Fulbright TGC Fellow Unit Plan Template

Prepared by: Jaime Brookman School/Location: Patrick Henry School of Science and Arts

Subject: i-STEM Grade: 3-7 Interdisciplinary Unit Title: Water Conservation Time Needed: 2 weeks

Unit Summary: Water conservation is a global issue that impacts many aspects of human life. In this unit, students will explore
the impact of water or the lack of water (or clean) on people’s lives. Students will have the opportunity to compare and
contrast water conservation in different area of the water. The students will design and build a prototype of a system to deliver
water to a garden using an alternative watering source. This will allow the students to demonstrate an understanding of the
importance of water conservation.

STAGE 1: Desired Results

ESTABLISHED GOALS: Transfer

● Learn about the UN Sustainable
Development Goals
o Goal 2: No Hunger: Students will be able to independently use their learning to:
▪ Increase apply STEM concepts to real-world issues and problems
agricultural
production and
Meaning
income of small
farmers
o Goal 6: Clean Water and UNDERSTANDINGS ESSENTIAL QUESTIONS:
Sanitation Students will understand that: ● Why is water conservation
▪ Ensure all have ● There are numerous ways to important?
access to safe conserve water. ● What are some of the
water ● Water conservation is challenges in conserving
▪ Ensure all have necessary to ensure everyone water?
 access to has access to water. ● What are some of the ways to
sanitation ● There are ways to conserve conserve water?
▪ Monitor water water for agriculture. ● What are some of the ways to
quality to reduce use conserve water for the
contamination purpose of agriculture?
▪ Improve water use, ● How can using alternative
developing sources of water such as the
greater resources examples of ways to conserve
for its reutilization water impact people’s lives?
▪ Raise awareness Would this be for the better? If
among so, describe how it would
communities to improve the lives of people?
ensure they play ● How would water conservation
an a part in for agricultural purposes
improving their improve the lives of individuals
water in developing countries
management and
sanitation

● Apply the ITEEA Standards for

Technological Literacy
● Apply STEM skills to solve real-
world problems
● Practice communication,
cooperation, critical thinking,
and problem solving in small
groups
● Demonstrate understanding
and application of the VA
Standards of Learning:
Acquisition
Students will know:
● The reasons why it is important
to conserve water
● Water conservation is
important in agriculture as well
as in other aspects of life
● How to solve practical
problems involving estimating
and measuring length
Students will be able to:
● Identify ways to conserve water
in their everyday life
● Identify ways to conserve water
for use in agriculture
● Identify methods for using
conserved water for agriculture
● Discuss the value of using
alternative watering sources for
➢ Math: ● How to solve practical agriculture
✓ Virginia Math SOL problems involving volume ● Discuss the importance of
3.7: The student will estimate ● How to measure distance water conservation
and use U.S. using US Customary and metric ● Discuss the importance of
Customary and water conservation in
metric units to
agriculture
measure a) length to
● Compare and Contrast water
the nearest 1 2 inch,
inch, foot, yard, conservation for agricultural
centimeter, and purposes in developing
meter; countries and industrial
countries
✓ Math SOL 4.8: ● Design and build a prototype
The student will a) estimate for using an alternative
and measure length watering source to water a
and describe the garden
result in U.S.
Customary and
metric units and d)
solve practical
problems that involve
length, weight/mass,
and liquid volume in
U.S. Customary units.

✓ Math SOL 5.8:

The student will a) solve
practical problems
that involve
perimeter, area, and
volume in standard
units of measure
 ✓ Math SOL 5.9:
The student will b) solve
practical problems
involving length,
mass, and liquid
volume using metric
units.

✓ Math SOL 6.7:

The student will
c) solve problems, including
practical problems,
involving area and
perimeter of triangles
and rectangles.

✓ Math SOL 7.4:The

student will
a) describe and determine
the volume and
surface area of
rectangular prisms
and cylinders; and b)
solve problems,
including practical
problems, involving
the volume and
surface area of
rectangular prisms
and cylinders.

✓ Math Sol 7.10:The

student will a)
 determine the slope,
m, as rate of change
in a proportional
relationship between
two quantities and
write an equation in
the form y = mx to
represent the
relationship

➢ Science:
✓ Virginia Science
SOL:
3.10: The student will
investigate and
understand that
natural events and
human influences
can affect the
survival of species.
Key concepts
include a) the
interdependence
of plants and
animals; b) the
effects of human
activity on the
quality of air, water,
and habitat; c) the
effects of fire, flood,
disease, and
erosion on
organisms; and d)
 conservation and
resource renewal.

✓ Virginia Science
SOL:
4.8: The student will
investigate and
understand
important Virginia
natural resources.
Key concepts
include a)
watershed and
water resources

✓ Virginia Science
SOL 6.5: The student
will investigate and
understand the
unique properties
and characteristics
of water and its
roles in the natural
and human-made
environment. Key
concepts include
c) the action of
water in physical
and chemical
weathering;
e) the importance
of water for
agriculture, power
 generation, and
public health
f) the importance of
protecting and
maintaining water
resources.

✓ 6.7 The student will

investigate and
understand the
natural processes
and human
interactions that
affect watershed
systems. Key
concepts include
a) the health of
ecosystems and the
abiotic factors of a
watershed;
b) the location and
structure of
Virginia’s regional
watershed systems;
c) divides,
tributaries, river
systems, and river
and stream
processes;
f) major
conservation,
health, and safety
issues associated
 with watersheds;
and

● Demonstrate understanding
and application of the ITEEA
Standards for Technological
Literacy
➢ Standard 5: Students will
develop an
understanding of the
effects of technology on
the environment.
➢ Standard 8: Students will
develop an
understanding of the
attributes of design.
➢ Standard 9: Students will
develop an
understanding of
engineering design.

GLOBAL COMPETENCY:
● Investigate the World
➢ Observe the local issue
being studied and
develop questions about
the topic
➢ As a class, develop
 questions about the how
this local topic would
apply to a global
setting-what global
impact would this topic
potentially have
● Communicate Ideas
➢ Work collaboratively to
design and build a
prototype for their
project
➢ Prepare a presentation
of the project to be
delivered to teachers,
students, administration,
and community
members that will
demonstrate how the
project at the school
could be implemented in
other areas to impact
the lives of others in the
➢ Prepare a poster or an
ad to persuade others to
conserve water
● Take Action
➢ Plan and conduct a
project at the school
which will contribute to
the improvement of
 conditions based on
evidence-based
evaluation of its impact

TECHNOLOGY USED:
A variety of websites and videos

RESOURCES:

https://wateruseitwisely.com/kids/

http://www.thewaterpage.com/wat
er-conservation-kids.htm

Save Water to Help the Earth

Plastic Planet

The Water Project

 Stage 2 - Evidence

Assessment Evaluation Criteria (Learning target or Student Will Be Able To)

Assessments FOR Learning: Self-Reflection:

➢ Students will articulate in a series of self-reflection activities that will
allow them to self-assess their ability to work as an effective member of
a team, their ability to grow in their learning over the course of the unit
Discussion:
➢ Students will be able to share their ideas effectively with classmates
➢ Students will be able to explain various methods for water conservation
in everyday life and for use in agriculture
➢ Students will be able to explain the impact water has on the lives of
people
➢ Students will be able to describe the relationship people in different
parts of the world have with water (ex. Water collection, water usage,
and access to water)

Assessments OF Learning: Presentation:

➢ Students will present their prototype and presentation to teachers,
students, administrators, and community members which will allow the
students to demonstrate understanding of how they decided on their
final design as the best option. The presentation should include an
explanation of the method of water conservation used to design and
build their prototype.
➢ Students will create a video presentation. In the video presentation,
students will demonstrate the importance of water conservation by
explaining the impact on people in comparing and contrasting
people’s lives before and after. In the video, they will offer multiple
ways to conserve water.
➢ Students will create a poster or ad to persuade others to conserve
water, which will demonstrate their understanding of the importance
of water conservation.
 Prototype:
➢ The working prototype will demonstrate that the students were able to
successfully use their research to design and build a prototype that
would fit the criteria.
➢ A student is successful if their prototype has water travel _________
inches.
➢ A student is successful if they have determined the appropriate slope
needed to move water??
➢ Student:
➢ I will know I have mastered the target when my prototype have water
travel __________________ inches

Stage 3 - Learning Plan

Over the course of the unit, the students will investigate and research water conservation to determine why it is
important for them locally but also to develop an understanding of why water conservation is an important issue
globally. Once students have developed an understanding of water conservation not only as a means to save water
for household uses but also to use for agriculture, they will research and investigate the alternative water uses for
agriculture. Using this information, the students will go to the school’s garden and observe how the garden is currently
getting water. They will problem-solve other ideas for watering the garden using alternative methods (not using the
garden hose). After their observation the students will discuss their ideas and begin an initial drawing in their
interactive engineering notebook. After this 1st drawing, they will share with their group members, discuss, and
continue their research. After additional research which will be in their interactive engineering notebooks, they will
make adjustments to their drawings. At this point, if they are ready to submit their drawing for review in order to begin
building. Once approved, the students may begin building their prototype and making adjustments as they work.
Once the prototype is complete the students will test their prototype and make any necessary changes. The final
prototype will be tested. The students will present their prototype to students, teachers, administrators, and
community members. As part of their prototype presentation, the students must be able to explain the method of
water conservation they selected for agricultural water conservation as well as be able to describe why their
prototype design is the best design. The students will also create a video presentation that will demonstrate the
importance of water conservation by explaining the impact on people in comparing and contrasting people’s lives
before and after. In the video, they will offer multiple ways to conserve water. In addition, the students will develop a
poster or ad to persuade others to conserve water.

Day 1: Water conservation-what is it? Why is it important? The students will develop a poster or ad to persuade others
to conserve water.
 Hook: Every Drop Counts!

Day 2: Water-examine the local uses of water, the ease of getting water, discussion of reduce, reuse, and recycle &
examine water uses and sources from global areas to compare/contrast these to the local/United States. Students
will create a video presentation on the importance of water conservation that explains the impact on people by
comparing and contrasting their lives.
 Hook: Other Water: https://www.youtube.com/watch?v=akp-JjYwPz0

Day 3: Clean water-students will research where water comes from on a local, national, and from global areas to
compare the drinking water. Students will research simple ways to filter water. Using this information, the students will
create an initial drawing of a prototype in their interactive engineering journal of a device that could be used to filter
water.
 Compares two 5 year children: https://www.worldvision.org/clean-water-news-stories/compare-walk-for-water-cheru-
kamama

Day 4-5: Students will meet with their groups and make a decision on which design to construct and present. They will
build their prototype and test it. After testing the prototype, the students will make any necessary adjustments to
ensure their prototype meets the criteria.

Day 6: The students will present their water filtration system to their peers. In addition, the students will
compare/contrast where do students in different areas get their water. They will be able to answer the how does the
lack of clean water impact the lives of humans.

Day 7: Observation of school for alternative sources for water to use for agriculture, measurement from the
alternative sources to the garden. Research alternative sources for water use for agricultural purposes.
 Hook: image of woman walking with baby on back:
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi12drP_5zeAhWOneAKHXXGBz
EQjRx6BAgBEAU&url=https%3A%2F%2Fwhatsnxt.com%2Farticle%2Frunning-locally-clean-water-
globally&psig=AOvVaw1SYpcNOilK89CnpHiqKj5r&ust=1540398952307780

Day 8-9: Students will create make an initial drawing of their design in their interactive engineering journal and submit
for approval Students will meet with their groups and make a decision on which design to construct and present.
They will build their prototype and test it. After testing the prototype, the students will make any necessary
adjustments to ensure their prototype meets the criteria.

Day 10: Prototype presentation-The students will present their prototype to students, teachers, administrators, and
community members. As part of their prototype presentation, the students must be able to explain the method of
water conservation they selected for agricultural water conservation as well as be able to describe why their
prototype design is the best design
TGC FELLOWS UBD Lesson Template

Lesson Title: Subject: Prepared by:

Day 1: Every Drop Counts! I-STEM Jaime Brookman

Materials Needed:
Interactive engineering journal (paper), pen, chart paper, markers,

Global Competency:
Exploring local and global issues, Environmental sustainability

Where is the lesson going? To develop an understanding of the importance of the use and conservation of water.
(Learning Target or SWBAT)
To describe ways to conserve water

To compare and contrast the impact water has on humans’ lives in various parts of the US
and the world

Hook: Tailored Differentiation:

On the board, either write or project the following: Self-Reflection:

Every Drop Counts!  Students will articulate in a series of self-reflection
Have students begin the Question Formulation Technique activities that will allow them to self-assess their ability
using the statement above. to work as an effective member of a team, their
ability to grow in their learning over the course of the
QFT: unit
5 mins: write as many questions as possible-do not discuss
or judge Discussion:
next: label all changes as either open or closed questions  Students will be able to share their ideas effectively
next: select one open question to change to a closed with classmates
question & select one closed question to an open  Students will be able to explain various methods for
question water conservation in everyday life and for use in
next: prioritize the questions (top 5, top 10) agriculture
as a group discuss the top questions & look for similar  Students will be able to explain the impact water has
themes on the lives of people
 Students will be able to describe the relationship
Equip: people in different parts of the world have with
water (ex. Water collection, water usage, and
Chart paper (one piece per team) access to water)
Markers
Computer
projector

Rethink and revise:

What is water conservation?

Why is it important to conserve water?

Describe how you can conserve water?

How does water usage impact the lives of all humans?

Compare and Contrast your daily experience with using

water to that of someone who lives in another part of the
US and/or world.

Evaluate:
The students will develop a poster or ad to persuade
others to conserve water.

Presentation:
➢ Students will create a poster or ad to
 persuade others to conserve water, which
will demonstrate their understanding of the
importance of water conservation.

Notes:
Organization:
Resources:
https://wateruseitwisely.com/kids/  Make sure there is a piece of chart paper ready for
each group before the activity begins.
http://www.thewaterpage.com/water-conservation-  Remind students of how the Question Formulation
kids.htm Technique should go
 Put the Question Focus on the board and set the
Save Water to Help the Earth timer

Plastic Planet

The Water Project

Fulbright TGC PARTICIPANTS UBD Lesson Template

Lesson Title: Subject: Prepared by:

Day 7-10: Rainwater Garden I-STEM Jaime Brookman

Materials Needed:
interactive engineering journal (paper), pen, ruler, tape measure, tape, hot glue, plastic tubing, plastic bottles, rubber
bands, cardboard tubes, various recycle materials

Global Competency:
Exploring local and global issues, Environmental sustainability

Where is the lesson going? To develop a system for watering the school’s garden using only rainwater.
(Learning Target or SWBAT)
To develop an understanding of the importance of the use and conservation of water.

To develop an understanding of the value of using alternative watering sources for

agriculture.

To develop an understanding of the role clean water plays in the lives of humans.
Hook: Tailored Differentiation:

On the board, project the following:

Image of woman walking with baby on back:
https://www.google.com/url?sa=i&source=images&cd=&
cad=rja&uact=8&ved=2ahUKEwi12drP_5zeAhWOneAKHX
XGBzEQjRx6BAgBEAU&url=https%3A%2F%2Fwhatsnxt.com
%2Farticle%2Frunning-locally-clean-water-
globally&psig=AOvVaw1SYpcNOilK89CnpHiqKj5r&ust=154
Self-Reflection:
 Students will articulate in a series of self-reflection
activities that will allow them to self-assess their ability
to work as an effective member of a team, their
ability to grow in their learning over the course of the
unit
0398952307780
Have students begin the Question Formulation Technique
using the statement above.
QFT:
5 mins: write as many questions as possible-do not discuss
or judge
next: label all changes as either open or closed questions
next: select one open question to change to a closed
question & select one closed question to an open
question
next: prioritize the questions (top 5, top 10)
as a group discuss the top questions & look for similar
themes
Equip:
Problem: The school’s garden needs to be watered on a
regular basis. Not all areas have regular access to reliable
and safe running water. A school garden may help
provide students with access to fresh vegetables;
however it will be necessary for the garden to be able to
get water without the use of running water.
Challenge: Can your team design and build a system for
watering the school’s garden using only rainwater?
Discussion:
 Students will be able to share their ideas effectively
with classmates
 Students will be able to explain various methods for
water conservation in everyday life and for use in
agriculture
 Students will be able to explain the impact water has
on the lives of people
 Students will be able to describe the relationship
people in different parts of the world have with
water (ex. Water collection, water usage, and
access to water)
Presentation:
 Students will present their prototype and
presentation to teachers, students, administrators,
and community members which will allow the
students to demonstrate understanding of how
they decided on their final design as the best
option. The presentation should include an
explanation of the method of water conservation
used to design and build their prototype.
Prototype:
 The working prototype will demonstrate that the
students were able to successfully use their
research to design and build a prototype that
would fit the criteria.
 A student is successful if their prototype has water
travel _________ inches.
 A student is successful if they have determined the
appropriate slope needed to move water??
Rethink and revise: Student:
 I will know I have mastered the target when my
What are the benefits to using only rainwater to water the
prototype have water travel __________________
garden? inches

What are some of the disadvantages of using rainwater

to water the garden?

Based on your research, what areas of the world would

your design be most useful? Why? Least useful? Why?

How can this help the school and the garden while the
students are out on break?

What issues new issues came up as you started to build

and do preliminary test. What changes needed to be
made?

Evaluate:
Did your team create a working prototype of a system for
watering the school’s garden using only rainwater?

What changes would you make?

What changes could be made to help make your design

more universal?
Notes:
Organization:
Resources: other water
https://www.youtube.com/watch?v=akp-JjYwPz0 Have building materials out so students are able to get
 them as soon as they have made their drawings as
Compares two 5 year children: individuals and then selected the group design to build.
https://www.worldvision.org/clean-water-news-
stories/compare-walk-for-water-cheru-kamama

image of woman walking with baby on back:

https://www.google.com/url?sa=i&source=images&cd=&
cad=rja&uact=8&ved=2ahUKEwi12drP_5zeAhWOneAKHX
XGBzEQjRx6BAgBEAU&url=https%3A%2F%2Fwhatsnxt.com
%2Farticle%2Frunning-locally-clean-water-
globally&psig=AOvVaw1SYpcNOilK89CnpHiqKj5r&ust=154
0398952307780