course: unit: water – use lesson #: and abuse curriculum...

Lesson Overview: Students work in groups of three to analyse information provided at 1 of 5 different workstations. Each workstation contains information about a separate international agreement or organization, of which Canada is a participant, that relates to the protection of water. Students are to develop a report card that evaluates the effectiveness of Canada’s participation in 1 of the 5 agreements/organizations. Students are given one library period in order to supplement the information provided in class. They are to include one source of information (a primary or secondary resource), which can be included at the workstations for the subsequent course. The evaluation is based on criteria established by the students. Once the report card is complete, students must work in their groups to write a 5-minute speech that they would deliver to the Government of Canada to communicate their findings. Resources: Workstation information (newspaper articles, brochures, images, etc.) Case Study overheads Sample report cards (including teacher’s )

Day 1 Estimated Time

Activity Description: Teaching & Learning Strategies

10 min. “Hook” – Cooperative game “Keep it Up” Teacher introduces game, informing students that their goal is to keep a

volleyball in the air for as long as possible (or until 3 minutes has passed) The teacher can add an additional ball to make the game more difficult or to

engage more students Teacher debriefs by asking question: What was required to be successful in this

game? Anticipated responses may include: working together, taking on a role, one

person was stronger/faster than another, you have to be skilled, everyone had to help

Teacher asks students to keep the idea of “working cooperatively” in mind throughout the lesson.

15 min. Class Brainstorming Session & Introduce Case Study Analysis Case Study #1: Community Level teacher displays case study on overhead and reads aloud

Course: CGR4M

Unit: Water – Use and Abuse

Topic: All Hands on Deck (International cooperation)

Lesson #:

Curriculum Expectations:

Global Connections - evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues (overall)

o explain the need for international cooperation in achieving the sustainable use of global resources (specific)

o evaluate the effectiveness of Canada’s participation in selected international organizations and agreements that deal with global environmental concerns (specific)

Methods of Geographic Inquiry - use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns (overall)

o Explain the different points of view on an environmental or resource management issue that are, or might be, held by various stakeholders (specific)

Question: If you were to have a community meeting to discuss the development of the golf course, who do you think should be in attendance? Why?

Responses to question are tracked using a mind map on the blackboard 15 min. Class Brainstorming Session & Introduce Case Study Analysis

Case Study #2: International Level teacher displays case study on overhead and a student reads aloud Question: If you were to organize a meeting to attempt to answer the questions

posed regarding the health of the Great Lakes, who do you think should be in attendance? Why?

Responses to question are tracked using a mind map on the blackboard 15 min. Teacher-Directed Instruction

Summarize student discussion and emphasize importance of international cooperation in achieving the sustainable use of global resources

Students should take notes 20 min. Small Group Activity: Place-mat

Question: What are the characteristics of a good team-player? Consider that a group of students are working together to complete an assignment. What makes each individual an effective participant? In a place-mat activity, students are to write down all the characteristics they can

think of in their allotted space. Students are then given time to write the common characteristics in the centre of the placement and circle the 5 most important characteristics of an effective team-player. A class list is written on the blackboard to be revisited the following day. All students are required to write their name on their corresponding place-mat section. The teacher will collect the place-mats and make comments regarding the students’ work.

The 5 most important characteristics of an effective team player will form the criteria by which the report card is designed to evaluate


Activity Description: Teaching & Learning Strategies

5 min. “Hook” – teacher shows their own report cards (and a picture) from elementary or secondary school . . . just for laughs

5 min. Class Brainstorming Session Question: What is the purpose of a report card? Brainstorm and record responses on the blackboard Summarize purpose based on responses

15 min. Small Group Activity Question: What are the characteristics of a good report card? In small groups, students examine 5 different report cards Students develop a list of the positive characteristics of the report cards and a list

of the negative characteristics of the report cards As a class, the lists are compiled and the 5 most important characteristics that

makes a good report card are identified The 5 characteristics will form the criteria by which the report cards are assessed

10 min. Teacher-Directed Instruction: Assignment Description Teacher summarizes what has been learned so far – students have discussed

what it means to be a good team-player and to work cooperatively AND students know the characteristics of a good report card.

The assignment requires that students use a report card to evaluate whether or not Canada has been an effective participant in an international agreement or organizations related to the protection of water.

15 min. Report Card Design Students are given time to draft a design for the layout of their report card

according to the 5 most important characteristics of an effective report card previously determined

The report card will be the worksheet students use when visiting their selected workstation

For the last 5 minutes of this activity, students will switch with a partner in order to get constructive feedback on the layout of the report card and how they have incorporated the criteria

25 min. Workstation Visit Students are to select 1 of the 5 workstations to visit (this can be predetermined

by the teacher to facilitate movement) Students are to read the information and make notes according to the criteria


Activity Description

20 min. Workstation Visit (continued) Students are given 20 more minutes to review information provided at the

workstation. 40 min. Library Research

Students are given time to complete further research on their organization/agreement and evaluate the information based on the criteria included in their report card

Students are reminded that they are to include one source of information (a primary or secondary resource), which can be included at the workstations for the subsequent course.

15 min. Speech Draft Students are given time to create an outline for their 5 minute speech to the

Government of Canada, which will update the Government on the effectiveness of Canada’s participation in an organization/agreement that pertains to the protection of water

Students will use a graphic organizer of their choice to record their ideas The teacher will meet briefly with each group to review the graphic organizer.



5 min. “Hook” – Video Clip Teacher shows class a quick video clip of someone addressing the Speaker in

the House of Commons or another political venue (unitedstreaming.com) Class briefly discusses what makes a good speech delivery: loud, clear voice,

use of gestures, eye contact 7 min. Speech Preparation

Students are given time to meet with their group members to review their speech 25 min. Group Presentations

4 groups will present their 5 minute speech to the class 5 min. Peer Evaluation

8 pieces of poster paper are placed around the room with the names of the 8 different group members and their selected organization/agreement

Students are given 5 minutes to perform a “gallery walk” of the class room and write constructive comments on the poster paper of the groups that have presented

The teacher also makes comments on the poster paper and monitors what is being written by the student

25 min. Group Presentations The 4 final groups will present their 5 minute speech to the class

5 min. Peer Evaluation Students are given 5 minutes to perform a “gallery walk” of the class room and

write constructive comments on the poster paper of the remainder of the groups The teacher also makes comments on the poster paper and monitors what is

being written by the students Groups will have an opportunity to review the comments the following day in

class. 3 min. Closure

Teacher thanks everyone for their participation and makes general comments to wrap up the lesson.

Students are to hand in the report card that they created for formative assessment.

Lesson Assessment: Formative – On Day 1, the teacher will collect the place-mat activity completed by the students. The teacher

will comment on each student’s work, making special mention of the group’s ability to select the 5 most important characteristics of a good team-player.

Formative – On Day 2, students are asked to provide feedback on a classmate’s report card draft. Formative – On Day 3, the teacher will briefly meet with each group to review the graphic organizer for

their speech. Formative – On Day 4, students provide peer assessment through a ‘gallery tour”. Formative- On Day 4, students are to hand in the report cards that they created. The teacher will review

each report card and comment on the student’s ability to communicate their findings, the criteria selected, and the evidence the student used to support their statement. This assessment is important because the course culminating activity will involve a similar project.

Teacher Reflections:

Course: CGR4M


Topic: All Hands on Deck (International cooperation)

Lesson #:

Case Study #2: International Level

Traditionally, the Great Lakes have provided people with more than recreation and sources of water. To people living along the shores, the lakes seemed logical places to dump sewage, garbage, and industrial wastes. Additional wasters entered inadvertently, leaching from landfills, farms, and yards, and settling from the atmosphere. As long as the region’s human population was small, there was no problem. Four factors in recent decades have limited the lakes’ ability to render harmless such human wasters. First, the region’s human population has grown dramatically for 300 years and it continues to do so. More people means more wastes. Second, the lakes’ capacity to process wastes has diminished. Third, the region has become one of the world’s major industrial centers and, lastly, as a result of industrialization, some of the most worrisome wastes dumped in the Great Lakes have been synthetic compounds, largely unknown to the natural world. The build-up of persistent toxic substance is a particularly acute problem in aquatic ecosystems. Today, such substances are widely used throughout the world and are purposely dumped or accidentally leak into waterways. Coastal communities dump directly into oceans, where potentially toxic substances quickly dilute to less than measurable levels. Areas dumping persistent toxic substances into rivers or estuaries have a more acute problem. However, rivers flow. So do estuaries, albeit slowly. But in lakes – particularly large, deep lakes such as the Great Lakes – flow-through times are measured in centuries. The questions facing those concerned with water quality in the Great Lakes are: How might these systems be cleaned up? Will they ever “self-clean”? Adapted from Case Studies in Environmental Science, 2nd Edition. Larry Underwood. Northern Virginia Community College. Harcourt College Publishers: New York. Great Lakes: Water Resources.

Question: If you were to organize a meeting to attempt to answer the questions posed regarding the health of the Great Lakes, who do you think should be in attendance? Why? Anticipated Response:

Project Objectives The purpose of this project is to understand the importance of international cooperation in protecting our earth’s resources. The Grading Canada project forms the basis of the “All Hands on Deck” lesson and as such all information, discussion and activities that take place in class will contribute to your success on this project.

Project Description This project has 3 distinct components:

1. Research You will work in groups of 3 to analyse information provided at 1 of 5 different

workstations.

Meeting regarding the health of the

Great Lakes

Ontario Provincial Government

Canadian Federal Government

Mayors of Canadian and American cities along the Great Lakes

United States government

Representatives of the bordering states

Non-governmental organizations

Researchers

Each workstation contains information about a separate international agreement or organization, of which Canada is a participant, that relates to the protection of water.

2. Report card You are to develop a report card that evaluates the effectiveness of Canada’s

participation in 1 of the 5 agreements/organizations. The criteria used to evaluate Canada’s participation will be identified in class

through a small-group activity and class brainstorming You will be given one library period in order to supplement the information

provided to you in class. You are to include one source of information (a primary or secondary resource),

which can be included at the workstations for the subsequent course.

3. Presentation You will work in your groups to write a 5-minute speech that you would deliver to

the Government of Canada to communicate your findings.

Project Checklist I have read the information provided at the workstation and have made notes on

Canada’s participation in the agreement and/or organization. I have actively participated in group and class discussions regarding what criteria

I should include on my report card. I have used the library period to supplement the workstation information and

collect an additional resource to include at the workstation in future courses.

I have used the class time provided to develop a draft of my report card. I have used the class time provided to work with my group members to write a 5-minute speech that we will present to the class that will communicate our findings.

Learning Expectations The following expectations are covered in this unit:

Strand: Geographic Foundations Overall Expectation

Explain how key ecological processes contribute to ecosystem health Specific Expectations

Assess the impact of an introduced species on an ecosystem

Strand: Human-Environment Interactions Overall Expectations

Analyze patterns of resource availability and use Specific Expectations

explain the finite nature of the earth’s non-renewable resources Explain the ways in which people and other living organisms are dependent on the

natural environment analyse the impact of reducing, reusing and recycling wastes on the sustainability of

resources on the environment analyse how different kinds of pollution affect humans, plants, animals and materials describe examples of responsible environmental behaviours in aspects of daily life Explain the different points of view on an environmental or resource management issue

that are, or might be, held by various stakeholders

Strand: Global Connections Overall Expectations

evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues

Specific Expectations

explain the need for international cooperation in achieving the sustainable use of global resources

evaluate the effectiveness of Canada’s participation in selected international organizations and agreements that deal with global environmental concerns

Strand: Methods of Geographic Inquiry Overall Expectations

communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques

use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns

Specific Expectations

develop and use appropriate questions to focus a geographic inquiry on an environmental or resource management issue

use a variety of geographic tools and geotechnoloties to interpret, analyse, and synthesize information related to environmental and resource management topics and issues

Lesson Overview: Students will learn for themselves the availability, accessibility and usability of water resources. They will also learn about the amount and distribution of water in the earth's oceans, rivers, lakes, groundwater, ice caps, and atmosphere. Students to work with deal data to determine the abundance of available water on earth, and continue to establish awareness of the availability of water as a resource. Students will conduct a jigsaw activity. Teacher will organize students into 4 ‘expert’ groups, with 4 to 5 members each. Teacher will make sure that students in the group range academically. Students in each expert group will then number off from 1-4 and form another group, ‘home group’. Students will work in expert group answering questions pertaining to an issue selected and then will have to present the issue to their home group. Each group is to research a different topic about uses of water. Students are to develop a question pertaining to their specific topic, research it and present it to their group. Students are given one library period in order to supplement the information provided in class. Resources: Copies for entire class of assignment, peer evaluation sheet Book library for one period: articles, computers with internet Poster paper, markers, tape Demonstration:

• Large map of the world or 12" diameter globe • Five-gallon container (aquarium or bucket) • Three clear containers • Tablespoon • Eye dropper • Calculator, pencil and paper



10 min. “Hook” – Mindmap -Students arrange in groups of 4-5 -Teacher places a poster paper in the middle of desks with a question in the middle saying “How is water a resource?” -Students have 10 minutes to brainstorm and write down all their thoughts pertaining to the question using words and images -In order to encourage students to get as many answers as possible, teacher can encourage

Course: CGR4M


Topic: Water as a Finite Resource Lesson #:


Human-Environment Interactions – Overall- analyze patters of resource availability and use Specific- explain the finite nature of the earth’s non-renewable resources -Explain the ways in which people and other living organisms are dependent on the natural environment Methods of Geographic Inquiry – Overall- communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques (overall) Specific - develop and use appropriate questions to focus a geographic inquiry on an environmental or resource management issue

students by asking them questions such as: What sorts of things do we need water for? What big companies are using water and what are they using it for? -Teacher will walk around classroom, giving feedback to students and monitoring time.

15 min. Gallery Walk -Each group is to select one student who will stand beside their group’s poster and then present the poster to the class. -Each poster is taped to the wall and the rest of the students walk around the class while the selected students share with others their groups’ thoughts on the phrase. -Students will answer any questions other students may have pertaining to their mindmap -Teacher will make comments providing formative feedback to the student, and indirectly to the group as well as monitor the students performing the gallery walk.

5 min. Teacher Directed Instruction -Teacher will follow up with a comment on the poster boards, elaborating on similarities and differences. -Teacher will then briefly speak about the imbalance of water demand and supply

5 min. Think Pair Share -Teacher asks students to think to themselves for about 30 seconds about how much water do we have and where it comes from. -Students then share their answers with the student seated beside them -Teacher is walking around the class while students are discussing to make sure students are on task -Teacher then randomly picks a few students to share their answers with the rest of the class.

35 min. Teacher Demonstration:Groundwater Activity: How Wet Is Our Planet?

Background The earth is also known as the "water planet," since approximately 70 percent of its surface is water. Water is found in rivers, ponds, lakes, oceans, ice caps, clouds, and as groundwater. All these forms of water are part of a dynamic and interrelated flow called the hydrologic cycle, in which each part of the cycle shares a portion of the total amount of water on the planet. Many people think water is a limitless resource, yet simple calculations demonstrate the fact that the amount of water on our planet is in fact limited. It is known that the earth has the same amount of water now as it did when it was first created, therefore, the amount of water available to humans and wildlife depends largely on how its quality is maintained. Every person has the responsibility to conserve water, use it wisely, and protect its quality. Materials Large map of the world or 12" diameter globe Five-gallon container (aquarium or bucket) Three clear containers

Tablespoon Eye dropper Calculator, pencil and paper (for older students) Activity Steps: 1. Encourage the students to discuss where water is located on earth (oceans, rivers, atmosphere, groundwater, ice caps). Ask students to comment on why the earth is also known as the "water planet," calling attention to the statistic that approximately 70% of the earth’s surface is covered with water. 2. Discuss the difference between fresh water and salt water. Ask the students which is drinkable by humans. 3. Discuss the following percentages:

All Water on Earth Oceans__________________97.24% All ice caps/glaciers________2.14% Groundwater_______________0.61% Freshwater lakes__________0.009% Inland seas/salt lakes______0.008% Soil Moisture_____________0.005% Atmosphere______________0.001% All rivers_________________0.0001% Total____________________100%

Ask students to calculate the estimated amount of fresh water on the earth and write the calculations on a piece of paper. Explain to students that the estimated calculation is the amount of water potentially available for human use:

Useable Freshwater on Earth Groundwater________________0.61% Freshwater lakes___________0.009% Rivers___________________0.0001% Total____________________0.6191% Adding ice caps/glaciers______2.14% Total____________________2.7591%

4. Show students the five-gallon container and tell them that the five gallons of water represent all the water on earth. The container has water from the ocean, water from the ground, water from lakes and streams, water from the atmosphere, and water from the glacial ice caps. Ask students to calculate the volume of salt water and freshwater by using the tables above. Tell the students that 5 gallons of water contains 1,280 tablespoons and that all decimal places must be shifted two places to the left prior to multiplication (for example, 97.2% becomes 0.972), therefore 0.972 x 1280 tablespoons = 1244.16 tablespoons.

5 Gallons Oceans__________________1244.67 Ice caps/glaciers____________27.39 Groundwater_________________7.81 Freshwater lakes_____________0.12

Inland seas/salt lakes_________0.10 Soil Moisture________________0.06 Atmosphere_________________0.01 Rivers_____________________0.001 Total approx. 1280 tablespoons

-Students can then calculate the volume of water found in sources other than the ocean--the answer is approximately 35 tablespoons. 5. Ask a volunteer to remove 35 tablespoons of water from the container of five gallons, put the 35 tablespoons into an empty container. The water in the five-gallon container represents all the salty water contained in the oceans. The 35 tablespoons represent all other forms of water on earth. For students, it is helpful to label these containers "ocean or salt water" and "freshwater." 6. Now ask a volunteer to remove the amount of water represented by all freshwater lakes from the freshwater container. They will measure out 0.12 tablespoons (approximately one-tenth of a tablespoon or 12 drops from an eye dropper)--have students calculate this amount. Put this water into a new container and label it "lakes and rivers." 7. Now remove the amount of water from the "freshwater" container, which represented by groundwater, or seven tablespoons. Pour this water into a third empty contain and label "groundwater." 8. Discuss the relative proportions with students, considering the fragile nature of the wetlands, oceans, and freshwater of earth. Discuss how all species depend upon this small percentage of water for their survival. Summarize the activity by using a globe to illustrate that if the earth were this size (12 inches in diameter), less than one-half cup (eight tablespoons) of water would fill all the oceans, rivers, lakes, and ice caps. Emphasize the importance of keeping the earth’s water clean and healthy by using it wisely and responsibly.



10 min. Teacher-Directed Instruction: Assignment Description -Teacher summarizes what has been learned so far – water availability, accessibility and usability using graphs for visual learners (appendix ) -Introduce students to the 4 major applications water use categories are

a. Domestic and commercial (but will not be covered in this lesson) b. Irrigation/agriculture c. Industrial and mining d. Hydroelectric power generation e. Students’ Choice

-Introduce students to the assignment that requires them to research one of the 4 applications and share their findings with other students. -Students will conduct a jigsaw activity. They will be divided into 4 ‘expert groups’ that will be established by the teacher, making sure students are academically distributed amongst groups.

-Once in expert groups, students will decide which application they would like to research in further detail (irrigation/agriculture, industrial and mining or HEP generation) -Once each expert group has decided on a topic, students will number off 1-4, forming a second group -Students will work and conduct research in their expert groups and then present their information to the 2nd group. -Presentation criteria presented below

60 min. Library Research Students are given time to complete further research on their application based on the

criteria included in assignment handout. -Teacher will walk around classroom/library to make sure students are on task, answer any questions they may have and provide them with guidance and feedback. -Teacher will also meet with each group individually and provide them with feedback on their specific question.



10-15 min x 4 presentations + few minutes to fill out peer evaluation forms

Group Presentations -Each student will present their application to their group. -After each presentation, group members are to fill out peer evaluation form, which will first be handed into the teacher and then to the presenter.

5 min Closure -Teacher thanks everyone for their participation, makes general comments to wrap up the lesson and collect peer evaluation sheets

Lesson Assessment: Formative assessment from presentation: Formative – On Day 1, teacher will collect mindmaps for formative assessment. These will help the teacher

assess how familiar the students are with the topic and the amount of prior knowledge they have. Formative – On Day 2, the teacher will briefly meet with each group to review their question and their

research progress. Formative – On Day 3, students provide peer assessment on presentations


Applications of Water Assignment Students are to choose one of the applications suggested by the teacher to further investigate how water functions as a resource. They are then to create a question regarding the application and research it. Students are then going to share their application, question as well as their answer with their group in a 10-15 minute presentation. Students are encouraged to use diagrams, images and creativity in their presentations. After their presentation, group members will be asked to provide feedback for the presenter in a peer evaluation form that will be first submitted to the teacher and then to the presenter. When conducting research, students are to include at least 2 sources of information (a primary or secondary resource).

Applications of Water Assignment Topic suggestions: HEP -Formulate a question regarding a case study i.e. Three gorges reservoir, china -What is the function of HEP? -What does an HEP generator look like and how does it work? -Investigate the HEP generator at Niagara Falls. -What can these generators cause? I.e. Flooding, resettlement Irrigation Water spreading: flooding, -What is the effectiveness of ________ irrigation? -Compare and contrast different irrigation methods. I.e. Furrow irrigation vs. sprinkler irrigation, or sub irrigation vs. drip irrigation -What are some common irrigation practices? Or delivery methods -What are the consequences of irrigation to: drainage system, water quality, soil conditions, fishery, socio-economic, health…. -Shape question in regards to a case study i.e. Aral Sea basin -What can occur as a result of these practices? I.e. salinization, drainage return water, water table drawdown, water-logging, water loss to evaporation, water wastage Mining How is water used in mining? What are some mechanisms that would reduce the amount of water consumed during mining?

Peer Evaluation Form Presenter’s Name _____________________ Date of Presentation__________ Topic_______________________________

Levels of Performance

Criteria 4 3 2 1

1. Organization and flow of information

Information was clearly presented in an orderly manner

Most of the information was clearly presented in an orderly manner

Information was somewhat clearly presented in an orderly manner

Information was unclear and information did not flow

2. Question

Question was very clearly stated during the presentation

Question was present during presentation and was somewhat clear

Question was unclear

Question was not present in the presentation

3. Creativity

Student demonstrated a considerate amount of creativity.

Student demonstrated a moderate amount of creativity.

Student demonstrated some amount of creativity.

Student demonstrated little creativity.

5. Presentation Style:

Tone of voice, use of gestures, and level of enthusiasm were all used convincingly to audience.

Tone of voice, use of gestures, and level of enthusiasm were most used convincingly to audience.

Few styles: Tone of voice, use of gestures, and level of enthusiasm were all used convincingly to audience.

Tone of voice, use of gestures, and level of enthusiasm were not used convincingly to audience.

Lesson Overview: For two consecutive days, students will record their daily usage of water in their household. Students will look at their consumption and compare it to others in the class and then see how their daily usage varies from other countries in the world. Students will take a look at water use and consumption in Canada and detail ways in which they can mitigate wastes. Students will then be asked to write a one to two page reflection on ways in which they can minimize wastes and go on-line to see what organizations around the world are doing to conserve the use of fresh water. In order to bring this lesson to life, photos of how people in developing countries live with little or no water at all will be shown. The teacher will also discuss diseases that breed as a result of unsanitary water. In the latter part of the lesson, the class will look at water as a source of conflict and whether Canada should sell its water to the United States. The class will then be split in half and one side will argue that Canada should sell its water and the other side will state reasons for which Canada should not make water a commodity. Resources: Textbook: Our Environment: A Canadian Perspective- Second Edition Video- What’s on Tap? Article Photos of how people in developing countries use water Handouts


Activity Description/ Teaching and Learning Strategies

10 min.

“Hook” – Will bring in three bottles of water. One will be bottled water, one will be dirty dish water and the third will have soil and other particles in it. Will ask students if they are thirsty and if they would drink it? Why/why not? This will lead us into focus of lesson- Canada has an abundance of water and at times, we do not realize how fortunate we are to turn on the tap and have it magically appear. There are people in developing countries that do not even have access to the dirtiest water that I will present to the class. Students will take a moment and reflect on how fortunate we are as a developed nation.

25 min.

A Water tracking sheet was distributed two days prior to the introduction of this

Course: CGR4M


Topic: Water Use and Consumption Lesson #:


Human-Environment interactions- analyse the impact of reducing, reusing and recycling wastes

on the sustainability of resources on the environment - analyse how different kinds of pollution affect humans, plants, animals and materials - describe examples of responsible environmental behaviours in aspects of daily life

lesson. At this time, we will discuss everyone’s Water Tracking sheet and have a class discussion on how many times per day students flush the toilet, how long their showers are, etc. Class will compare water usage among other classmates and teacher will explain assignment to follow. For the assignment, students are to reflect on their water usage and brainstorm ways in which they can reduce their consumption. In addition, students will go on line and will research what organizations around the world are doing to reduce water consumption and mitigate wastes.

15 min.

Show Video “What’s on Tap?” and assign a few questions that pertain to video:

“How long does it take certain people around the world to collect water for one single family?” “What percentage of diseases results in drinking dirty water?” “Name a couple of diseases that result from drinking contaminated water?” “What are some effects of PCB’s? “What are some causes of water pollution?”

25 min.

Lecture on Fresh Water. Students will start copying notes from overhead

(attached to end of unit)

Day 2 (continuation from Day 1 lesson) Estimated Time


25 min.

Go over assignment and give students time to find sources on-line

10 min.

Will show overhead on Canadian Daily consumption of water (attached) Will pose questions such as: “How can we be less wasteful with one of the most important precious resources?”

“When you turn on the tap, what comes to mind, do you realize that there are people around the world without clean water?”

10 min.

Show students pictures of how people in developing countries live with little or no water

30 min. Hand out article and have students read it and make points on whether or not Canada should sell its water. Will ask students:

“Do you think Canada should sell its water to other nations?” “Will this benefit only developing countries, why or why not and is this fair?” At this time, the class will be split into two. The attached handouts outlining “What is a debate” and rules and expectations for a debate will be distributed.



50 min.

Student debate- should Canada sell its water?

25 min.

Students will have internet access to research countries that have gone to war as

a result of water issues- will use think, pair, share method.

Lesson Assessment: Students will be assessed and evaluated twice during this part of the unit. A short one to two page reflection will be written on ways to minimize waste and students will go online to research what organizations around the globe are doing to protect our environment. A rubric will be used to evaluate their work however this is a formative evaluation. Feedback will be given to students. The class will be split into two groups and one side will argue why Canada should sell its water and the opponents will state why Canada should not make water a commodity. Students will be marked on how well they present their arguments and will have to submit a sheet with their prior points and counter arguments. A rubric will be used to evaluate them while the handout will help me assess how well prepared they were. This is also a formative evaluation and this activity will be used to see how well students have prepared and how well they are able to argue and convince other classmates on what decision should be made.


Name: ________________________

CGR4M: Water Usage Tracking Sheet

For Wednesday and Thursday of this week, please track your water usage and record the number of times you are not being environmentally friendly. Please complete the following questions:

1. How many times/day do you flush the toilet? Wednesday ____________________ Thursday ____________________

2. How long are your showers (in minutes)?

Wednesday ____________________ Thursday ____________________

3. Do you leave the water running as you brush your teeth? ________________________________________________________________________________________________________________________________

4. When you or a family member washes the dishes, is the water left running or do you fill the sink with water and soap? ________________________________________________________________________________________________________________________________

5. When boiling water for tea/coffee, do you boil more than is needed?

________________________________________________________________________________________________________________________________

6. Do you dump a bottle of water before you are finished drinking it? ________________________________________________________________________________________________________________________________

7. Please feel free to add any additional ways in which you waste water. ________________________________________________________________________________________________________________________________________________________________________________________________

On Friday, we will be starting the Chapter on Fresh Water. This tracking will assist you in completing a small assignment/reflection that will be due on Monday.

Short Assignment Rubric Student’s Name: _________________________________

Criteria Level 1 (50-59%)

Level 2 (60-69%)

Level 3 (70-79%)

Level 4 (80-100%)

Knowledge/ Understanding

- student displayed limited knowledge and understanding of facts, terms, concepts, principles, theories, and/or relationships

- student displayed some knowledge and understanding of facts, terms, concepts, principles, theories, and/or relationships

- student displayed considerable knowledge and understanding of facts, terms, concepts, principles, theories, and/or relationships

- student displayed thorough knowledge and understanding of facts, terms, concepts, principles, theories, and/or relationships

Communication (Written)

- written work was communicated with limited clarity

- written work was communicated with some clarity

- written work was communicated with considerable clarity

- written work was communicated with a high degree of clarity

Thinking/ Inquiry Evidence of Analysis of Issues SSV.01

- issues were critically evaluated with limited effectiveness

- issues were critically evaluated with some effectiveness

- issues were critically evaluated with considerable effectiveness

- issues were critically evaluated with a thorough degree of effectiveness

- personal conclusion to solve problem showed limited evidence of thought

- personal conclusion to solve problem showed some evidence of thought

- personal conclusion to solve problem showed considerable evidence of thought

- personal conclusion to solve problem showed a high degree of insight

Application of Prior Knowledge and

Skills

- prior knowledge and skills were applied to the task with limited effectiveness

- prior knowledge and skills were applied to the task with some effectiveness

- prior knowledge and skills were applied to the task with considerable effectiveness

- prior knowledge and skills were applied to the task in a highly effective manner

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

What is Your Opinion? Record three arguments that support your selection. Take into account that others may oppose your point of view. Record three arguments that might be used against your position. Arguments For: Arguments Against: What is your opinion? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ How would knowing the argument against your opinion be beneficial to you? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________

What is a Debate?

- A debate is a structured argument. - The purpose of a debate is to persuade others to support your point of view. -Two teams speak alternately, one “for” and one “against,” on a specific issue. - Debaters must support opinions with facts. - Debaters must be careful not to contradict their own team members. A Debate Has Very Strict Rules - No shouting - No refusing to listen - No interrupting - You must raise your hand if it's not your time to speak - No whispering while another speaker is talking

Learning from a Debate

A debate: - Is an intellectual exercise to allow for a full vetting of an issue and/or idea; - Teaches you to listen carefully to what others say and to structure in your mind what has been said, in order to effectively rebut; - Teaches you to critically and logically evaluate what others say and to identify generalizations or falsehoods. Times Opening statements for both sides - 3 minutes each Arguments for both sides - 3 minutes each Rebuttal conference - 2 minutes Rebuttals - 2 minutes each Closing statements for both sides - 3 minutes each

Rubric for Debate Levels of Performance

Criteria 1 2 3 4

1. Organization and Clarity:

viewpoints and responses are outlined both clearly and orderly.

Unclear in most parts

Clear in some parts but not over all

Most clear and orderly in all parts

Completely clear and orderly presentation

2. Use of Arguments:

reasons are given to support viewpoint.

Few or no relevant reasons given

Some relevant reasons given

Most reasons given: most relevant

Most relevant reasons given in support

3. Use of Examples and Facts:

examples and facts are given to support reasons.

Few or no relevant supporting examples/facts

Some relevant examples/facts given

Many examples/facts given: most relevant

Many relevant supporting examples and facts given

4. Use of Rebuttal:

arguments made by the other teams are responded to and dealt with effectively.

No effective counter-arguments made

Few effective counter-arguments made

Some effective counter-arguments made

Many effective counter-arguments made

5. Presentation Style:

tone of voice, use of gestures, and level of enthusiasm are convincing to audience.

Few style features were used; not convincingly

Few style features were used convincingly

All style features were used, most convincingly

All style features were used convincingly

Chapter 7: Fresh Water

-Canada’s indoor household water use averages 340 litres/day - In poor nations, people use less than 20 litres/day - It is suggested that 50 litres/day should meet basic human domestic needs - Lack of clean water leads to poor sanitation, disease and an increase in infant mortality rates - Canada uses the most water worldwide, however, pays the lowest prices - There are 15,000 lakes in Eastern Canada that are dead because of acidic pollutants - Fresh water accounts for only 3% of Earth’s water supply -Canada has 7 of the world’s largest lakes Water Uses:

There are 2 basic types of water uses:

1. Instream uses: used for hydro electric power generation, transportation, waste disposal, fisheries, wildlife heritage conservation, recreation (water remains in its natural setting)

2. Withdrawal uses: municipal use, manufacturing, irrigation, mineral extraction, thermal

power generation (remove water from its natural setting by pipes/channels for a period of time and for a particular use)

- Thermal power production constitutes largest withdrawal use of water in Canada (includes fossil fuel/nuclear electric generating stations) - In 1991, thermal power production was responsible for 63% of total water intake - Did you know that in order to generate 1 kilowatt of electricity, you need 140 litres of water in a fossil fuel generating plant and 205 litres in a typical nuclear generating station? - Average Canadian uses 326 litres of water/day - In NFLD, people use as much as 561 litres/day - In PEI, 186 litres/day (provincial consumption on page 213)

Water as a Source of Conflict: - Canada shares many water bodies with the US - Many nations have already seen conflict over access to shared water resources and future is likely to bring more conflict especially id global warming occurs and droughts become more frequent - In 1967, Arab-Israeli war fought partly over access to water from Jordan River basin - Water terror exists between countries- during Bosnian conflict, Serbs hit their enemies where it really hurt- in the water supply- shut off Sarajevo’s electricity and water pumps- people had to line up at wells to get water and this made them easy targets - Water can also be a hazard. - If located near rivers, floods can destroy homes and kill thousands of people Domestic and Urban Uses and Impacts - Canada’s drinking water is safer than that of any other nation - 80% of illnesses are water related in developing nations and 34,000 deaths occur daily from contaminated water The Great Lakes and St. Lawrence River Basin - 1/3 Canadians and 1/7 Americans rely on the Great Lakes for drinking water- amounts to 140,000 litres/second - The Great Lakes are part of inland waterway for shipment of goods into and out of the heart of the continent, site of industrial, commercial, agricultural and urban development and a source of hydro, thermal and nuclear energy - Issues affecting the Great Lakes- St. Lawrence Basin—deteriorating water quality through industrial and municipal uses, flooding, shoreline erosion - Land use has changed in Great Lakes- St Lawrence Basin—deforestation, drainage of wetlands, urbanization, these changes have altered runoff characteristics of drainage basin - There are over 360 compounds that have been found in the Great Lakes, more than 1/3 are toxic to humans and wildlife Industrial Use:

- Industries use water for transportation, cooling, to carry away waste and byproducts of these processes - Leaks and spills from tanks/pipelines often contain petroleum products Recreational Use and Impacts - Water sports pollute water and fake snow for skiing causes pollution

- Golf courses require water for irrigation International Initiatives: AGENDA 21 - Canadian representatives to the UN’s conference on Environment and Development signed Agenda 21 to recognize international obligations to protect the quality and supply of fresh water resources Moving towards Sustainability - Provinces have the primary responsibility for surface and ground water resources - Federal government has responsibility for northern territories, national parks, first nation reserves, navigation and fisheries Canadian partnership and local action: - Canadian government has signed agreements regarding flood damage reduction and flood risk mapping to discourage people from developing in this area - Agreements sought to increase awareness of flood risk among general public, industry and government agencies - Idea is to prohibit construction on this area - If people build on this “at risk” land and if there is a flood, community will not receive financial assistance from government Future Challenges - Achieving sustainability of fresh water involves finding a proper balance in meeting competing needs for water- balancing human needs and the needs of the national ecosystems - Challenge—uncertain ties such as future climate change and its potential impacts in water supply and distribution

course: unit: water – use lesson #: and abuse curriculum...

Documents