please put this page first before any unit as the cover page · web viewsocial studies (new...

Project GLAD, New MexicoWATER (3rd Grade)

IDEA PAGES

I. UNIT THEME The water cycle How people get and use water Fresh water as a precious resource that people around the world use and have a

responsibility to protect

II. FOCUS/MOTIVATION Cognitive Content Dictionary with signal word Important book about water (text attached) Observation charts Hydrologist awards Inquiry chart Field trip to Explora

III. CLOSURE Portfolio assessment: teacher and self-assessment Assessment of personal process grid Student-generated text: individual paragraph Home/ School Connection Process charts Choral reading of poetry Letter home to parents

IV. CONCEPTS SCIENCE (New Mexico Standards - grade 3)Standard III (Earth and Space Science) K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape them. Performance standard 3. Know that air takes up space, is colorless, tasteless, and odorless, and exerts a force. Performance Standard 4. Identify how water exists in the air in different forms (e.g. in clouds and fog as tiny droplets; in rain, snow, and hail) and changes from one form to another through various processes (e.g. freezing/condensation, precipitation, evaporation.)

SOCIAL STUDIES (New Mexico Standards - grade 3)Strand: History, Content Standard 1, K-4 Benchmark II-A Performance Standards grade 3: Describe how the lives and contributions of people of New Mexico influenced local communities and regions. K-4 Benchmark II-B Performance Standards grade 3: Describe local events and their connections to state history.

Water 3rd Grade New Mexico 1Lisa Meyer-Jacks and Eva Thaddeus – Project GLAD (Revised 12/06 JB)

Strand: Geography, Content Standard 2, K-4 Benchmark II-B, Performance Standards grade 3: Describe how human and natural processes can sometimes work together to shape the appearance of places (e.g., post-fire reforestation). Explore examples of environmental and social changes in various regions.K-4 Benchmark II-C, Performance Standards grade 3: Identify personal behaviors that can affect community planning.Identify ways in which people have modified their environments (e.g., building roads, clearing land for development, mining, and constructing towns and cities).Describe the consequences of human modification of the natural environment (e.g., use of irrigation to improve crop yields, highways).K-4 Benchmark II-D, Performance Standards grade 3: Identify the components of the Earth's biosystems and their makeup (e.g., air, land, water, plants, and animals). Describe how physical processes shape features on the Earth's surface.K-4 Benchmark II-E, Performance Standards grade 3: Describe how cooperation and conflict affect neighborhoods and communities.K-4 Benchmark II-F, Performance Standards grade 3: Identify the characteristics of renewable and nonrenewable resources.Strand: Civics and Government, Content Standard IIIK-4 Benchmark III-A, Performance Standards grade 3: Explain the basic structure and functions of local governments. Describe and give examples of public good.Strand: Economics, Content Standard IVK-4 Benchmark IV-A, Performance Standards grade 3: Explain that people want more goods and services than is possible to produce.

V. VOCABULARYirrigation evaporationagriculture condensationacéquia precipitationditch infiltrationdam water tableplumbing ground watersewage sea levelsupply erosiondemand gravitywell fresh watersolid salt waterliquid cyclegas conservationist


VI. LANGUAGE ARTS (New Mexico Standards - grade 3)Strand 1: Reading Process Performance standards 3.I.6 Demonstrates an expanding vocabulary, P.S. 3.I.7 Increases vocabulary through reading, listening, and interacting in a variety of situations. P.S. 3.I.8 Reads grade-level text aloud with natural rhythm, pace, and intonation, and with fluency and comprehension.Strand II: Reading Analysis P.S. 3.II.1 Interacts with text before, during, and after reading. P.S. 3.II.4 Distinguishes among common forms (e.g. poetry, drama, fiction, nonfiction) of literature.Strand III: Writing P.S. 3.III.1 Uses the writing process to create a final product P.S. 3.III.6 Uses appropriate types of writing for the intended purpose and audience P.S. 3.III.7 Responds to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes.Strand IV: Speaking P.S. 3.IV.3 Uses appropriate types of speaking for a variety of purposes and audiences. P.S. 3.IV.4 Responds to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes.Strand V: Listening and Viewing P.S. 3.V.1 Employs active listening P.S. 3.V.2 Follows oral and written multistep instructions. P.S. 3.V.3 Confirms understanding by paraphrasing. P.S. 3.V.6 States individual point of view about a given topic.

ENGLISH AS A SECOND LANGUAGE (New Mexico Standards K-3) Goal 1, Standard 1: To use English to communicate in social settings: Students will use English to participate in social interactions. Goal 1, Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment. Goal 1, Standard 3: Students will use learning strategies to extend their communicative competence Goal 2, Standard 1: To use English to achieve academically in all content areas: Students will use English to interact in the classroom. Goal 2, Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form. Goal 2, Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge. Goal 3, Standard 1: To use English in socially and culturally appropriate ways. Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting. Goal 3, Standard 2: Students will use nonverbal communication appropriate to audience, purpose, and setting.


Goal 3, Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence.

VII. MATH/ SCIENCE/ SOCIAL STUDIES SKILLS Map skills Participation skills: listening, paraphrasing, questioning, collaborating Study skills: note taking, highlighting key ideas, use of advance organizers Scientific process skills: observing, communicating, comparing, categorizing,

inferring, applying

VIII. RESOURCES AND MATERIALSThe Mother Ditch by Oliver LaFarge (ISBN: 0613770293)Water: Liquid, Solid, Gas, by Fay Robinson (Wright Group TWiG Books) Save the River! by Sarah Glasscock (Steck-Vaughn: Pair-It Books) Getting the Water We Need; Getting Rid of Waste Water; How Faucets Work by Fred and Jeanne Biddulph (The Wright Group: Sunshine Books)World of Water by William T. Ryan (Newbridge: Discovery Links)A River Ran Wild by Lynne CherryDown Comes the Rain by Branley, Franklyn M. Branley (Harper Collins: Let's Read and Learn about Science 1983)Follow the Water from Brook to Ocean by Arthur Dorros (Harper Collins, 1991)The Drop in My Drink: The Story of Water on Our Planet by Meredith Hooper (Viking/ Penguin Putnam 1998) Re-cycles by Michael Elsohn Ross (Milbrook Press: Cycles 2002)The Snowflake: A Water Cycle Story by Neil Waldman (Milbrook Press, 2003)A Drop Of Water: A Book of Science and Wonder by Walter Wick (Scholastic, 1997)

INTERNET RESOURCES FOR TEACHERShttp://ga.water.usgs.gov/edu/watercycle.htmlhttp://en.wikipedia.org/wiki/Water_cycle http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.htmlhttp://www.cabq.gov/waterconservation/ (possibly for students as well)http://www.unm.edu/~abqteach/EnvirCUs/99-03-04.htm (Rio Grande River)http://nmculturenet.org/heritage/river/pages/language.html#overview (Lesson Series on studying the Rio Grande)http://ga.water.usgs.gov/edu/watercycle.html (includes water cycle diagram in over 30 languages, detailed summary of water cycle in Spanish)


http://ga.water.usgs.gov/edu/watercycle.html

http://nmculturenet.org/heritage/river/pages/language.html#overview

http://www.unm.edu/~abqteach/EnvirCUs/99-03-04.htm

http://www.cabq.gov/waterconservation/

http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.html

http://en.wikipedia.org/wiki/Water_cycle


INTERNET RESOURCES FOR STUDENTShttp://kids.earth.nasa.gov/droplet.htmlhttp://www.cet.edu/ete/modules/msese/earthsysflr/water.htmlhttp://www.epa.gov/region7/kids/drnk_b.htmhttp://www.units.muohio.edu/dragonfly/water/

RESOURCES IN SPANISHhttp://ga.water.usgs.gov/edu/watercyclespanish.htmlhttp://water.usgs.gov/gotita/http://www.windows.ucar.edu/tour/link=/earth/Water/water_cycle.sp.html

El autobus mágico: Viaja por el agua by Joanna Cole and Bruce Deben (Scholastic: Magic School Bus)El autobus mágico: Se salpica todo by Joanna Cole (Scholastic: Magic School Bus)Experimentamos con el agua by Bryan Murphy (Two Can Publishers)El agua tiene piel by Helen Taylor (Sigma: Colección aunque no lo creas)

Super Scientist Awards (Below are the text and image links for the Super Scientist Awards.)

WATER CONSERVATIONIST AWARDHYDROLOGIST AWARD

http://www.therapyresourcesinc.com/images/Snowflake.gifBelow 32 degrees Fahrenheit, water freezes into ice. Ice crystals have six fold symmetry.

http://krlphotography.typepad.com/photos/water_and_ice/waterdrops.jpgLiquid water condenses into droplets in clouds, or on cold surfaces.

http://www.ooer.com/content/photos/photos/drops.jpgFresh water is a precious resource. Only 3% of our world’s water is fresh water. The remaining 97% is in the ocean.

http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/images/groundwater.gifWater does not stay in the ocean forever. The sun's energy heats the water and changes some of the water molecules from liquid into gas. They become water vapor and rise up into the air. Water, or moisture, in the air is called humidity.


http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/images/groundwater.gif

http://www.ooer.com/content/photos/photos/drops.jpg

http://krlphotography.typepad.com/photos/water_and_ice/waterdrops.jpg

http://www.therapyresourcesinc.com/images/Snowflake.gif

http://www.windows.ucar.edu/tour/link=/earth/Water/water_cycle.sp.html

http://water.usgs.gov/gotita/

http://ga.water.usgs.gov/edu/watercyclespanish.html

http://www.units.muohio.edu/dragonfly/water/

http://www.epa.gov/region7/kids/drnk_b.htm

http://www.cet.edu/ete/modules/msese/earthsysflr/water.html

http://kids.earth.nasa.gov/droplet.html

http://www.chanceandchoice.com/ChanceandChoice/waterstructure.jpgThe smallest unit of water is called a water molecule. It is also known as H2O because it is made of one oxygen atom and two hydrogen atoms.

http://www.ancient-egypt-online.com/images/map-of-nile-river.jpgThe longest river in the world is the Nile River. It is located in northeastern Africa and flows into the Mediterranean Sea.

http://away.com/images/ideas/south_america/amazon-river.jpgThe second-longest river in the world is the Amazon River. It is located in northeastern South America and flows into the Atlantic Ocean.

http://www.johndaly.com/TwistedPhotos/albums/album19030305051515085707/rio_grande.jpgThe Rio Grande begins in southern Colorado and flows through the southwest part of the United States and passes right through Albuquerque. It is the border between Mexico and Texas and flows into the Gulf of Mexico.

http://www.schillerinstitute.org/graphics/photos/Three_Gorges.jpgThe third-longest river is the Yangtze River. It flows across south-central China into the East China Sea.

http://www.mostateparks.com/confluence/confluence.jpgThe Missouri River flows into the Mississippi River. The Mississippi River has the third largest drainage basin in the world.

http://www.medscape.com/content/2003/00/44/79/447916/art-eid447916.fig1.jpgThe Rio Grande begins in southern Colorado and flows through the southwest part of the United States and passes right through Albuquerque. It is the border between Mexico and Texas and flows into the Gulf of Mexico.

http://www.medscape.com/content/2003/00/44/79/447916/art-eid447916.fig1.jpgThe Rio Grande River separates the border between Ciudad Juarez, Chihuahua, Mexico, and El Paso, Texas, USA.


http://www.medscape.com/content/2003/00/44/79/447916/art-eid447916.fig1.jpg




http://www.mostateparks.com/confluence/confluence.jpg

http://www.schillerinstitute.org/graphics/photos/Three_Gorges.jpg

http://www.johndaly.com/TwistedPhotos/albums/album19030305051515085707/rio_grande.jpg

http://www.johndaly.com/TwistedPhotos/albums/album19030305051515085707/rio_grande.jpg

http://away.com/images/ideas/south_america/amazon-river.jpg

http://www.ancient-egypt-online.com/images/map-of-nile-river.jpg

http://www.chanceandchoice.com/ChanceandChoice/waterstructure.jpg

Project GLAD, New MexicoWATER (3rd Grade)PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary with signal word Important book about water (text attached) Observation charts Hydrologist awards Inquiry chart Field trip to Explora

II. INPUT Pictorial Input Chart: The Water Cycle (attached) Pictorial Input Chart: How We Get and Use Water (attached) Pictorial Input Chart: Water on Earth (attached) Narrative Input Chart: The Mother Ditch (text attached) Expert groups (text attached) Science experiments:

-Water Infiltration-Irrigation Practices- see www.zianet.com/cdnp2/SDD_water.htm

III. GUIDED ORAL PRACTICE 10-2's (chunk and chew) T-graph for social skills Team tasks Numbered heads together Chants: The Water Cycle, Water Here, Water There,

Is it the water cycle? Water Cycle Bugaloo, Acequias Here, Acequias There,Water Conservation Cadence (attached)

Found poetry Daily review and processing of charts Sentence patterning chart Listen and sketch

IV. READING AND WRITINGA. Whole class modeling Big Book- The Important Book About Water Inquiry chart Input charts Process grid Cooperative strip paragraph - People get and use water in many ways. Chants (attached) Read alouds (see resource list)


http://www.zianet.com/cdnp2/SDD_water.htm

B. Small Group Practice (of anything modeled by teacher) Ear-to-ear reading Flexible reading groups Sentence Patterning Chart Group writing process; cooperative strip paragraph Inquiry chart Group poetry frame Water diamante Water wordsplash Advice letter Story map Team tasks Focused reading (walking the walls): group cognitive content dictionary

C. Individual tasks Paragraph writing Self-selected reading Personal cognitive content dictionary Focused walking the walls Water diamante Water wordsplash Advice letter Story map Interactive journal writing Learning logs

D. Writers' workshop Mini lesson Write Author’s chair Conference

V. EXTENSION ACTIVITIES Field trips - Rio Grande Nature Center; Explora; Los Padillas Elementary School

wetland Science experiments Art projects - crayon/watercolor resist Theater - A water molecule on the move Rainstorm: class soundscape Water music: class audiotape of music, poetry & water sounds Group “mantle of the expert” drama: Giving advice about water use


VI. CLOSURE/EVALUATION/ ASSESSMENT Portfolio assessment: teacher and self-assessment Assessment of personal process grid Student-generated text: Individual paragraph Home/ School Connection Process charts Choral reading of poetry Letter home to parents


Project GLAD, New MexicoWATER (3rd Grade)

SAMPLE DAILY LESSON PLANS

Day 1 FOCUS/MOTIVATION

Super Scientist Awards Cognitive Content Dictionary with Signal Word Observation Charts Big book- The Most Important Thing Inquiry chart: What do you know about water? What would you like to learn?

GUIDED ORAL PRACICE Poetry: Water Here, Water There

INPUT Pictorial Input Chart Water cycle Learning log / ELD review

GUIDED ORAL PRACTICE T-Graph: Cooperation, team points Team Task: Exploration Report Poetry: The Water Cycle

INPUT Pictorial Input Chart: How We Get and Use Water

Chant: Water Here, Water There (add gestures; highlight vocabulary)

READING AND WRITING Writers’ workshop

o Mini-lessono Writeo Author’s chair

CLOSURE Home/ School Connection Poetry


Day 2FOCUS/MOTIVATION

Super Scientist Awards Process Home/ School Connection Cognitive Content Dictionary with Signal Word Review charts with word cards: Water Cycle, How We Get And Use Water Chants: Review/highlight

INPUT Narrative Input Chart: The Mother Ditch

READING AND WRITING Expert Groups 1 & 2 (dam, plumbing)

Team Tasks

GUIDED ORAL PRACTICE Poetry: Water Conservation Bugaloo

READING AND WRITING Interactive Journal

CLOSURE Process Inquiry Chart Home-School Connection



Super-Scientist Awards Process Home-School Connection Cognitive Content Dictionary with Signal Word Review narrative input chart with word cards & conversation bubbles Chants: Review/highlight

GUIDED ORAL PRACICE Sentence Patterning Chart

o Reading gameo Trading gameo Flip Chant

READING AND WRITING Mind map of acéquias Process Grid game Cooperative Strip Paragraph

o Respondo Reviseo Edit

CLOSURE Interactive Journals Home/ School Connection



Super Scientist Awards Cognitive Content Dictionary with StumperWord Review narrative with story map Chants: Review/highlight

READING AND WRITING Flexible Reading Groups:

o Cooperative Strip Paragraph (Struggling readers)o Clunkers and Links (at or above grade level)o ELD Group Frame

Team tasks; team self-evaluation

CLOSURE Interactive Journals Home/ School Connection


Super Scientist Awards Cognitive Content Dictionary with Stumper Word

INPUT Review narrative with acting out the story

GUIDED ORAL PRACICE Chants

READING AND WRITING Ear-to-ear Reading Listen and Sketch Walk the Walls and personal cognitive content dictionary Found Poetry

CLOSURE Process inquiry chart Choral reading of poetry Letter home to parents Evaluate week


The Important Book About WaterWritten by Eva Thaddeus

The most important thing to know about water is that it is always changing.

Water is always on the move. A drop of water will run downhill because of the force of gravity pulling on it. Small streams run downhill and combine to become big streams. Big streams merge to form rivers. Rivers run into the ocean at last.

But the most important thing to know about water is that it is always changing.


After a rain or snow, some water soaks into the soil. This process is called infiltration. Some of the water is taken up by the roots of plants. Some of the water is pulled by gravity deeper underground. It becomes part of what is called the ground water.



Water does not stay in the ocean forever. The sun's energy heats the water and changes some of the water molecules from liquid into gas. They become water vapor and rise up into the air. Water, or moisture, in the air is called humidity.

Water does not stay in plants forever. The extra water that plants do not use to make food evaporates through their leaves. It too turns into water vapor and rises up into the air. This process is called transpiration.



Water does not stay in the air forever. Water vapor cools and forms into masses of water droplets called clouds. This process is called condensation. When the


conditions are right, the water in clouds falls to earth as precipitation - rain, snow, sleet, or hail.



Depending on the temperature, water can be a solid, a liquid, or a gas. Ice and snow are solid forms of water. Water vapor, which is invisible to the eye, is water which has become a gas. You can see water change when you freeze it or boil it. When you freeze it, you turn it into ice, and when you boil it, it becomes water vapor.



The smallest unit of water is called a water molecule. It is also known as H2O because it is made of one oxygen atom and two hydrogen atoms. This water molecule can travel just about anywhere.

A water molecule can be drunk by a child. It can be flushed down the toilet. It can sink down into the earth, travel up through the roots of a plant, or flow down a river. It can become waves in the ocean, or make up part of the body of a shark. Who knows -the same water molecules that you drink today may have been part of a dinosaur's body, long ago!

So the most important thing to know about water is that it is always changing.


PICTURE FILE CARDSImages for Observation Charts

Hurricane Rita, 2005 http://community.theolympian.com/gallery/slideshow.php?set_albumName=album325

Large waves hitting sea wallhttp://www.liv.ac.uk/images/newsroom/press_releases/2005/03/Estoril.jpg coast of Peru with natural arch over waterhttp://www.graphy.se/exhibits/JMF/Perukust_2.JPG close-up of raindrop on leafhttp://7art-screensavers.com/free-clipart/7art-00007_large-round-raindrop.shtml snowflakehttp://www.its.caltech.edu/~atomic/book/snowflake1.jpg geyserwww.cs.utah.edu/ ~xwxue/nature.htm http://www.cs.mtu.edu/~yinma/life/images/YellowStonePark/ Old%20Faithful%20Gayser.jpg waterfallhttp://www.waterfall.com/images/SiteBuilder/w123.jpg hot spring in the snowhttp://www.mikelevin.com/YellowstoneGeyser1b-800.jpg mist risinghttp://www.mikelevin.com/YosemiteMist4-800.jpg Horseshoe bend on Colorado Riverwww.livingwilderness.com/.../ horseshoe-bend.html Colorado River Grand Canyonhttp://www.piscesposters.com/russ/grandcanyon/canyon_fog.jpg New Orleans floodedhttp://www.unidata.ucar.edu/newsletter/2006jan/flood1.jpg http://www.sturm.to/blog/archives/new_orleans_flood.jpghttp://badempire.com/uploaded_images/flood1-773516.jpg


http://badempire.com/uploaded_images/flood1-773516.jpg

http://www.sturm.to/blog/archives/new_orleans_flood.jpg

http://www.unidata.ucar.edu/newsletter/2006jan/flood1.jpg

http://www.piscesposters.com/russ/grandcanyon/canyon_fog.jpg

http://www.livingwilderness.com/.../

http://www.mikelevin.com/YosemiteMist4-800.jpg

http://www.mikelevin.com/YellowstoneGeyser1b-800.jpg

http://www.waterfall.com/images/SiteBuilder/w123.jpg

http://www.cs.mtu.edu/~yinma/life/images/YellowStonePark/

http://www.cs.utah.edu/

http://www.its.caltech.edu/~atomic/book/snowflake1.jpg

http://7art-screensavers.com/free-clipart/7art-00007_large-round-rain-

http://www.graphy.se/exhibits/JMF/Perukust_2.JPG

http://www.liv.ac.uk/images/newsroom/press_releases/2005/03/Estoril.jpg

http://community.theolympian.com/gallery/slideshow.php?set_albumName=album325

irrigationhttp://www.albertapcf.ab.ca/grasslands/images/library/mixed/ Irrigation.JPG deep snowhttp://www.its.caltech.edu/~ph76a/japantour/part2/snow.jpg water pollution from mininghttp://www.stockpix.com/stock/environmentalissues/pollution/water/ 3104.jpg oil spillhttp://menlocampus.wr.usgs.gov/50years/accomplishments/images/ PWS_tanker_oil_spill.jpg sewagehttp://www.defiancecohealth.org/sewage.jpg corn in droughthttp://ianrhome.unl.edu/drought/photos/corn/image2pr.jpg river in droughthttp://sierraactivist.org/albums/drought/aaa.jpg Hoover Damhttp://www.arizona-leisure.com/gfx/hoover-dam-11-lg.jpg Catching a big fishhttp://www.kalumriverlodge.com/fly-fishing/fly-fishing051.jpg Swimming in a riverhttp://www.missouri.edu/fieldcamp/jpegs/swimming.jpg CLUNKERS AND LINKS reading resources for students Fresh Water Streams (1 page)http://www.epa.gov/waterscience/KidsStuff/winter97/winter.pdf

Droplet and the Water Cycle: Once upon a time… http://kids.earth.nasa.gov/droplet.html


http://kids.earth.nasa.gov/droplet.html

http://www.epa.gov/waterscience/KidsStuff/winter97/winter.pdf

http://www.missouri.edu/fieldcamp/jpegs/swimming.jpg

http://www.kalumriverlodge.com/fly-fishing/fly-fishing051.jpg

http://www.arizona-leisure.com/gfx/hoover-dam-11-lg.jpg

http://sierraactivist.org/albums/drought/aaa.jpg

http://ianrhome.unl.edu/drought/photos/corn/image2pr.jpg

http://www.defiancecohealth.org/sewage.jpg

http://menlocampus.wr.usgs.gov/50years/accomplishments/images/

http://www.stockpix.com/stock/environmentalissues/pollution/water/

http://www.its.caltech.edu/~ph76a/japantour/part2/snow.jpg

http://www.albertapcf.ab.ca/grasslands/images/library/mixed/

Background information for teacher:Water on EarthPictorial input chart

(Note: If you use the attached world map to make the input chart, write the names of the rivers not the numbers for the students.)

Seventy percent of the Earth is covered with water. The other thirty percent is land. The Earth has six continents (seven). Continents are large masses of land surrounded by water. We live in North America in the United States in the state of _____________ in _____________ (mark on the map). To the south of North America is South America. To the west of North America is Eurasia. Some people consider these to be two different continents Europe and Asia. Below Eurasia there is Africa. Our last two continents are Australia and Antarctica. (During this part connect any stories or information that you have studied in class to the different continents.)

Surrounding the continents are large bodies of water. These are called oceans. All of the oceans actually form one large body of water but scientists have named five different oceans on our planet. By far the largest ocean is the Pacific Ocean. This ocean is between Eurasia and Australia and North and South America. (Use a globe to illustrate that the Earth is round and why the name appears twice on maps.) This map is flat while the world is round so the name appears twice but there is only one Pacific Ocean. The next largest ocean is the Atlantic Ocean. This is between North and South America and Africa and Eurasia. The third largest ocean is the Indian Ocean which is south of Eurasia and east of Africa. Next we have the Southern Ocean which is north of Antarctica, and finally, we have the Arctic Ocean. The Southern Ocean and the Arctic Ocean are much smaller than the other three. It is very cold in these parts of the world and parts of these oceans are frozen. (http://www.enchantedlearning.com/subjects/ocean/)

Ninety-seven percent of the water on the Earth is in the oceans. This water is salt water. The other three percent of the water on the Earth is in glaciers, polar ice caps, underground water, lakes, rivers, and the atmosphere. This water is fresh water. Water is a very important resource because humans and most animals need to drink fresh water in order to live.

The only continent that has no rivers on it is Antarctica. Rivers are flowing bodies of water. Along with the oceans, they are an important part of the Earth’s water cycle. They generally start at a source, like a glacier or a natural spring. They flow down hill and smaller rivers and streams flow into larger ones. In the end, they flow into an ocean, sea or lake. Rivers provide drinking water, irrigation, transportation, hydroelectric power, and even recreation such as swimming and boating.

The longest river in the world is the Nile River. It is located in northeastern Africa and flows into the Mediterranean Sea. The second-longest river is the Amazon River. It is located in northeastern South America and flows into the Atlantic Ocean. It is also the river with the biggest volume (the most water flowing through it). The third-longest river is the Yangtze River.


http://www.enchantedlearning.com/subjects/ocean/

It flows across south-central China into the East China Sea. (http://www.enchantedlearning.com/geography/rivers/ http://www.waterencyclopedia.com/Re-St/Rivers-Major-World.html)

The Rio Grande begins in southern Colorado and flows through the southwest part of the United States and passes right through Albuquerque. It is the border between Mexico and Texas and flows into the Gulf of Mexico. (http://encarta.msn.com/encyclopedia_761578924/Rio_Grande_(river).html)

The Missouri River flows into the Mississippi River. The Mississippi River has the third largest drainage basin in the world. Only the Amazon River and the Congo River drain more water. Over fourteen other major rivers flow into the Mississippi. (http://en.wikipedia.org/wiki/Mississippi_River)

The Volga River is the longest river in Europe and is essential to the Russian economy. The Murray-Darling River is the longest in Australia and flows into the Southern Ocean. (http://www.socialstudiesforkids.com/articles/geography/murraydarlingriver.htm)

As with most if not all major rivers, years and years of pollution are seriously threatening the humans and animals that live along the shores of these rivers. Many governments, world organizations and citizens groups are working to improve the conditions of these rivers. (If pollution and conservation are part of your standards, you could download pictures from the internet of some of these rivers and have a class discussion highlighting the cause and effect of human actions as well as what different groups and governments are doing to improve the conditions of the rivers. Students could also brainstorm other solutions, write letters, research a river in their area, etc.) (http://www.public.asu.edu/~goutam/gcu325/volga.htm, http://www.commondreams.org/headlines/041100-02.htm, http://news.bbc.co.uk/1/hi/world/asia-pacific/1756748.stm)


http://news.bbc.co.uk/1/hi/world/asia-pacific/1756748.stm

http://news.bbc.co.uk/1/hi/world/asia-pacific/1756748.stm

http://www.commondreams.org/headlines/041100-02.htm

http://www.public.asu.edu/~goutam/gcu325/volga.htm

http://www.socialstudiesforkids.com/articles/geography/murraydarlingriver.htm

http://en.wikipedia.org/wiki/Mississippi_River

http://encarta.msn.com/encyclopedia_761578924/Rio_Grande_(river).html

http://www.waterencyclopedia.com/Re-St/Rivers-Major-World.html

http://www.enchantedlearning.com/geography/rivers/

Background information for teacher:The Water CyclePictorial input chart

Because the water cycle is a cycle, we could begin the chart at any point. We will begin in the ocean. The ocean is salt water, which is water in liquid form. The surface of the ocean is called sea level. As the surface of the ocean is heated by the sun, some of the water molecules get very hot, so hot that they rise up into the air and become a gas. This is called evaporation. Water as a gas is called water vapor. It is invisible. When you hear about the humidity in the atmosphere, you are hearing about water vapor.

If the water vapor in the atmosphere cools off, it will condense into small droplets of liquid. Droplets form around tiny particles of dust in the atmosphere. Large collections of these droplets are called clouds. As clouds get bigger and heavier, the droplets come together and form bigger drops. Finally they get too heavy to stay in the air, and they fall to the ground as precipitation. Precipitation can take the form of rain, which is a liquid, snow and hail, which are solids, or sleet, which is right on the edge between liquid and solid.

When water falls on the ground, it can either soak in, or run off. Soaking in is called infiltration. The water goes into the ground and becomes part of the ground water. The top of the ground water is called the water table. Runoff moves downhill, pulled by the force of gravity. Smaller streams combine to make bigger streams. Water carries sediment with it - small pieces of rock and sand - and over time the shape of the land can be changed by the running water. This is called erosion. Streams combine to make rivers, and rivers continue running downhill until they meet the ocean. The water cycle begins again.

Useful website: http://ga.water.usgs.gov/edu/watercycle.html



Background information for teacher:Water TechnologiesPictorial input chart

Acéquias

Acéquias are ditches built by people to irrigate crops. They come from a river and return to the river further downstream. Gravity powers the acéquia system. The acéquia madre or mother ditch supplies a number of smaller side ditches with water. Farmers then open gates to let the ditch water flood their fields. This is called flood irrigation.

In New Mexico, acéquias and flood irrigation have been used for hundreds of years in the river valleys of the Rio Grande and the other major rivers in the state. Acéquia Associations are the traditional, democratic form of managing the acéquias. An elected official called a mayordomo is in charge of allocating water rights along the acéquia and resolving conflicts. The water users share responsibility for cleaning and maintaining the ditch.

The acéquia system has changed the landscape of our river valleys, making agriculture possible along the rivers in New Mexico. Because of acéquias, people have been able to grow orchards, other food crops for humans, and feed for cows and horses.

There are many other technologies designed to supply people with water. A dam is another way of harnessing surface water. A dam blocks a river and creates a man-made lake, or reservoir, behind it. People have also learned how to tap into ground water by digging wells. Plumbing carries surface water or ground water to people’s homes and businesses. It also carries waste away. Sewage is human waste which is processed in sewage treatment plants before being released back into the environment. Students will study all these technologies further in expert groups.


The Mother DitchNarrative Input Chart(adapted from the book by Oliver LaFarge)by Lisa Meyer-Jacks

Our story begins with a boy named José who lived on a farm in this dry land that we now call New Mexico. He lived with his father and mother, his grandfather, his little sister Paca and his even littler brother Lupe in a flat roofed, adobe house underneath a large, old Cottonwood tree. When school was done and he had helped his father with the chores on the farm, José loved to go and play along the acéquia madre. This was the ditch that brought water to their farm that irrigated the crops. Without this water there would be no corn or apples. There would be no carrots or lettuce, no potatoes or peas. There wouldn’t even be alfalfa for the horses and cows to eat. Here along the acéquia madre he would catch frogs, skip stones and sometimes just lay in the shade and watch the clouds float by. (picture of the family)

There were many other farms that also were along the mother ditch. Both Indians and Spaniards lived here working together to keep the mother ditch flowing. Each year they would clean the mother ditch and all of the small side ditches that brought water to each of the farms. They had a system to share the water to make sure each family had a fair share of the water. If it was a wet year and there was lots of rain and snow run-off from the mountains, the farmers had plenty of water for their crops, and if it was a dry year, well they shared the little water that they had. (picture of the farm in the valley p.16-17)

The year the mother ditch ran dry was the driest year that anyone could remember. José and his father plowed the fields with the horses and planted the corn. As Señor Romero, José's father, looked to the clouds he shook his head, “Mi hijito, la tierra está muy seco este año. Si la lluvia no viene, no tenemos bastante comida para el invierno.” “My son the land is very dry this year. If the rain doesn’t come we won’t have enough food for the winter.” They saw the vegetables sprout out of the ground and reach towards the sun and the clouds looking for water, but there was almost none. There had been very little snow during the winter, so there was no snow melting in the mountains far away being carried to them by the mother ditch. There was very little rain falling from the sky to water the thirsty plants. The ground became dry, the plants began to shrivel, and grandpa and José continued to worry. (picture of them plowing the fields)

Three very dry months passed and one day José and his father were out working in the fields. It made José sad to see how thin and wilted the plants looked from lack of water. He looked across the river and saw a form rising above the mountains faraway in the west. It was snow-white, and the sunlight gleamed on it. He knew it was a thundercloud!

He called to his father, “¡Papá! ¡Mira! Se están levantando las nubes.”“Papa! Look! There are clouds coming up.”

His father looked. “¡Ojalá!” he said. “Esta noche rezaremos algunas oraciones más.” “Let us hope. This evening we shall say some prayers.”


But on this evening no rain fell. The next day there were clouds but again no rain. The following day there were clouds but the dryness continued and the mother ditch was still dry.(picture of clouds coming over the mountains)

On the fourth day, clouds again gathered during the night. When José woke up, the sun was hidden. There was a cool breeze blowing, and you could smell moisture in the air. They heard thunder and then more thunder and saw lightning. The first rain fell on their land at lunchtime. Water began to flow in the river that fed the acéquia madre, the mother ditch.

That afternoon the Indians who lived up river opened their head gate. When they were done watering their fields, it was time for the other farmers to take their turn. The mayordomo-indio, the Indian who decided when his people could use the mother ditch to irrigate, came and said, “Bueno, mi amigo, ahora as tu turno. Ahora el pobre maíz de su gente, podrá beber.” “Now my friend it is your turn. Now the thirsty corn of your people will drink.”(picture of the Indian opening a head gate with a Spaniard)

José and his family’s turn would be from two in the morning until six. It would be hard, cold work in the dark. Señor Romero told José, “Hijo, ahora sí que necesitaré tu ayuda. El abuelito ya está muy viejecito para esta clase de trabajo, y tú tendrás que portarte como hombre.” “Son, now I really need your help. Abuelito is too old for this kind of work, so you must be a man for me.”

When they told José’s mom that their turn would be in the middle of the night, she said that she too would help. “Es despacio, trabajando así en lo oscuro. Yo también ayudaré.” “It is slow working in the dark. I’d better work, too.” (picture of his mom and dad and José)

José and his mom and dad all got up in the middle of the night. It was hard to work in the middle of the night, but they knew they had to. No matter how tired they became, they would not have been willing to stop working until the entire farm had been irrigated. José’s father gave them directions to make sure that all of the plants got enough water. He called to José across the rows of corn, “Pon un poco de tierra allí. El agua no va donde debe.” “Pile some dirt over there. The water is not going where it should.”

After another hour, Senor Romero walked by and smiled, “¡Mi hijito vamos a tener maíz después de todo!” “We are going to have corn after all.” José just smiled back and looked out over the farm happy to see the plants drinking from the wet soil. (picture of the family working)

Finally, they closed the gate and the water stopped flowing. They slowly walked up to the house. They were exhausted. When they got home, they could smell the food José’s mother had prepared, but José was too tired to eat. He took off his boots and crawled into bed. He thought to himself, “Vamos a tener un año bueno.” “We are going to have a good year.” and then rolled over and fell asleep. (José falling asleep)


PoetryPoetry Booklet:Booklet:WaterWater

Name _____________________


The Water Cycle Chantby Eva Thaddeus

Little drops of water come together in the air.Condensation! Condensation!

Rain, snow, sleet or hail.Precipitation! Precipitation!

Water rises up in the form of a gas.Evaporation! Evaporation!

The cycle starts again, let's hear the cheer.Condensation!Precipitation!Evaporation!Yeah!


Water Conservation Bugalooby Lisa Meyer-Jacks

I'm a conservationist and here to say We can save water every dayA precious resource is what we've gotWith your help we can save a lot

Students, parents, teachers tooDoing the water conservation bugaloo

When you brush your teeth turn the faucet off The extra second's worth the trade offDon't use the toilet as a trash canYou can come up with a much better plan


Cut your shower time in halfSave that water on our behalfPut less water in the bathtubYou'll still get a good, clean scrub


Low water toilets and shower headsLeave more water in our sea bedsFixing dripping faucets tooSaves more water for me and you



Full loads of laundry and dishes doYour future children will thank youTurn off the hose when you wash your carUse a bucket and be a water saving superstar


I'm a conservationist and here to say We can save water everydayA precious resource is what we've gotWith your help we can save a lot



Is This the Water Cycle?by Eva Thaddeus

Is this the water cycle? Yes, ma’am.Is this the water cycle? Yes, ma’am.

How do you know? It repeats itself.How do you know? Water keeps on moving.

Is this evaporation? Yes, ma’am.Is this evaporation? Yes, ma’am.

How do you know? Liquid into gas.How do you know? The water disappears.

Is this condensation? Yes, ma’am.Is this condensation? Yes, ma’am.

How do you know? Gas into liquid.How do you know? You can see it again.

Is this precipitation? Yes, ma’am.Is this precipitation? Yes, ma’am.

How do you know? Liquid or a solid.How do you know? Falling from the sky.

Is this the water cycle? Yes, ma’am.Is this the water cycle? Yes, ma’am.

How do you know? It repeats itself.How do you know? Water keeps on moving.

What is it called? Water cycle!Tell me again? Water cycle!


Water, Water Everywhereby Lisa Meyer-Jacks and Eva Thaddeus

Water here, water thereWater, water eveywhere

Energetic children swimmingThirsty puppies drinking

Sweaty exercisers showeringAnd smart students conserving

Water in the riverWater under ground

Water through our pipes And water in my cup

Water here, water thereWater, water eveywhere

Water! Water! Water!


Acéquias Here, Acéquias Thereby Lisa Meyer-Jacks

Acéquias here, acéquias thereAcéquias, acéquias everywhere

Deep acéquias flowingShallow acéquias irrigating

Shady acéquias meanderingDry acéquias waiting!

Acéquias in Northern New MexicoAcéquias near rivers

Acéquias near the pueblosAnd acequias in the South Valley

Acéquias here, acéquias thereAcéquias, acéquias everywhereAcéquias! Acéquias! Acéquias!


Water Conservation Cadenceby Lisa Meyer-Jacks

We just know what we’ve been toldWater is worth its weight in gold.We water here, We water there

We use water everywhere

Sound off– ConservationSound off – Plan for the future

Sound off– 1, 2, 3, 4 USE LESS!

Water belongs to everyoneWhen it’s all gone we’re all done

Water rights is a major issue That will affect both me and you

Sound off – ConservationSound off – Plan for the future

Sound off– 1, 2, 3, 4 USE LESS!

Water rights say who can useThe water from our rivers and streams

Lots of water uses the majorityNeed to consider the minority

Sound off – Conservation

Sound off – Plan for the futureSound off– 1, 2, 3, 4 USE LESS!


Project GLADHome/ School Connection - Water #1

Sketch a picture of the water cycle below. Explain how a drop of water moves through the water cycle to someone in your family. Remember to use the words precipitation, evaporation and condensation when you are explaining the water cycle.

Student: ________________________ Adult: ____________________



At home we use water in many ways. List at least 7 ways your family uses water.

Sketch and write 3 things your family does to help save water.(Example- We turn off the faucet when we brush our teeth.)

Sketch and write 2 things your family could do to save even more water.

Student: ________________________ Adult: ____________________



Explain the story of The Mother Ditch to someone in your family. Sketch a picture that shows where José lived and how his family used the acéquia

madre (mother ditch) to bring water to their fields.

Student: ________________________ Adult: ____________________


Proyecto GLADConexión Entre Escuela y Hogar - Agua #1

Dibuja abajo el ciclo de agua. Explica a alguien en tu familia como una gota de agua se mueve en el ciclo de agua. Recuerda usar las siguientes palabras: precipitación, evaporación y condensación cuando expliques el ciclo de agua.

Estudiante: ________________________ Adulto: ____________________



En casa usamos el agua en muchas maneras diferentes. Haz una lista de por lo menos siete modos en que usa el agua tu familia.

Nombra 3 cosas que hace tu familia para conservar el agua.(Por ejemplo – Cierran la llave cuando se cepillan los dientes.)

Nombra 2 maneras en que tu familia podría conserver más agua.




Explica el cuento de La acéquia madre (The Mother Ditch) a alguien en tu familia. Realiza un dibujo que muestra donde vivía José y como usaba su

familia la acéquia madre para llevar agua a sus campos.



Expert’s name______________________

Dams

Dams are built for two purposes: hydroelectric power, and water supply. A dam is a large wall built across a river to stop the river’s flow. Big modern dams are made of many tons of concrete. Behind the dam, the river pools and forms a man-made lake. This lake, also known as a reservoir, can be used to supply a city with the water it needs. As the river water goes over the dam, it produces energy which can be used to power a turbine and create electricity. This is called hydroelectric power.

Dams change the landscape by creating lakes where none existed before. Wildlife and people who live near the river must move or be flooded when the dam is built. Dams also change the natural course of a river by preventing it from flowing freely.


Expert’s name______________________

Wells

Wells are holes dug in the earth to bring ground water to the surface for human use. In the past, wells were dug by hand. Now people have machines that can drill deep wells in search of water. Once the water is found, energy must be provided to pump or suck it out of the ground. Some homes have their own wells that supply them with water. Other wells supply several homes, or even entire communities.

Wells change the environment by allowing people to build houses away from surface water like lakes or rivers. If there are too many wells, they can also change the environment by depleting the ground water. If ground water is depleted, this means there is less of it than there was before. The water table may drop, and water will be harder to find.


Expert’s name______________________

Plumbing

Plumbing is the name for all the pipes that bring water into communities for human use. Pipes are made of metal or plastic tubes which connect together tightly and do not leak. They run under streets, carrying ground water from wells or surface water from reservoirs. They run under houses and come up into sinks, showers, tubs and toilets. They bring you the water that you use when you turn on a faucet or flush a toilet. They also carry away the waste water that goes down your drains and down your toilet.

Plumbing changes the environment by allowing people to live far away from wells, reservoirs, rivers or lakes. It allows cities to grow by bringing the water to people, wherever they may choose to build their homes and businesses.


Expert’s name______________________

Sewage Treatment Plant

A sewage treatment plant is a facility where human waste is cleaned and released back into the environment. Pipes bring in the raw sewage, which is waste from homes and businesses. When it reaches the treatment plant, the sewage goes through a series of processes designed to neutralize it and make it safe. First, it is filtered to remove large solid objects. Later, the waste materials are kept in large holding ponds while bacteria digest them and break them down. Finally, the waste materials are filtered once more and released back into the environment. Often they are returned to rivers or oceans.

Sewage plants make the environment a safer place by breaking down dangerous chemicals and germs that are carried by sewage. They do not always neutralize the waste completely, but sewage is always safer when it leaves a plant than when it comes in.


Process Grid for Expert Groups-Technology for Getting and Using Water

Technology Description Location (Where water comes from)

Use Impact on the environment

acéquia ditch river surface

irrigation(watering plants)

people can grow plants in places that are dry

less water in riverwell hole in the

groundground water water supply to

homes and businesses

people living far from surface water

too many wells less ground water

plumbing pipes pipes river

(surface) ground

water supply to homes and other places where water is needed

waste disposal

allows people to live far from wells or lakes

dam wall of concrete

river reservoir

supply city with water

give energy

create lakes when first built,

water can destroy homes by flooding

Sewage treatment plant

facility waste (raw sewage) from homes and businesses

filtered to remove large objects

holding ponds

filtered again

released into lakes and rivers

makes it safer by breaking down dangerous chemicals and germs in sewage


Technology for Getting and Using Water

Technology Description Location (Where water comes from)

Use Impact on the environment

Extension Activities or Additional Assessment


The following activities extend the unit. Following the GLAD model, second language learners will be most successful if you model an activity whole group, have them do it in their small groups and then do it individually. This gives students a chance to work with vocabulary and new language structures before they are expected to do it independently.


Water Cycle expository assessment:Write a paragraph explaining how water on Earth exists in many forms and is always changing.

Water Cycle expository assessment rubric:

1 2 3 4A. writes to the prompt

does not write to the question

partly answers question

answers question

answers question fully, clearly and accurately

B. topic sentence

missing doesn’t make sense or doesn’t sound right

does its job is a clear, accurate introduction to the paragraph

C. examples missing or incorrect

one good example, clear and accurate

two or more good examples, clear and accurate

three or more excellent examples, clear, accurate, well organized and well chosen

D. closing sentence

missing doesn’t make sense or doesn’t sound good

does its job excellent, clear wrap-up of the paragraph

E. sentences incomplete or run-on

divided into sentences

make sense & sound good

varied, clear and interesting

F. word choice

unscientific, low level

a few scientific, high level words used correctly

mostly scientific, high-level language

very high-level

G. presentation

hard to read readable easy to read, name and date, indented

beautiful on page and correctly formatted

H. conventions

errors make it hard to understand

lots of errors mostly correct perfect or near-perfect conventions


Advice letter assessment:In your role as expert, write a letter to the citizens of Villa Seca advising them how to solve their water problems and conflicts.

Advice letter rubric:

1 2 3 4A. writes to the prompt

does not address the issue

partly addresses the issue

addresses the issue

addresses issue fully and convincingly, with strong voice

B. organization

confusing understandable, somewhat organized

has a beginning middle & end, makes sense

clearly organized and easy to follow, with a strong beginning, middle and end

C. information

missing gives at least one piece of accurate information

gives generally clear and accurate information

information is clear and accurate

D. offers options

missing only one option given

more than one option given

several clear, different options are offered

E. sentences incomplete or run-on

divided into sentences

make sense & sound good

varied, clear and interesting

F. word choice

unscientific, low level

a few scientific, high level words used correctly

mostly scientific, high-level language

very high-level

G. presentation

hard to read readable easy to read, name and date, indented

beautiful on page and correctly formatted

H. conventions

errors make it hard to understand

lots of errors mostly correct

perfect or near-perfect conventions


DIAMANTE: a six-line poem with the following formline 1: noun (water, rain, snow, river, ocean, thunderstorm, waterfall)line 2: two adjectivesline 3: three verbs ending in -ingline 4: three different verbs ending in -ingline 5: two different adjectivesline 6: same noun

WORDSPLASHA wordsplash is a mind map with the center word missing. The center word becomes a mystery word that the people reading the mind map have to figure out. The mystery word cannot be used anywhere in this mind map. Groups or individuals create the wordsplash and give it to others to solve. Possible mystery words for this unit: snow, waterfall, ocean, thunderstorm, hurricane, plumbing, dam, sewage, etc.

LISTEN AND SKETCH

Follow the Water from Brook to Ocean by Arthur Dorros, Harper-Collins, "Let's Read and Find Out Science" series (non-fiction)

Three Monks, No Water by Ting-Xing Ye, Annick Press (fiction)


POETRY GROUP FRAMEPossible text is this poem by Langston Hughes

April Rain SongLet the rain kiss youLet the rain beat upon your head with silver liquid dropsLet the rain sing you a lullabyThe rain makes still pools on the sidewalkThe rain makes running pools in the gutterThe rain plays a little sleep song on our roof at nightAnd I love the rain.

- Langston Hughes

Rain group frame

Let the rain_______Let the rain_______Let the rain_________The rain makes___________The rain makes_________The rain plays________And I love the rain.

MANTLE OF THE EXPERTThis is a whole-class role play. The structure was developed by British drama educator Dorothy Heathcote and similar structures have been developed by others. In the mantle of the expert drama, the students play adult experts and participate in a group discussion of an issue. They choose names and jobs for themselves, make name cards, refer to each other by these names during the discussion, and use behaviors appropriate for adult professionals. In the water role play, the students are members of the Water Conflicts Resolution Council. The group has been assembled to discuss a response to the following plea for help. The teacher takes the role of the chair of the Council, and begins by reading the letter aloud. OR, If the teacher is comfortable in role, the teacher can take the role of one of the citizens who has written the letter, and engage the “experts” in the discussion - asking for help, saying whether their suggestions make sense, offering resistance, asking clarifying questions, etc. In this case the teacher is not a position of authority, but rather is asking for help. A follow-up to the drama can be a group or individual letter of advice.


Dear Councilors,

We beg your help with an urgent issue which threatens to tear apart our community. Our community well has been much lower this year than ever before. It has been a dry summer, and the water table has dropped. In one very dry week, some people ran out of water half-way through their showers, and other people had nothing but a dirty sandy trickle running from their faucets. Then it rained, and now we have more water again. Some people are watering their lawns every day, just as they did before. But others are very angry, afraid that the water will run out again very soon. Some people are accusing others of wasting water. Others say that water is a basic human right and they should be able to use as much of it as they want. What should we do? Please give us some advice, before this conflict really blows up.

Sincerely,The Citizens of Villa Seca, New Mexico


please put this page first before any unit as the cover page · web viewsocial studies (new...

Documents