Water As a Resource Unit

Who owns water?

Ashley Kinney 2010
 BRIEF UNIT OVERVIEW
Title of Unit: Who owns water?
Unit Developed by: Ashley Kinney
Grade Level(s): 4th/5th
Curriculum Areas: Science, Social Studies
Length: 8 class periods over two-three weeks

Standards:

Science
4-5: PS25 -Substances can exist in different physical states—solid, liquid, and gas. Many substances
can be changed from one state to another by heating or cooling.
4-5: SYSA Systems contain subsystems.
4-5: SYSD One defective part can cause a subsystem to malfunction, which in turn will affect the system
as a whole.
4-5: APPA Technology involves changing the natural world to meet human needs or wants.
4-5: APPB People in different cultures all around the world use different materials or technologies to
solve the same problems.
4-5 INQA Scientific investigations involve asking and answering questions and comparing the answers
with evidence from the real world.
4-5 APPD Scientists and engineers often work in teams with other individuals to generate different
ideas for solving a problem.
4-5 APPB People in different cultures all around the world use different materials or technologies to
solve the same problems.

Social Studies
3.2 Understands human interaction with the environment.
4.4 Uses history to understand the present and plan for the future.
3.2 Understands human interaction with the environment
3.3 Understands the geographic context of global issues

Math
4.2. Core Content: Fractions, decimals
4.5. Core Processes: Reasoning, problem solving, and communication
Reading:
1.2. Use vocabulary (word meaning) strategies to comprehend text
Enduring Understandings
 There is limited fresh water on our earth
 Water is a resource that has issues of ownership all over the world
 Not all people have the same access to clean water like we do in our community
 There are many ways people in a community and outside of a community can work together to
solve problems of clean water access
 Problem solving takes critical thinking, working together, math, communication, and reflection
Essential Questions Knowledge and Skills:
Critical thinking
Who owns water? Reflection
Should water be owned? Synthesis
Who deserves clean water? Group work skills
How much fresh water is there on earth? Using math when working with the
How do you feel about public VS. private water ownership? real world
What are the growing concerns about water as a resource? Seeing how science and technology
relates to the real world

Unit Overview:

Day 1: How much fresh water is on the Earth?

Day 2: New Water Vocabulary

Day 3: Start movie: Flow, For the Love of Water

Day 4: Finish movie + class discussion and reflection

Day 5: Introduction into complex group assignment

Day 6: Jigsaw small group work in Expert groups

Day 7: work in complex problem solving groups

Day 8: Finish group work, give presentation and complete reflection

Title of Lesson: Length: 1 hour
LESSON ONE:
For the love of water
Curriculum Area: Science/ Social studies/ math Grade Level: 4th/5th
Learning Objective:
1. Students will calculate the percentage of fresh water available for human use and explain why water is a
limited resource.

WA State Standards:
Science:
4-5 Substances can exist in different physical states—solid, liquid, and gas. Many substances can
PS2A be changed from one state to another by heating or cooling.

Social Studies:
3.2 Understands human interaction with the environment.

Math
4.2. Core Content: Fractions, decimals
Enduring Understandings:
By estimating and calculating the percent of available fresh water on Earth, students understand
that fresh water is limited and must be conserved and protected.

Essential Questions: Knowledge and Skills:

How much fresh water is there on earth? Using math when working with the real world
What do you think about this amount? Seeing how science and technology relates to the
real world
Reflection
Materials: Pre-, Form-, Summ-Assessment:
2 colors of construction paper, sheets of white -Pre: Questionnaire
paper, markers, water, globe or world map,
-Formative: water availability table
1000-mL beaker,
100-mL graduated cylinders, small dish, salt, -Post: Exit slip
freezer or an ice bucket, eyedroppers or glass
stirring rod,
small metal bucket, and copies of Water
Availability Table.
Water Dance by Thomas Locker
Learning Activities & Procedures:
(Before activity starts have students fill out a pre-assessment questionnaire. Questions include:
-Where do you get your drinking water?
-How much water is there on the earth for use to drink?
-Who owns water?

1. Read Water Dance by Thomas Locker Out loud to the whole class. (this will begin our theme)

2.Show the class a liter (1000 mL) of water and tell them it represents all the water on Earth.
Ask where most of the water is located. (Refer to a globe or map.) Pour 30 mL of the water into
a 100-mL graduated cylinder. This represents Earth’s fresh water, about 3 percent of the total.

3. Put salt in the remaining 970 mL to simulate water found in oceans, unsuitable for human
consumption.

4. Ask students what is at the Earth’s poles. Almost 80 percent of Earth’s fresh water is frozen in
ice caps and glaciers. Pour 6 mL of fresh water into a small dish or cylinder and place the rest in a
nearby freezer or ice bucket. The water in the dish (around 0.6 percent of the total) represents non-
frozen fresh water. Only about 1.5 mL of this water is surface water; the rest is underground.

5. Use an eyedropper or a glass stirring rod to remove a single drop of water (0.003 mL). Release this
one drop into a small metal bucket. Make sure the students are very quiet so they can hear the sound
of the drop hitting the bottom of the bucket. This represents clean, fresh water that is not polluted or
otherwise unavailable for use, about .003 percent of the total! This precious drop must be managed
properly.

6. Discuss the results of the demonstration. At this point many students will conclude that a very
small amount of water is available to humans. However, this single drop is actually a large volume of
water on a global scale. Have students use the Water Availability Table to calculate the actual
amounts.

7. Have students fill out exit slip Answering: What is one new thing you learned today about water?
What surprised you? What would you still like to know about?
Title of Lesson: Length: 45 min
LESSON TWO:
For the love of water- Vocab
Curriculum Area: Science/ Literacy Grade Level: 4th/5th
Learning Objective:
1. Students will become more familiar with words and their definitions that relate to this unit by
working with the words in different ways.
2. Students will start to construct how all of these words connect
WA State Standards:
Science:
4-5 SYSA Systems contain subsystems.

Reading:
1.2. Use vocabulary (word meaning) strategies to comprehend text

Enduring Understandings:
There are many familiar and unfamiliar words and definitions when we talk about water systems.
These words are all related.

Essential Questions: Knowledge and Skills:

Why is it important to learn new vocabulary?
What do these words mean and how can we use
them?
Materials: Pre-, Form-, Summ-Assessment:
Global safari search page -Pre: vocabulary safari search
White board and colored pens
-Formative: group brain storm
-Post: Exit slip
Learning Activities & Procedures:
1. Ask class why learning vocabulary is important when learning about a new field. Ask them about
experts and how they think experts in a field communicate…

2. Hand out Safari Vocabulary activity and tell the students to match the vocab with the definition.
Allow them to work with a partner if they want (after they attempt it on their own for 5 min).

3. When students are done go over answers in a large group. Allow student to correct as you go in a
different color. As each word and definition is read write the words on the white board in alternating
colors.

4. After all the words are on the board allow to student to come up and draw lines between words
where they see connections. Each student can make a connection to create a class word web. Have
the student talk briefly about the connection that they see.
5. Have students fill out exit slip Answering: What is a new word that you learned and how do you
think you will use it in this unit about water? Why do you think its important to know vocabulary in
a certain field?
Title of Lesson: Length: 2- 2 hour class periods
LESSON THREE:
For the love of water: Flow
Curriculum Area: Science/ Social studies Grade Level: 4th/5th
Learning Objective:
1. Students will begin to understand the current environmental and political concerns surrounding
water as a resource both locally and globally.
2. Students as a whole class will be able to find pros and cons within the debate of pubic vs. private
water ownership

WA State Standards:
Science:
4-5 SYSD One defective part can cause a subsystem to malfunction, which in turn will affect the system as a whole.

4-5 Technology involves changing the natural world to meet human needs or wants.
APPA
4-5 People in different cultures all around the world use different materials or technologies to solve the same
APPB problems.

Social Studies:
3.2 Understands human interaction with the environment.
4.4 Uses history to understand the present and plan for the future.

Enduring Understandings:
Understand the current environmental and political issues surrounding water as a resource both locally and
globally

Essential Questions: Knowledge and Skills:

Who owns water? Critical thinking
What do you think about this? Listening
How do you feel about public VS. private water Reflection
ownership? Seeing how science and technology relates to the
What are the growing concerns about water as real world
a resource?

Materials: Pre-, Form-, Summ-Assessment:

Flow (aka- Flow:For Love of Water). Dir. Irena -Formative: Movie Questionnaire /class
Salina. Perf. Maude Barlow, Vandana Shiva.
discussion- graphic organizer
Oscilloscope, 2008. DVD.
-Post: reflection
Movie handout
Learning Activities & Procedures:
1. Hand out movie worksheets to each student. Explain to them to fill out answers as they hear
them

2. Show movie (1 hour first class- ½ hour the next class period)

3. Go over worksheet answers allowing students to fill in answers as they go in a think pair
share model.

4. Move to whole class discussion on public vs. private water ownership debate. Create a large
graphic organizer detailing the pros and cons of both arguments. Have students come up with
this list.

5. Have students do self-reflection answering the questions:

What do they feel is best for water ownership?
Should it be the same all over the world?
What is something new you learned from this documentary?
What is a question you still have?
Name: ______________________ Date:__________________________
Movie Questionnaire:

Flow: For the Love of Water

Directions: This movie will outline many different arguments when answering
the question: Who owns water? Fill out this sheet as you go and we will have
time at the end of the movie to work together in pairs and as a whole group to
discuss our thoughts.

1. List some effects of private companies owning a local water source:

2. What are the names of the two major private water companies?

3. List some effects of a private company bottling local water:

4. What are two things local people are doing to take back their water supply?

5. What are two things you could do within this water debate?
Title of Lesson: Water in Haiti Length: 4- 1 hour class periods
WEEK 2- Lesson 4
Problem based learning activity

Curriculum Area: Science/ Social studies/ math Grade Level: 4th/5th

Learning Objective:
1. Students will be able to work together in small groups to become an “expert” in a specific field
related to water by looking at real world articles and information
2. Students will be able to work tighter in small groups to come up with a solution to get clean
water to the people of Port-au-Prince
3. Students will be able to show their plan through creation of a group presentation and poster

WA State Standards:
4-5 INQA Scientific investigations involve asking and answering questions and comparing the
Question answers with evidence from the real world.
4-5 APPD Scientists and engineers often work in teams with other individuals to generate different
ideas for solving a problem.
4-5 SYSD One defective part can cause a subsystem to malfunction, which in turn will affect the
system as a whole.
4-5 APPB People in different cultures all around the world use different materials or
technologies to solve the same problems.
Social Studies:
3.2 Understands human interaction with the environment
3.3 Understands the geographic context of global issues
Math
4.5. Core Processes: Reasoning, problem solving, and communication
Enduring Understandings:
-Not all people have the same access to clean water like we do in our community
-There are many ways people in a community and outside of a community can work together to
solve problems of clean water access
-Problem solving takes critical thinking, working together, math, communication, and reflection
Essential Questions: Grouping:
Who owns water? Student will be grouped by having
Should water be owned? multiple readiness levels in each
Who deserves clean water? group of four. Because the jigsaw
If Haiti is an island how and why is there a water shortage? will prepare students as experts,
How can we display information in a way that others can and because each student needs the
understand it? rest to complete the task, issues of
status will be lessoned.
Resources: Assessment:
Internet Formative:
Computer
Jigsaw notes
Poster board and markers for each group
Calculators for all students Exit slip
Link to my science blog
Final:
Stations set up for four jigsaw roles including a computer and
printed information from: Group-
Completed project: (presentation:
-Captain of the U.S.S. Carl Vinson proposal of solution and poster)
http://www.tapitwater.com/blog/2010/01/clean-drinking- rubric
water-for-haiti-earthquake-victims.html
Individual-
-Local town representative Interpersonal/ group skills rubric
http://internationalaction.wordpress.com/tag/local-water-
sources/ Individual Reflection
http://internationalaction.wordpress.com/2010/02/16/february-
16th-update-from-local-staff/
-Tap It- NGO representative
http://www.tapitwater.com/blog/2010/01/clean-drinking-
water-for-haiti-earthquake-victims.html

-Local Plumber
http://www.haitiwater.org/news/2010/02/map-of-haiti-water-
system-in-development.php

Learning Activities & Procedures:

DAY 1: intro

1. News broadcast of earthquake from Democracy Now

(http://www.democracynow.org/shows/2010/1/13)

2. Introduction to assignment (hand out and go over: Relief for Haiti- complex group handout)

3. Pre-teach vocabulary
-Put words on board that may be “tricky” words for students from the research articles you
will be handing out. Have students think pair share with their shoulder partner about what
the words mean. Then brain storm definitions with whole class while taking notes on the
board. Suggested Tricky Words: Dehydration, desalination, incapacitated, NGO, sufficiently.

4. Exit slip reflection

-Answering the questions:
What is a new vocab word I learned today?
How does it relate to our unit?
 What am I most excited about for this group project?
What am I nervous or still wondering about?

DAY 2: Jigsaw

1. Break students into expert groups: (One group will be each)

-Captain of the U.S.S. Carl Vinson
-Local town representative
-Tap It- NGO representative
-Local Plumber

2. Have students silent read info packets for 20 min (take notes)

3. Students will talk with their expert group and take notes for 25 min (students can research on
the computer if they have more questions that the packet does not answer Websites are
available on ms. Kinney’s Blogspot) They should be getting as much information about their
role as possible with others who have their same role.

4. Exit slip reflection

-Answering questions: Who are you in the problem solving activity? What is your expertise?
How do you see yourself helping the Haitian community get clean water?

DAY 3: Problem solving groups

1. Put students into their problem solving groups (groups of four each with one of each role)

2. Revisit direction sheet and go over rubric with students. Show them where the supplies are.
(remind groups that they need to include at least one graph or chart. Show examples of Bar
graph, Pie graph, Plot chart and organizational chart.

3. Give students rest of the period to work in their groups (walk around and help groups)

DAY 4: Presentations and reflection

1. Give students 20 min to finish up posters and presentations (walk around and help students)

2. Have groups one and two take turns presenting to each other, groups 3 and 4, and 5 and 6
(watch a few min. of every group and take notes on neat ideas and misconceptions)

3. Have the students who are the audience fill out a rubric for the presenters (see Presentation
and poster rubric page)

4. When presentations are complete have students fill out group rubric one for every member of
 the group, and one for themselves (see Group rubric sheet)

5. Have students complete self reflection (put questions on the board)

-Self-reflection questions:
How did you feel about working as a team to come up with solutions for this problem?
What was something you learned about water as a resource?
What are some connections you see you our local community?
How would you use this information in your life?
 Relief for Haiti- complex group handout

Problem:
The Island nation of Haiti has just suffered a catastrophic earthquake. Your team of
experts has been assembled by the United Nations to find a solution to provide
enough water for 1,000,000 displaced people.
Info:
Underground water and sanitation pipelines and concrete water storage tanks are
highly susceptible to damage from earthquakes and will likely need to be repaired
or replaced. The lack of water has become one of the greatest dangers facing
Haitians in part because earthquake survivors stay outdoors all day in the heat out
of fear of aftershocks and unstable buildings. Haiti's poorest live in shacks with no
plumbing and carry their water home in jugs from public wells. Most people depend
on water delivered by truckers, who get their water with the help of diesel pumps
that draw from a huge underground natural reservoir.
Since the quake, at least one water treatment plant was shuttered because of a lack
of electricity. Pipes for the municipal water system are believed damaged.
Each of you have enough information if you work together you can help the people
of Haiti. It will take a group effort to solve this problem.
Roles:
Each member of the group has a special skill, and information to help come up with
a solution. Pay attention to what language you can speak, resources you have, and
how you will display these on a poster and talk about them in a 5 min presentation.
Presentation and poster guidelines:
You group must create a poster and presentation to show your ideas on how to help
the people of Haiti get clean water. Your poster and presentation must have clear
details about your plan. Your presentation must contain at least one graph or chart.
Everyone in the group must help with either the poster or presentation. The
presentation should be a few minutes long and talk about the solutions your group
came up with. Below is a copy of the rubric you will be evaluated on.

Beginning Forming Meeting Exceeding

Presentation Presentation is Presentation and Presentation and
and poster is almost complete poster show that the poster show that the
unclear or not and some clear team used all of team used all of
close to being solutions are their individual their individual
finished. beginning to form resources to come resources to come
Does not but are not all the up with a plan to up with a plan to
contain graph way thought out. provide water for provide water for
or chart, or they Does not contain the people of Haiti. the people of Haiti
are unreadable. graph or chart, or And contains one and is colorful and
they are graph or chart. detailed and
unreadable. contains a graph or
chart.
 Jigsaw groups:

Directions:
1. Read through your packet taking notes on information you think will be
valuable to bring as an expert to your problem solving group.
2. In twenty minutes I will allow your expert group to talk over and compare
notes, look at other resources and use the Internet to further your expertise.
Remember: It will be your job to know all that you can as your character to
help the people of Haiti get clean water.
Jigsaw Directions:

You Are group: ( Each expert group will have one of these roles)
1. Captain Lindsey of the U.S.S. Carl Vinson. Your boat is stationed of the
coast or Porte du Prince. It has a large desalinization machine on it. Your
goal is to figure out how much water you can desalinate and for how
many people as quick and efficiently as possible. (You only speak English)
so by working with the locals and NGO’s come up with a proposal to get
clear water to the people or Porte Du Prince.

2. Michele a Local town representative: Your input is very valuable in this

conversation. You know where the local water sources are, how many
people are in need, and where they are located. You can also speak
Haitian Creole, French and English. You are a representative for the
people of the city and need to stand up for their needs and rights.

3. Alex a Tap It- NGO representative: Your organization is the lead NGO in
Haiti for the water relief efforts. You have access to bottled water supplies
that are being donated from other NGO’s from all over the world. Your job
is to figure out how you can help. (you only speak English)

4. Felix a Local Plumber: Your job is very important and complex. You have
access to maps of the water plants, pipes and wells that work, and ones
that are in need of repair. You can also organize the efforts of the other
plumbers in the city to help you fix the current structural problems. You
can also speak Haitian Creole, French, and English
Group Work Rubric: (student fills out for other members of group as well as self)
 Name: Basic Newly forming Well Practiced Well practiced and
______________ focused
Who are you
evaluating:
____________________

Contributions/participa Seldom Sometimes Cooperative, usually Always willing to help and

tion cooperative, cooperative, offered useful ideas. do more, routinely offered
Attitude rarely offers sometimes offered Generally displays useful ideas.
useful ideas. Is useful ideas. Rarely positive attitude. Always displays positive
disruptive. displays positive attitude.
attitude.

Working with Did not do any Could have done Did their part of the Did more than others –
others/cooperation work – does not more of the work – work – cooperative. highly productive
contribute, does has difficulty, Works well with Works extremely well
not work well requires structure, others, rarely argues. with others, never argues
with others, directions and
usually argues leadership,
with teammates. sometimes argues.

Focus on Often is not a Sometimes not a Does not cause Tries to keep people
task/commitment good team good team member. problems in the working together. Almost
member. Does Sometimes focuses group. always focused on the task
not focus on the on the task and what Focuses on the task and what needs to be
task and what needs to be done. and what needs to be done. Is very self-directed.
needs to be done. Must be prodded done most of the
Lets others do the and reminded to time. Can count on
work. keep on task. this person.

Communication Always listens to, Usually listens to, Rarely listens to, shares
/listening shares with, and shares with, and with, or supports the
Information sharing supports the efforts supports the efforts efforts of others. Is always
of others. Provided of others. Sometimes talking and never listens
effective feedback to talks too much. to others. Provided no
other members. Provided some feedback to others. Does
Relays a great deal effective feedback to not relay any information
of information – all others. Relays some to teammates.
relates to the topic. basic information –
most relates to the
topic.
Presentation and poster rubric:

Group Name:

Evaluators name:

What was two things you liked about the presentation/poster?

What were some ideas your group didn’t think of?

What could this group have done to help you understand their plan better?

Rate this group overall by Circling one:

Beginning Forming Meeting Exceeding

Presentation and Presentation is Presentation and Presentation and
poster is unclear or almost complete poster show that poster show that
not close to being and some clear the team used all of the team used all of
finished. Does not solutions are their individual their individual
contain graph or beginning to form resources to come resources to come
chart, or they are but are not all the up with a plan to up with a plan to
unreadable way thought out. provide water for provide water for
Does not contain the people of Haiti the people of Haiti
graph or chart, or and contains a and is colorful and
they are graph or chart. detailed. and
unreadable contains a graph or
chart.
Content knowledge self-reflection rubric: (for teacher)

Self-reflection questions:
How did you feel about working as a team to come up with solutions for this problem?
What was something you learned about water as a resource?
What are some connections you see you our local community?
How would you use this information in your life?

Student Name:

Date:

Beginning Forming Meeting Exceeding

Student shows no Student lists two or Student lists three Student lists more
gained knowledge less new ideas or to four new then five new
of objectives in self concepts learned. concepts, makes at concepts, makes
reflection Does not make least one multiple
connections and connection, and connections and
goes into minimal goes into some synthesizes with
detail detail elaborate detail

Notes: