ocean.
The frst Spaniards to build their homes in the area were priests.
They built missions along the Los Angeles River in the San Fernando
Valley and along the San Gabriel River in San Gabriel. Later, other
Spaniards founded El Pueblo de la Reina de Los Angeles, or The City
of the Queen of the Angels, along the sides of the river (near what
we call downtown today).
At that time, Los Angeles was an agricultural village and the
rivers provided water for large areas of cornfelds, orange groves,
vineyards, and many cattle ranches.
In the 1820s, California became part of Mexico, and agriculture
in the Los Angeles area continued to expand. People came here
from all over Europe. Several American and French settlers came
here and began farming. Eventually the area around downtown Los
Angeles became one of the most important wine-producing regions
in North America.
Lesson 3 page 25
II. Los Angeles Grows
In 1848, the Treaty of Guadalupe Hidalgo made California part of
the United States. At this time, Los Angeles was still an agricultural
community that got water from the Los Angeles River. Then the
transcontinental railroad was built in 1876 and changed Los Angeles
forever.
Because of the railroad, people from other parts of the United
States could more easily come to this wonderful, sunny climate. The
population of Los Angeles tripled from 33,881 in 1880 to 101,454
in 1890! Many farmers sold their land to home builders. The farms
moved away from the city center and went to the north and south
along the rivers.
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The Los Angeles River could not provide the bigger city and farms
with enough water. One of the most diffcult engineering projects
in the twentieth century began at this time. Three huge canals, or
aqueducts, were built to bring water to Southern California from other
bodies of water.
The Los Angeles Aqueduct was completed in 1913, bringing water
from the Owens Valley to Los Angeles. In 1941 the Colorado River
aqueduct was completed, bringing water from the Colorado River
to Los Angeles and Southern California. In the 1960s, the California
Aqueduct was built, bringing water from the Feather River in Northern
California to Los Angeles and the rest of Southern California.
Orchards and vineyards near Lincoln Heights,
mid-1900s.
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The Los Angeles Aqueduct entering the San Fernando
Valley, 1913.
Lesson 3 page 26
III. Trying to Control the River
The City of Los Angeles government spends millions of dollars to
get water into Los Angeles. It also spends millions of dollars trying
to get water out when it rains. It usually rains only for a short time
in Los Angeles, but when it rains, it rains a lot. In fact, the Los
Angeles River might be dry in the summer, but it can rise several
feet during a storm!
A large part of Los Angeles is very fat. Sometimes when it rained
a lot, the river traveled across this fat land and fooded a very large
area called the foodplain. Floods were very unpredictable; nobody
knew exactly when they would come. On New Years Day 1934, a
very large food washed away bridges and houses and killed over
80 people.
After this, the government of Los Angeles decided to build huge
channels made from concrete (see the picture above) to hold the Los
Angeles River. This is called channelization. These channels reduced
the danger from fooding and kept the residents of Los Angeles safe
from foods.
Unfortunately when the Los Angeles River was channelized, we lost
many of the good things about the river. For example, plants cannot
grow through the concrete. Without plants, the birds, fsh, and other
animals that used to live in the river cannot survive. Also, plants can
help take some of the chemicals and other pollution out of the river.
As you can see, there are benefts and drawbacks to channelization.
The Los Angeles River in a concrete channel near
downtown, 1990s.
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Lesson 3 page 27
Evaluation 3B
Once all of the groups have presented their passages, discuss them as a
class, asking the following questions.
1. In the very early days of Los Angeles, where did people in Los
Angeles get their water from? (Los Angeles and San Gabriel Rivers.)
2. What was the land like near the river? (Flat.)
3. Name four things that happened in the 1820s. (California became
part of Mexico; the amount of agriculture increased; French and
American people came; Los Angeles became an important area for
wine production.)
4. What important event happened in the 1876? (The transcontinental
railroad was built.) What happened as a result? (More people came,
creating the need for more water.)
5. How did engineers solve the problem of getting enough water to
everybody? (They built aqueducts). What are the names of the the
aqueducts and where do they begin? (Los Angeles from the Owens
Valley, Colorado River from the Colorado River, and California from
the Feather River in Northern California).
6. What is a foodplain? (Flat land around a river.)
7. Why did the government build concrete channels in the Los Angeles
River? (To protect people and the city from foods.)
8. What are the benefts and drawbacks to channelization?
ASSESSMENT (can be done as homework)
At the end of the lesson, students should be able to answer the
following questions in English.
1. Name two or more rivers or streams near your school,
neighborhood, or community.
2. Why do many place names in California come from Spanish words?
3. Where do people in Los Angeles get their water?
4. Why does the Los Angeles River have concrete channels?
5. What are the benefts and drawbacks of channelization?
WRAP-UP
Remind students that they have learned many new words related to
water and have shared ways to conserve water. In addition, say that
they now know more about the history of the Los Angeles River and
water issues in Southern California. Tell them that in the next lesson
they will look at how the water in their area is connected to the oceans.
Lesson 3 page 28
EXPANSION
Writing
Find the river or body of water nearest your home or school. Take your
journal there and write about everything you see. Are there concrete
channels? If so, what do they look like? Are there birds, animals, or
plants there? Do you think in a storm that the river could rise? How
much water is there? Did you think there would be more or less?
Family Activity
1. Daylighting is when people remove concrete and asphalt to fnd
streams underneath. People in many cities are daylighting. To fnd
more information, go to www.google.com and search for stream
daylighting and the name of your city or visit www.urbancreeks.
org. You can also fnd out about urban streams by going to www.
northeasttrees.org.
2. FOLAR. In many places, neighbors have decided to form groups
to take care of their local river. Often these are called Friends of
groups. Use the Internet to search for friends and the name of
your local river. Or, you can learn more about Friends of the LA River
(FOLAR) at www.folar.org. This is a group of people who want to help
clean up the Los Angeles River so that everyone can enjoy it. Every
year they have a River Clean Up Day (in Spanish, La Gran Limpieza),
and thousands of people help clean up different parts of the river.
If the Los Angeles River is not in your community, see if you can fnd
information about the bodies of water near you.
Guest Speaker
Ask your children, other family members, or your childrens teacher if
they know of someone who has more information about the water in
your community. Schedule an appointment with your teacher to have
him or her come in and talk to your class.
Grammar
Review used to and didnt use to to talk about habits in the past.
Have the students discuss with a partner what the Los Angeles River used
to be like and what it is like now using used to and didnt use to.
Watersheds L E S S O N 4
Lesson 4 page 29
PREPARATION
As with previous lessons, some exercises are specifc to the Los Angeles
area. These can be adapted for any bodies of water or watersheds in
your community if you prefer to do so.
MATERIALS
Relief map(s) of the schools community (you can fnd one at a local
map store for under $30.00, or check with the geography department
at your school); a spray bottle flled with water (colored blue to make
it easy to see) (Presentation 1); One road map per 2 or 3 students (you
can get these for free at AAA offces) (Presentation 3).
KEY VOCABULARY
watershed
drain
foodplain
chemicals
pollution
WARM-UP
(5 minutes)
Ask students what new things they have learned about water (bodies
of water, water conservation, rivers in their area, and the history of
the Los Angeles River). Ask them to call out some new words for water
that they have learned (especially review: body of water, ocean, rain,
lake, river, fow, drain, food, spread, foodplain, concrete, and
soak). Ask them to tell you fve ways they can conserve water. Ask them
which features on a map show how their communities have changed.
Ask them what the Los Angeles River used to look like, what it looks
like today, and what the benefts and drawbacks to channelization
are. Have students write defnitions or synonyms for the words in
Exercise 1. Let them know that they will learn more about these words
throughout the lesson.
INTRODUCTION
(5 minutes)
Tell students that in this lesson they will discuss and learn what
watersheds are, how important they are for water quality, and how to
keep their watersheds clean.
PRESENTATION 1: WHERE DOES THE WATER FLOW?
(510 minutes)
1. Pass around the relief map (if you have only one). Have students
run their fngers over it. Ask them how this map is different from
the maps they studied in the previous lesson. Tell them that this is
called a relief map (write on board), which is a 3-D plastic model
that shows topography (the surface features like mountains, rivers,
and valleys). Ask which features are contained on this map and how
they can recognize them (e.g., mountains: bumpy; rivers: deep and
blue; valley foors: deep, brown, or tan).
2. Ask students to identify their schools location on the map and to
discuss what the area feels like. Have students complete Exercise 2,
in which they describe what their area looks and feels like on the
relief map.
Lesson 4 page 30
Objectives:
To name the
characteristics of
a watershed
To determine
the connection
between you,
your community,
and the bodies
of water in your
community
To locate your
community
watershed
To list ways
of keeping
watersheds clean
3. Tell students to imagine that they live at the top of one of the
mountains on the map and that one day it rained a lot. Use the
spray bottle to spray water on the map and say that this is what
happens when it rains. Have students observe the water running
down the map. Ask which parts of the map get wet frst. Have them
observe where the water goes after it is in the mountains. Ask where
it ends up (in the oceans or bodies of water). Say that the water
drains, or sheds, from the mountains to the oceans (write drain
and shed and have them repeat). Tell them that everywhere the
water traveled, from the top of the mountain to the ocean, is called
a watershed (write on the board and have them repeat it). Tell them
that watersheds are all the areas that shed water into one place.
Write Watershed = All the land that sheds water into one place.
PRESENTATION 2: WHAT ARE WATERSHEDS?
(2030 minutes)
Tell students they are now going to learn more about watersheds. Ask
them to listen frst with their workbooks closed as you read them the
cloze exercise passage below (Exercise 3).
Cloze Exercise Passage (Exercise 3)
What Are Watersheds and Why Are Watersheds Important?
What is a watershed? A watershed is the area of land that drains into a
specifc body of water (such as a lake, river, or ocean).
When it rains, the water fows across the land or soaks into the
ground. This rainwater and all of the places the rainwater touches
before it arrives at a body of water are part of a watershed. Therefore,
if the water touches a mountaintop, building, road, garden, the top of
your head, or anything else, those are also parts of the watershed.
A watershed is named for the body of water it fows into. The water
that fows from the San Gabriel Mountains across the Los Angeles area
drains into the Los Angeles River or the San Gabriel River. If the water
drains into the Los Angeles River, the water and the land it fows over
is called the Los Angeles River watershed. If it goes into the San Gabriel
River, the water and land that it fows over is called the San Gabriel
River watershed.
Why are watersheds important? Remember, the water in watersheds
fows into a body of water. Bodies of water give us water to drink,
wash, and grow food. We also use the water in factories, power plants,
and other industries. Bodies of water also provide the water for plants
to grow, for fsh to live in, and for other animals to drink.
If a watershed is polluted, the body of water it fows into might be
polluted too. Your watershed is all around you. What does yours look like?
Practice 2
(1520 minutes)
Now tell students to open their workbooks, and as you (or students)
read the passage a second time, they should fll in the blanks with the
words they hear.
Evaluation 2
(10 minutes)
Have students check the missing words in pairs, then correct as a class.
Discuss the proper spelling of the words. Ask, What is a watershed?
(It is the area of land that drains into a body of water.) Then ask, What
are three reasons to protect our watersheds? (To avoid fooding, so
humans and plants have water, and so the oceans and beaches stay
clean.) Tell them (if theyre not already familiar) that the exercise
they just did is called a cloze exercise and that they will fnd more
exercises like it in future lessons.
Lesson 4 page 31
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Arroyo Seco, above Pasadena.
The Los Angeles River in a concrete channel near
Griffith Park.
PRESENTATION 3: TWO WATERSHEDS
(3045 minutes)
1. Tell the students that they will follow the Los Angeles River and San
Gabriel River watersheds from their beginnings all the way to the
ocean or river they end up in.
2. Split the students into teams of two or three and give each group
a AAA map (or other local paper map) to fnd the communities
mentioned in the descriptions of the watersheds in Exercise 4. Tell
them to assign one person as the reader for the group, and the
other person or people will follow with their fngers along the map
as the reader tells them where to go. Have them switch readers for
the second passage in Exercise 4.
Practice 3
Have students complete Exercise 4 in pairs or groups.
EXERCISE 4: TWO WATERSHEDS
The Los Angeles River watershed covers 831 square miles (2,152 square
kilometers). The Los Angeles River begins in the Santa Susanna, Santa
Monica, and San Gabriel Mountains. From there it fows down through
the center of Los Angeles, where it passes Griffth Park, through
the Glendale Narrows, and past downtown, Downey, Compton, and
Lakewood. It meets the Pacifc Ocean at Queensway Bay in Long Beach.
The San Gabriel River watershed includes 635 square miles (1,644
square kilometers). The San Gabriel River starts in the San Gabriel
Mountains in Angeles National Forest, to the east of the Los Angeles
River. From the east, it fows along the eastern side of the Los Angeles
plain, past Azusa, Baldwin Park, El Monte, Santa Fe Springs, Norwalk,
Cerritos, and Los Alamitos. It meets the Pacifc Ocean at Alamitos Bay
between Long Beach and Seal Beach.
Lesson 4 page 32
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Mouth of the Los Angeles River, Queensway Bay, Long Beach
Evaluation 3A
(5 minutes)
Discuss with students the similarities and differences between the two
watersheds. Ask what their neighborhood watersheds are like: Are they
bigger or smaller than those above? Where do they fow to?
Practice 3B: Protecting Our Watersheds
(10 minutes)
Ask students in pairs or groups to brainstorm different ways to protect
watersheds (Exercise 5).
Evaluation 3B
(5 minutes)
Have students share their ideas with the class.
Practice 3C
(4560 minutes)
Group students and have them create a poster using the ideas
generated in Exercise 5 to help educate people in their community
about keeping the watersheds clean.
ASSESSMENT
At the end of the lesson, students should be able to answer the
following questions in English:
1. What is a watershed and why is it important?
2. What is the watershed in your community called?
3. What are some solutions for keeping watersheds clean?
WRAP-UP
Tell students that now they have learned words for water, that water
is vital, how to conserve it, all about the water in their areas, and the
connection between their communities and the rivers and oceans. Say
that in the next lesson they will learn more about keeping watersheds
and bodies of water clean.
Lesson 4 page 33
The San Gabriel River leaving the San Gabriel Mountains,
near Duarte.
The San Gabriel River near Whittier Narrows.
Mouth of the San Gabriel River, Alamitos Bay.
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Lesson 4 page 34
EXPANSION
Writing
Look up the word watershed in an English dictionary. You will fnd
that there is more than one defnition of a watershed. Which defnition
fts with what you learned in this lesson? Once youve learned the
different defnitions, write, draw, or paint examples of each.
Family Activity
1. With your family, visit these Web sites that have important
information about watersheds:
Center for Watershed Protection: www.cwp.org
Heal the Bay: www.healthebay.org
LA and San Gabriel Rivers Watershed Council: www.lasgrwc.org
Watershed Management Council: www.watershed.org
Find out whether they have any upcoming events or meetings that
you and your family can attend.
2. Name your watershed. To fnd out what watershed you live in,
go to the Surf your Watershed page of the Web site for the U.S.
Environmental Protection Agency, http://cfpub.epa.gov/surf/locate/,
and type in your zip code. What does it say? Do you have friends or
relatives who live in other parts of Los Angeles, California, or other
states in the United States? Type in their zip codes, and see which
watershed they live in.
Grammar
Review the modal verbs should, must, and have to in statements
and questions. Then give your classmates or family members advice for
taking care of the watersheds in their communities.
Lesson 5 page 35
Reducing Water Pollution L E S S O N 5
PREPARATION
Request a copy of the video for Presentation 3: Make the Connection:
A Video Tour of Los Angeless Storm Drain System by calling 1-800-
974-9794 ext. 3 (also available in Spanish). The City of Los Angeles
also plans to post the video on the Web at www. lastormwater.org.
Familiarize yourself with the video before showing it to students and
arrange to have a television and VCR or DVD player in your room. Cut
the statements in the box in Presentation 2 (page 38) into strips.
MATERIALS
Tape to adhere strips to a blackboard (for Presentation 2); television
and VCR; the video Make the Connection: A Video Tour of Los Angeless
Storm Drain System; a thesaurus and dictionary.
KEY VOCABULARY
pollution
Styrofoam
pet waste
fertilizers
pesticides
gutter
point source pollution
nonpoint source pollution
scanning
storm drain
sewer
Objectives
To defne
pollution
To compare
point source
and nonpoint
source pollution
To compare
storm drains
and sewers
To share and
learn ways to
reduce water
pollution
WARM-UP
(510 minutes)
In pairs have students discuss the following:
name all of the water words they have learned so far
name three things that are vital to human life
name a body of water near their home or school
defne watershed and talk about what watershed they live in
explain why watersheds are important and how to keep them clean
INTRODUCTION
(1015 minutes)
1. Have students look at Exercise 1 in their workbooks. This list appears:
a Styrofoam cup foating in the Los Angeles River
oil on the road
a cigarette tossed into the Ventura River
pet waste in the street
fertilizers and pesticides fowing down a watershed
grass clippings and other trash from yardwork
2. Ask students to use a thesaurus or dictionary to defne any unknown
words. Next, discuss what all of the above situations have in
common. Elicit that they are all bad for water, land, and air. Ask if
they know a word used to describe things that are bad for water,
land and air. Elicit and write on the board pollution.
3. Ask students to discuss (in pairs, groups, or as a class) the causes of
pollution. Make a list on the board.
4. Tell students that in this lesson they will learn more about the causes
of water pollution and share solutions for it.
Lesson 5 page 36
PRESENTATION 1: TWO CAUSES OF WATER
POLLUTION
(5 minutes)
Tell students they will be listening to a passage about two causes
of water pollution: nonpoint source and point source (write these
on the board). Review instructions for the cloze exercise (listen with
workbooks closed the frst time, then fll in the blanks the second
time). If you prefer, a student can read the passage from your teacher
lesson book.
Practice 1A
(2030 minutes)
Read the passage below twice with student workbooks closed the frst
time and students flling in the blanks of Exercise 2 the second time.
CLOZE READING (Student workbook Exercise 2)
Paragraph 1
Source means where something begins. Point is an exact location.
We use these two words to describe different types of water pollution.
There are two names for the causes of pollution: nonpoint source
pollution and point source pollution.
Paragraph 2
Point source pollution is pollution that enters a body of water at a
specifc, identifable location. An example of point source pollution is
when chemicals from a factory fow into a river through a pipe, ditch,
or tunnel.
Paragraph 3
Nonpoint source pollution is not as easy to identify, but it is the biggest
source of pollution in the United States. Nonpoint source pollution
is pollution that comes from many places. When rain falls and fows
on the ground, it picks up pollutants from different places. These
pollutants include:
Paragraph 4
Lawn chemicals like fertilizers and pesticides.
Oil and grease from cars and roads.
Soap from washing your car.
Sand and concrete from construction sites.
Soil from crop and forest lands.
Bacteria from pet waste.
Bacteria from faulty sewer systems.
Paragraph 5
As the water fows in our watersheds, the pollutants enter our lakes,
rivers, oceans, and eventually, our drinking water. It is diffcult to
reduce nonpoint source pollution because it begins in so many
different places.
Evaluation 1A
(510 minutes)
Check the answers as a class.
Lesson 5 page 37
PRESENTATION 1B: SCANNING
(5 minutes)
Tell students that scanning is a good skill to use before they read a
passage. Explain that scanning means looking for the main idea or
ideas of a passage to become familiar with the topic, but not reading
every word.
Practice 1B
Have students scan reading in Exercise 2, then complete Exercise 3 by
flling in the number of the paragraph that describes this main idea.
3___ Describes nonpoint pollution
4___ Gives different types of pollutants
1___ Defnes source and point
2___ Describes point source pollution
5___ Explains why it is hard to resolve the problem of nonpoint
source pollution
Evaluation 1B
(5 minutes)
Have students take turns reading one or a few sentences each,
checking their answers as they read.
Practice 1C
(10 minutes)
Have students independently read the entire exercise, paying attention
to the main ideas of each paragraph.
Evaluation 1C
(510 minutes)
Have students close their books and discuss with a partner the main
topics covered in the exercise.
PRESENTATION 2: SEWERS AND STORM DRAINS
(2030 minutes)
Tell students that they are now going to study a location where a lot
of nonpoint source pollution is found: storm drains. Say that frst it
is important to understand the difference between storm drains and
sewers.
Practice 2
(3040 minutes)
Have students work with a partner completing Exercise 4 in their
workbooks, guessing whether the sentence describes a sewer or a
storm drain.
Lesson 5 page 38
STORM DRAINS SEWERS
As they work, hand each pair one of the statements on a strip of
paper with tape attached to the back. Ask them to discuss together
which category their strip falls under. Copy the following chart on
the board (only the empty boxes and the words Storm Drains and
Do not clean the water before taking
the water into the ocean.
Take water from bathrooms, sinks, washing
machines, and toilets.
Help to prevent (avoid) fooding.
Clean the water many times before taking
the water into the ocean.
Usually begin outside on the street.
Usually begin inside and take water
from inside.
If food enters, they will attract
cockroaches, rats, and fies.
If too much trash flls them, there will
be fooding.
If too much trash flls them, there
will be fooding.
Sewers at the top, without the answers). When the students agree on
a category, have one go to the board and place his or her strip under
the appropriate category.
Lesson 5 page 39
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Evaluation 2
(1520 minutes)
After the students have placed their strips, check their lists. Tell them
how many are correct and how many are incorrect in each category.
Allow them to come up and switch the descriptions around for as long
as you like, or until they have gotten them all into the right place. Once
they are all in the correct category, have a student read from each one.
Have them look at the picture in their workbook (also shown below)
and ask: Is this a storm drain or a sewer? (Exercise 5).
Storm drain.
PRESENTATION 3: LOS ANGELES STORM DRAINS
(4560 minutes)
Ask students what the differences are between storm drains and
sewers. Tell them that today they will watch a video about the storm
drains in Los Angeles. Have students look at the chart in Exercise 6 (see
below) in preparation for watching the video.
QUESTION & ANSWER
1. According to Chris, Los Angeles has been fghting ocean pollution
for a long time. What is the cause of ocean pollution?
A. Sewage
B. Natural disasters
C. Pollution entering storm drains
2. True or False: Sewers and storm drains are the same.
False
3. Which system (storm drains or sewers) does not treat waste?
Storm drains
4. According to Chris, why is it important to stop trash from entering
the storm drain?
We need to stop the trash from entering the storm drain or the trash
will fow into the ocean.
5. Where do storm drains start?
They start in every neighborhood.
6. What does Chris say that we can do to stop pollution from entering
the storm drains?
I clean around my house and my neighbors clean around theirs.
Lesson 5 page 40
Practice 3
(10 minutes)
Show the video Make the Connection: A Video Tour of Los Angeless
Storm Drain System. While watching, students should take notes and
write their answers in the boxes provided in Exercise 6.
Evaluation 3
(510 minutes)
Have students check their answers to Exercise 6 in pairs, then check
them together as a class. Facilitate further discussion by asking
students if they were surprised by the information in the video,
what they found most interesting, what the storm drains in their
neighborhoods look like, and what they could do in their communities
to help keep the storm drains clean. Tell students that if they would
like a copy of the video or would like to report pollution in their area,
they can call (800) 974-9794.
PRESENTATION 4: REDUCING POLLUTION
(45 minutes)
Review nonpoint source pollution, emphasizing that it is diffcult to
reduce because it comes from many places. Facilitate discussion on
one nonpoint sourcestorm drainsand why it is important to keep
them clean. Tell students that in this part of the lesson they will think
of solutions for keeping the water in their areas clean.
Practice 4A
(45 minutes)
Have students read through the frst problem in Exercise 7 (see below)
independently and then brainstorm solutions. Have them share their
solutions and discuss them as a class. Then have them complete the
rest of the exercise in pairs.
1. Mr. Tran has two large trees outside his apartment building. The
trees attract wasps, mosquitoes, and caterpillars. He hates the
insects, so he sprays the trees with a lot of pesticide to kill them.
After he sprays the pesticide, theres a big storm. Where will the rain
take the pesticides? What can Mr. Tran do instead?
Answer: Mr. Tran can wait until the storm passes, and then spray his
pesticide at the rate recommended on the pesticide label.
2. Natara helps her dad change the oil in his car. After they take the
oil out of the car, she carries the huge pan of black, thick oil to the
storm drain, where she dumps it. Its gone! she says. Where does
the oil go next? What can Natara do instead of putting the oil into
the storm drain?
Answer: Natara and her father can keep the oil in a safe container
that wont leak. Then, they can contact their citys public works
department or call their local auto parts store to fnd out where they
can take the oil for proper disposal. They can also take it to a used oil
collection event, or to one of the many used oil collection sites around
their city.
3. One winter night the Horton family heard raccoons in their garbage
cans outside, but it was too cold to go outside and chase them. The
next morning, no one had time to clean up the garbage all over the
street. Later that day it rained. What happened to the garbage on
the street? What can the Horton family do instead?
Answer: The Hortons can make sure that the lids on the garbage cans
are secured tightly each night.
Lesson 5 page 41
4. Veronica helps her grandparents by cutting the grass in front of her
house. When her grass catcher is full, she dumps her grass clippings
into a nearby storm drain. There, the clippings turn yellow and
begin to smell. What will probably happen next? What can Veronica
do instead?
Answer: Veronica should throw the cut grass in the trash, or, if her city
recycles green waste, in the green recycling bin. She also can learn to
compost these grass clippings by going to a smart gardening workshop.
These workshops are offered by the citys public works department.
5. Isabel enjoys walking the family dog, Jack. When Jack needs to go
to the bathroom, Isabel is careful to make Jack go along the curb
so that Jack is not messing the neighbors grass. She thinks she is
helping to keep her neighborhood clean. What will happen to the
dog waste next? What can Isabel do when she walks Jack?
Answer: Isabel can pick up after Jack.
6. The Martin family likes to stop at fast-food restaurants on the way
to the beach. They throw their bags of trash out the window so they
can keep the car clean. What can the Martin family do instead?
Answer: The Martins can place their trash in a bag and wait to throw
it out. They also can receive a traffc ticket (a $500 fne plus a court
appearance) that may remind them to do so.
7. John is moving into an apartment. He wants new furniture and a
new television set, and goes to a store to buy them. When he brings
his new furniture and TV to his house, he puts his old sofa and
television set out on the curbside. He thinks that whoever wants
them can come pick them up. Everybody does it, he says. What will
happen to the furniture and TV? What can John do instead?
Answer: John can call his citys sanitation department and fnd out
that there is no charge for bulky item pick-up. He can make an
appointment with the department at no charge, and the trash truck
will pick it up at no charge. John also can donate these furniture items
if they are in good condition. He also can call an electronic recycling
company to have the television sold for parts at no cost to him.
Practice 4B
(3040 minutes at home)
Have students complete Exercise 8 (see below). Tell them that they
should report on these in the next class and be able to say which of
the scenarios they discussed today can be resolved by contacting the
organizations or departments they researched.
Exercise 8: Who Can You Call for Help?
Research the following groups on the internet to see who can help with
the problems listed in Exercise 7.
The public works department can help with # ______2_______
A smart gardening workshop can help with # _______3 _____
The sanitation department can help with # ______7______
Lesson 5 page 42
ASSESSMENT
At the conclusion of the lesson, students should be able to answer and
discuss these questions in English:
1. What is pollution? What is the difference between pollution,
pollutant, and polluter? Are you any of these? Give an example
of each.
2. What is the difference between point source pollution and nonpoint
source pollution? Give an example of each. Which is the biggest
cause of pollution in the United States?
3. What are the similarities and differences between sewers and storm
drains? Describe Los Angeless storm drains.
4. Name fve ways to reduce water pollution. Name three resources to
search more information about reducing water pollution.
WRAP-UP
Remind students that now they have learned and shared about the
storm drains in their areas. Explain that they have also identifed local
departments or agencies that can help them keep the water in their
communities clean. Ask them whether now when they hear people in
their families, communities, or local governments talking about water,
they feel that they can share their ideas about how to keep water clean
and safe for everyone now and in the future (discuss).
EXPANSION
Writing
Reread your frst writing called My Favorite Body of Water. Are there
any changes you would make to it? If so, write a new one with those
changes. If not, think about water pollution in the country where you
were born and write about that. Is the water cleaner in the country
where you were born than in your community here? Do you feel that
the people in the country where you were born know more or less
about keeping water clean than most Americans? Do you think that it is
possible for you to help keep water clean in your current community?
In the state you live in now? In the world?
Family Activity
1. Coastal Cleanup Day: What can you do to help clean up rivers
and beaches? You can participate in Coastal Cleanup Day in mid-
September, when Californians gather on the beaches and rivers to
clean them. Events for Coastal Cleanup Day can be found on the
Californias Coastal Commission Web site, http://www.coastal.ca.gov/
publiced/ccd/ccd.html.
2. Earth Day: Earth Day is celebrated every year in the third week of
April. Look for events all over California in the newspapers during
that time.
Grammar
Review the conditional for hypothetical situations. Discuss what would
happen if people continue to pollute water.
Student Workbook
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(
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(
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Teacher page 43
Student pages 1, 2
Student Workbook
W
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Teacher page 44
Student pages 3, 4
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Teacher page 46
Student pages 7, 8
Student Workbook
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Teacher page 47
Student pages 9, 10
Student Workbook
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Seaver Center for Western History Research, Los Angeles County Museumof Natural History
Sabrina Drill
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Teacher page 48
Student pages 11, 12
Student Workbook
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5
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3

p
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1
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1
6
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1
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R
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4
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N
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5
.

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6
.

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1
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4
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5
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Teacher page 49
Student Workbook
W
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I
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Y
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1
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1
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2
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W
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3
.

W
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4
.

W
h
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d
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t
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L
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A
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R
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5
.

W
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a
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b
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Teacher page 51
Student Workbook
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Teacher page 52
Student Workbook
W
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4
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2
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Teacher page 54
Student Workbook
L
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Teacher page 55
Student Workbook
L
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5

p
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2
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5

p
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2
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Teacher page 56
Student Workbook
L
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s
s
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n

5

p
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2
9
R
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6
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5

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3
0
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5
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8
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2
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3
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W
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s
.
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4
.

N
a
m
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f
v
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w
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s

t
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r
e
d
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c
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w
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p
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n
.

N
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m
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t
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t
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f
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m
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f
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m
a
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a
b
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c
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p
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.
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Teacher page 57
Student Workbook
L
e
s
s
o
n

5

p
a
g
e

3
1
R
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d
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c
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g

W
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P
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L
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S
S
O
N

5
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Teacher page 59
page 60
CASAS Civics Objective 23
An environmental problem or situation (in your home or in your
neighborhood) requires you to access community resources and
services to fx the problem.
Directions: Choose one problem or situation listed below, contact one
agency, and ask the question or the problem. Fill in the worksheet on
page 60.
1. The name and location of the community resource.
2. The Web address of the community resource.
3. The telephone number of the community resource.
4. Their hours of operation.
5. State whether the problem or service requires you to fll out an
application form and what the form is called.
6. Does the agency have translators or multilingual staff available to
help you?
7. By reading their Web site, asking their staff, or reading other
information about the community resource or agency, try to list
three services that they provide (such as workshops).
8. Do they provide any free equipment, brochures, services, or
materials (such as trees) to help you fx the problem, or make
available any rebates on materials you need to buy (such as low-fow
shower heads)?
Sample problems and agencies to contact:
Problem: Im wasting water in my home. How can I conserve water?
Solution: Contact your water provider or local public works agency.
You can fnd contact information on your water bill or search the
Internet. You can also contact the California Flex Your Power Campaign
as well as the Metropolitan Water Districts Be Water Wise program.
Problem: Sometimes I see a lot of trash in my neighborhoods
streets and alleys. I want to fnd out more about protecting my
storm drains from trash, so that the street doesnt food when it
rains. Can you provide me with more information and publications?
Solution: Contact your local trash pick-up or public works agency.
This may be the same as your water agency. You can also contact the
California Integrated Waste Management Board. Find out whether
you can get involved in a street, river, or beach cleanup. Many
organizations host cleanups for Earth Day, in April, or California Coastal
Clean-up Day, in September. Contact the California Coastal Commission
for more information or search the Internet for a local group.
ACCESS COMMUNITY SERVICES INFORMATION
Assessment: Improving the Health of Your Environment
page 61
CASAS 23 Assessment Worksheet
Name: ___________________________________________________
Class: ____________________________________________________
Instructor: ________________________________________________
Problem __________________________________________________
______________________________________________________
______________________________________________________
Name of organization _______________________________________
______________________________________________________
Location __________________________________________________
______________________________________________________
Telephone number _________________________________________
Web site address ___________________________________________
Hours of operation _________________________________________
Translators or multilingual staff? ______________________________
______________________________________________________
Is an application form required? _______________________________
What documents are required? ________________________________
______________________________________________________
What services do you provide?
1. ______________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________
3. ______________________________________________________
______________________________________________________

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