Worldwide Access to Safe Water and Water Conservation

Worldwide Access to Safe Water and Water Conservation

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Worldwide Access to Safe Water
and
Water Conservation

Anne Watkins

Project Overview

This project is designed to help 7th grade students understand how access to safe drinking water is a variable that threatens the existence of human beings in different parts of the world. The non-profit organization Water.org states that 750 million people worldwide lack access to clean water and more than 840,000 people die annually from a disease directly related to unsafe or the lack of water (Water.org, 2015). This project will help students understand how the struggle to obtain clean drinking water impacts the advancement of societies, especially regarding education, gender equality, and health. Students will learn that water on our planet is a limited resource thatwe need to conserve and protect.

For this project, our class will collaborate with one or more classes from another region of the world; together we will explore the issues surrounding access to safe water, test the water quality of different sources, and discover solutions to improve water quality, usage, and access locally and globally.

Targeted Grade Level(s)

7th grade, adaptable to other grade levels.

Project Length

4 weeks. Activities can be spread out over 6 weeks if desired.

Project Learning Goals

Students will be able to:

  • investigate different aspects of the global water crisis, such as contaminated drinking water and water scarcity and its consequences for health, gender equality, and education, as well as the implications of wasteful water use in the US
  • understand the importance of access to safe drinking water
  • evaluate water safety in different regions
  • create a list of personal actions to conserve water
  • develop solutions to help improve water conditions locally and globally
  • understand that human beings in different areas of the world have the same needs

Essential Questions

  • What are the causes and effects of the global water crisis?
  • What would happen tomorrow if our water infrastructure broke down today?
  • How can one collect and store needed water without water pipes?
  • What are viable solutions to resolve the global water crisis?
  • How can we help create a world in which everyone has access to safe water?

Enduring Understandings

  • Population growth and groundwater depletion are the main causes of the current water crisis.
  • Access to safe drinking water in our region differs significantly from access in developing countries.
  • Human beings in different areas of the world have the same needs.
  • Water conservation is essential to resolving the global water crisis.
  • Desalination of salt water can be part of the solution, but is currently inefficient and expensive.
  • We are all connected and helping others makes the world a better place for all of us.

National and State Standards

7.H.2.2Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non Governmental Organizations, European Union and Organization of American States).

7.H.2.4Analyze the economic, political, and social impacts of disease in modern societies.

7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).

7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions.

7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change) affect modern societies and regions.

7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).

7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.

7.E.1.2Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and economic alliances).

CCSS.ELA-Literacy.RI.7.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.7.3

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

CCSS.ELA-Literacy.RI.7.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-Literacy.RI.7.8

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

CCSS.ELA-Literacy.RI.7.9

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

CCSS.ELA-Literacy.W.7.1

Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-Literacy.W.7.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.7.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

CCSS.ELA-Literacy.W.7.6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

CCSS.ELA-Literacy.W.7.7

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

CCSS.ELA-Literacy.W.7.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.SL.7.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.7.2

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

CCSS.ELA-Literacy.SL.7.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

ICT Integration

My Pinterest board offers a variety of online resources to be utilized during the process. Several websites contain information in the form of graphics, diagrams, or videos which the students can utilize to research facts about water access across the world. The different media are easily accessible for the students, and visual as well as auditory learners will appreciate the way the information is presented.

For the presentation of their research, the students will choose one of the following media: PowerPoint presentation, creating an informational video using animoto or stupeflix, or publishing a digital book on tikatok.com (using the “Our Campaign to Make a Difference” template if desired).

Interaction with the collaborating class will take place on vialogues and skype after connecting with another class via ePals.

Proposed Calendar of Activities and Exchanges.

Throughout the course of the project, individual students will take on smaller research and report projects that will be presented to the class (see technology section) as well as the collaborating class via skype (by the end of the 4 weeks, every student should have presented one of these individual research project):

  • book reports
  • research how much water is used to grow different foods
  • research how much water is used to produce different products
  • research primitive water purification methods
  • summarize local newspaper articles regarding the drought in California

There will also be a group project for which groups of students research the situation in 5 different countries (Bangladesh, Ethiopia, Honduras, India, and Kenya) in week 2.

Monday / Tuesday / Wednesday / Thursday / Friday
Week 1 “Introduction to the Issue” / Invite the collaborating class to watch the video “Why Care About Water” on vialogues, share comments while watching, and complete KWL Chart. / Introduce book “A Cool Drink of Water” and discuss the universal human need for water. Students create bubble maps with water in the center and the different uses for water in the bubbles. / View the video “Water Changes Everything” and share comments with collaborating class on vialogues.
Students learn about the 4 liter challenge (4 Liters, 2015) and explore #4Liters on twitter. They and the collaborating class participate in the challenge for 24 hours and share their experiences on twitter. / Book reports. / Book reports.
Discuss global water crisis basic facts sheet (Water.org, 2013, p. 20). Which facts surprise you? How can you make meaningful changes based on the facts?
Collaborating class can choose to participate via skype.
Short presentations to prepare throughout the week and present Thursday and Friday (connect with collaborating class via Skype): Book reports.
Kallen, S. A. (2015), McKinney, B. (1998), Strauss, R. (2007).
Week 2
“Water Access in Different Countries” / Students are grouped into 5 groups to research the following countries: Bangladesh, Ethiopia, Honduras, India, and Kenya using the resources on Water.org (2013, pp. 10) as well as online and print resources of their choosing. They prepare PowerPoint presentations to share with their classmates and collaborating class on Thursday. / Thought exercise: What would happen tomorrow and the days and weeks to follow if our water infrastructure broke down today? Students do this in self-selected written form (journal, newspaper article, story with fictional characters) and publish on tikatok.com / Students continue to work on their group presentations.
Using a water test kit, test water quality from different local sources and compare to test results of collaborating classroom. Discuss possible causes of pollution and poor water quality. Students make a list of water contaminants. / Group presentations of country research. Discussion to follow:
What similarities and differences did you notice? What could be the reasons for the differences?
Water filtration and purification (hands on activity): The class builds and uses a primitive water filtration device:

or
/ Water purification presentations.
Short presentations to prepare throughout the week and present Thursday and Friday (connect with collaborating class via Skype): Research on water purification methods (such as boiling, solar distillation, etc.).
Week 3
“Water Conservation” / Introduce project “Down the Drain” in which classrooms measure, record, and compare their water usage.
Students record their family's’ water usage throughout the week using the charts below. The collaborating class does the same. / Introduce the domestic water crisis in California and adjacent states. Read article and view video on Icenhower, A., Dhar, S. (2015, May 2).
Locate Lake Mead and the Colorado River on the map and follow the course of the Colorado River. / Field trip to the local sewage treatment plant. Bring water samples to have tested there, if possible. The collaborating class may do the same, if facilities exist and are accessible. / Reports and presentations. / Reports and presentations.
Water usage data is uploaded to the “Down the Drain” website and discussed with the collaborating class via skype.
Short presentations to prepare throughout the week and present Thursday and Friday (connect with collaborating class via Skype):
  1. Summarize newspaper articles.
Dowd, K. (2014, January 17),
Alexander, K. (2015, July 17),
Reese, P. Kasler, D., Sabalow, R. (2015, July 15),
Rogers, P., Cuff, D. (2015, June 20),
Yardely, W. (2015, July 18).
(These are a few examples. Each of the newspapers has a variety of articles on the subject available online.)
2) How much water does it take to grow certain foods?
3) How much water does it take to produce certain products?
Week 4
“Solutions” / The class and collaborating class will brainstorm ideas for daily water conservation looking back at the water usage recorded in week 3.
Teams of 4 students are established (each team consists of students from the class as well as students from the collaborating class). Each team researches solutions from a certain angle (water conservation at home including food choices; fundraisers to donate to water related projects; improving transportation of water in developing countries; improving water quality in developing countries; how can each village build a well?)
There may be some groups that do not require much guidance and can find a topic on their own. Students are free in the medium they choose to collect information and present their ideas (see technology section). / Reports and discussion of solutions. / Reports and discussion of solutions.
Upload in ePals.

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Project Assessment with Scoring Rubric

CATEGORY / 4 / 3 / 2 / 1
Collaboration with Peers / Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. / Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. / Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. / Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Preparedness / Student is completely prepared and has obviously rehearsed. / Student seems pretty prepared but might have needed a couple more rehearsals. / The student is somewhat prepared, but it is clear that rehearsal was lacking. / Student does not seem at all prepared to present.
Content / Shows a full understanding of the topic. / Shows a good understanding of the topic. / Shows a good understanding of parts of the topic. / Does not seem to understand the topic very well.
Enthusiasm / Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. / Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. / Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. / Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Props / Student uses several props that show considerable work/creativity and which make the presentation better. / Student uses 1 prop that shows considerable work/creativity and which make the presentation better. / Student uses 1 prop which makes the presentation better. / The student uses no props OR the props chosen detract from the presentation.

Rubric created on

Resource Compilation

Books

Kallen, S. A. (2015). Running dry: The global water crisis. Springfield, MO: 21 Century Press.

Kerley, B. (2006). A cool drink of water. Washington, D.C.: National Geographic Children’s Books.

McKinney, B. (1998). A drop around the world. Nevada City, CA: Dawn Publications.

Strauss, R. (2007). One well: The story of water on earth. Toronto, Canada: Kids Can Press.

Online Videos

Charitywater (2011). Water changes everything [Video file]. Retrieved from

National Geographic (2010).Why care about water [Video file]. Retrieved from

Websites

The Center for Innovation in Engineering and Science Education (2015).Down the drain. How much water do you use? Retrieved from

Water.org (2015). Millions lack safe water. Retrieved from

Water.org (2013).Global water supply middle school curriculum.Retrieved from

4Liters (2015).4 liter challenge. Retrieved from

Online Newspaper Articles

Alexander, K. (2015, July 17). State goes after district that fought conservation order. SF Gate. Retrieved from

Dowd, K. (2014, January 17). Drought tips. 15 easy ways to save water now. SF Gate. Retrieved from

Icenhower, A., Dhar, S. (2015, May 2). 5 facts you need to know about Lake Mead’s water crisis. Planet Policy. Retrieved from

Reese, P. Kasler, D., Sabalow, R. (2015, July 15). California adopts strict lawn-reduction rules for drought savings. The Sacramento Bee.Retrived from

Rogers, P., Cuff, D. (2015, June 20). California drought: Big difference in water use between wealthy communities and everyone else. San Jose Mercury News. Retrieved from

Yardely, W. (2015, July 18). Shrinking Colorado River is a growing concern for Yuma farmers - and millions of water users. Los Angeles Times. Retrieved from

Pinterest Board For Additional Resources

Watkins, A. (2015). Worldwide access to water. Retrieved from

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