Critical Conversations about Conservation

Lesson 3: Critical Conservations in Conservation about Water Scarcity

 

North Carolina Essential Standards

4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina

 

Prerequiste Knowledge

This is the third in a series of five lessons in a conservation unit that begin with a study of ecosystems and animals.  In the first lesson learners will learn how humans depend on their ecosystems for their wants and needs.  In the second lesson learners will learn about the interconnectedness of human activity and other organisms.  Using this prior learning, students will discover that not all humans have access to clean drinking water and human activity can have a negative effect on the available drinking water on our planet.

Learners will know how to access the Office 365 class notebook, respond to a writing prompt and write a five paragraph informative essay.

Objectives

Students will be able to:

  • Use literature and media to identify water as a basic human right for all and understand the struggles some children go through to obtain drinking water.
  • Create a plan to help raise money to support the class-chosen area of water scarcity (e.g., Afghanistan, Ethiopia, Chad, Cambodia, Laos, Haiti, Ghana, India, Rwanda, Bangladesh) 

Assessments

  • Students will respond to literature and media in their Office 365 class notebooks (re: Recycling and conservation - Why recycle; Recycling and conservation - how it works).
  • Students will write informative essays on how the people around the world get drinkable water.
  • Students will create letters and posters as a part of the plan to raise money for the water project that will be graded with a teacher made rubric.
  • Students will prepare questions and answers for a teacher/ student led Socratic seminar.

Materials

Both students and teacher will need access to internet.

Books

  • A Long Walk to Water By Linda Sue Park (quotes from this source)
  • One Well: The Story of Water on Earth by CitizenKid

Online resources:

Other:

  • South African Artifacts - pictures
  • Student laptops
  • Office 365 class notebook
  • Internet access to website Kahoot! and a child-friendly search engine such as Google's Kiddle.
 

Prior Preparation

  • Teacher will upload the book quotes and writing prompts to the Office 365 notebook.  
  • Teacher will have the quotes written on chart paper and mounted around the room.
  • Teacher will have both websites ready to display to the students.

Introduction

  1. The teacher will say, “This is the third on  conservation. We have learned  about ecosystems and pollutions and endangered animals.  We have learned how humans depend on their ecosystems for their wants and needs and about the interconnectedness of human activity and other organisms.  Using this prior learning, we will discover that not all humans have access to clean drinking water and human activity can have a negative effect on the available drinking water on our planet."
  2. The learners will participate in a 10 question true or false Kahoot quiz about water facts.  
  3. Play Charity Water: I am Water
  4. Think, pair, share with the topic of what I know about water to fill in a graphic organizer about things the learners have learned about water.
  5. Then using the graphic organizer the learners will participate in a step inside thinking routine, writing about water (i.e., how water feels, what water perceives, what water cares about, how water feels about people using it and not taking care of it-water scarcity).

Guided Practice

  1. Show PowerPoint and discuss the pictures associated with water that Mrs. Clark took in South Africa. 
  2. Learners are required to write at least three observations about the pictures.
  3. Think- pair-share on why water should or should not be a basic human right.
  4. Reading of sections from the book One Well (pages 16-29)
    • Where does our water come from?
    • Why should I conserve water?
    • How can you help conserve water?
    • Why do Americans use so much water?
    • Why do some people have access to water and some people do not?
  5. Videos from the website The Water Project:
    • Empowering the Girl Child. Discuss:
      • How does water scarcity affect children?
      • How we work
      • How can we help?
    • Burkina Faso
  6. Make a plan of one activity to help people who are suffering from water scarcity.
  7. Write a letter to the school principal asking her for her help and permission to do some of these plans.
  8. Learners will write questions to ask each other during a Socratic seminar to gauge if everyone understands the purpose of the lesson.
  9. The teacher will ask the following questions in the Socratic seminar:
    • What is water scarcity?
    • Should everyone have access to clean drinking water?
    • How can you make that happen?
  10. Extension activity: Learners create a commercial to encourage Americans to conserve water. 

Closure

  1. The learners will share what we have learned with another  class. Students will create posters and summaries to share about the importance of water conservation with another class.
  2. Students will work in groups to get a group of first graders to understand their project.  The students will need to ask the first graders questions to check that they are understanding the material.
  3. The students will participate in a snowstorm activity where the will write their own observations down on a piece of previously used scrap paper paper, wad the paper up and throw it in the middle of the class.
  4. Students will take a “snowball” read it aloud to the class and respond.

Accommodations

Modifications will be administered as stated in individual student IEPs: extra time, graphic organizers for writing, modified assignments.

Other classroom accommodations that will be used are peer and teacher conferences, spelling charts, closed caption on videos, and multiple viewings of videos.