for clarke county elementary schools · barnett shoals e.s. 3220 barnett shoals rd. athens, ga...

Water Conservation Education Plan

For Clarke County Elementary Schools

Presented by Team H20

Presented to Stephen Dorsch

Water Conservation Coordinator

Athens-Clarke County Public Utilities Department

December 7th, 2007

Dec 7, 2007 2

Table of Contents

SECTION PAGE

Table of Contents 2 Team H20 Profile 3 Introduction 4 Analysis Summary 5 Performance Assessment 6 Performance Assessment Chart 7 Learner Analysis 8 Clarke County Elementary Schools 10 Resource Analysis 11 Instructional Options 14 Cost Estimate 16 Water Conservation Lessons 17 Purpose Statement 18 Instructional Goals 19 Lesson 1: What is water conservation? 20 Lesson 2: Where does our water come from? 25 Lesson 3: Why do we need to conserve water? 30 Lesson 4: How can I conserve water at home? 34 Appendices 39 Color Coded Water Survey 40 Supporting Media 41 GPS Correlations - 3rd Grade 42 GPS Correlations - 4th Grade 45 GPS Correlations - 5th Grade 49 Program Evaluation Form 53 Project Contact Information 55

Dec 7, 2007 3

Mark Caponigro — Project Manager Occupation: Elementary School Teacher

Contact: [email protected]

David Porcaro — Assistant Project Manager Occupation: UGA Graduate Student (Ph.D., College of Education)


Ali Ewanowski — Graphic Editor Occupation: Elementary School Teacher


Ken Montgomery — Evaluation Specialist Occupation: High School Teacher


Lincoln Larson — Content Specialist Occupation: UGA Graduate Student (M.S., School of Forestry & Natural Resources)


Eun Ju Jung — Design Consultant Occupation: UGA Graduate Student (M.S., College of Education)


Jim Norton — Design Consultant Occupation: High School Teacher


Ryan McCaleb — Design Consultant Occupation: UGA Student (College of Education)


Team H20 Profile

Dec 7, 2007 4

Water impacts almost every aspect our lives, but public awareness of water resource issues and water management is generally very low. In 2004, the Georgia General Assembly ac-knowledged the importance of water conservation and passed a law requiring the develop-ment of Georgia’s first statewide comprehensive Water Management Plan. Public education and outreach are critical components of this new water initiative. In Clarke County, the Pub-lic Utilities Department has created a Public Outreach Plan to promote and increase local wa-ter conservation and to help increase community awareness and understanding of water re-source issues. The outreach plan calls for an expansion of in-school programs, which cur-rently exist on a limited scale.

Under the current conditions of extreme drought and restricted water use, water conservation education in local schools is an even higher priority. Using the ADDIE paradigm of instruc-tional design, we have produced a water conservation education plan that is ready for imple-mentation in elementary school classrooms. The product represents a collaborative effort in-volving several organizations, including the ACC Public Utilities Department, the University of Georgia, Georgia Project WET, and the Clarke County School District. The water conser-vation program is compatible with both the ACC Public Utilities Department Public Outreach Plan and the Georgia Department of Education’s Georgia Performance Standards (GPS). Ul-timately, the instruction may help to create a more educated public capable of making impor-tant water management decisions that ensure a sustainable future.

Introduction

Analysis Summary

The following summary highlights the need

for water conservation education

in Athens-Clarke County Elementary Schools.

Dec 7, 2007 6

The Georgia Performance Standards (GPS) represent a foundation for instruction and assess-ment at all levels, and students are evaluated based on their performance of specific tasks out-lined in the standards. Water conservation education has many GPS correlations in third, fourth, and fifth grade (See GPS Appendix). The upper elementary years are a time when stu-dents begin to analyze data, interpret graphs, and communicate effectively through information-based reading and writing. Therefore, our performance assessment targeted students in that age range. Over a one week period (October 15 — October 19), we surveyed 146 third, fourth, and fifth graders in local schools. We used a brief, thirteen item survey instrument designed by Team H20 to identify probable causes of the water conservation performance gap. Questions were constructed to allow the researchers to attribute the performance gap to three primary fac-tors: lack or motivation, lack of resources, or lack of knowledge and skills (See Appendix). The results of our analysis are presented in the Performance Assessment Chart on the following page.

The Performance Assessment indicates that most students are motivated to learn about water conservation issues. The bulk of the performance gap is a result of insufficient resources (28%) and a lack of knowledge and skills (60%). Although 88% of students realize there is a current water shortage in Georgia, only 28% of students believe this water shortage affects their local community. This indicates a major gap in knowledge regarding local water resource issues.

Performance Assessment

Dec 7, 2007 7

Performance Assessment

Performance Assessment Chart

Note: All data provided by Team H20’s survey instrument.

Actual Performance Desired Performance Primary Cause % of Total Discrepancy

95% of students care if they waste water. 89% of students are willing to learn about water conservation. 87% of students want to use less water than they do today. 79% of students are willing to talk to others about saving water.

All students will care if they waste wa-ter. All students will be willing to learn about water conservation. All students will want to use less water than they do today. All students will be willing to talk to others about saving water.

Student lack of motivation

12%

41% of students believe they can save water without the help of an adult. 40% of students believe they have the basic resources necessary to save water.

All students will realize they can save water without the help of an adult. All students will realize they have the basic resources necessary to save water.

Student-perceived lack of resources

28%

88% of students believe we are having a water shortage in GA. 77% of students believe their fami-lies could potentially run out of water. 75% of students know where the water in their house comes from. 67% of students know what “conservation” means. 60% of students know what to do to lower their family’s water bill. 56% of students know what to tell other people about saving water. 28% of students realize there is a limited amount of clean drinking water in their community.

All students will understand that we are having a water shortage in GA. All students will understand that their families could potentially run out of water. All students will know where the water in their house comes from. All students will know what “conservation” means. All students will know what to do to lower their family’s water bill. All students will know what to tell other people about saving water. All students will understand that there is a limited amount of clean drinking wa-ter in their community.

Student lack of knowledge and skills

60%

Dec 7, 2007 8

Learner Group Based on the Georgia Performance Standards and the educational needs identified in the per-formance assessment, the instruction will focus on third, fourth and fifth grade students in Clarke County, Georgia. Potential pilot groups include elementary schools that participate in the Athens-Clarke County Green Schools program (See Clarke County Elementary Schools, page 10).

Learner Characteristics The average age of these students is approximately 10; the age range is 8 through 12. Relative to other public schools in the state of Georgia, the Clarke County schools are much more di-verse. More Clarke County learners are also part of the free/reduced meal program, and a much larger percentage of these students demonstrate limited English language proficiency. For a summary of average learner characteristics for the Clarke County School District, see the Learner Demographic Data graph on the following page.

Learner Numbers Total student numbers are listed in the Learner Demographic Data table on the following page. Each class typically contains 25 students. The program will be designed to accommodate up to 30 students during each lesson.

Experience Based on data from the performance assessment survey (See Performance Assessment Chart, page 7) and communication with local residents, teachers, and school board officials, students will have a limited baseline knowledge of local water resource issues and water conservation.

Attitude Based on data from the performance assessment survey (See Performance Assessment Chart, page 7), a majority of the students are motivated to learn about water resource issues and water conservation. Most student attitudes about the water conservation program will be positive. The education program will be interactive and engaging, which should also stimulate participa-tion and motivation.

Skills Related to Delivery Mode Instructional goals are directly related to GPS, and students should already possess the skills necessary for learning in the classroom context.

Learner Analysis

Dec 7, 2007 9

55%

18%

21%

6%

Black Hispanic White Other

Learner Demographic Data - Clarke County Schools

Grade # of Students

3rd Grade 886 4th Grade 853 5th Grade 857 TOTAL (Upper Elementary) 2,596

0

10

20

30

40

50

60

70

80

Students withDisabilities

Limited EnglishProficiency

Free/ReducedM eals

Char act er i st i c

Student Ethnicity Other Student Characteristics

District-Wide Student Numbers

All data provided by the Georgia Department of Education’s Office of Student Achievement 2006-2007 Annual School Report Cards.

% o

f Stu

dent

s

Learner Analysis (continued)

Dec 7, 2007 10

Clarke County Elementary Schools

* denotes Athens-Clarke County Green Schools

Other Local Schools • Athens Academy 1281 Spartan Lane, Athens, GA 30604 (706) 549-9225 • Athens Montesorri* 3145 Barnett Shoals Rd., Athens, GA 30605 (706) 549-8490

School Location Phone

Alps Road E.S. 205 Alps Rd. Athens, GA 30606

(706) 548-2261

Barnett Shoals E.S. 3220 Barnett Shoals Rd. Athens, GA 30605

(706) 357-5334

David C. Barrow E.S.* 100 Pinecrest Dr. Athens, GA 30605

(706) 543-2676

Chase Street E.S. 757 N. Chase St. Athens, GA 30601

(706) 543-1081

Cleveland Road E.S.* 1700 Cleveland Rd. Bogart, GA 30622

(706) 357-5333

Fowler Drive E.S.* 400 Fowler Dr. Athens, GA 30601

(706) 357-5330

Gaines E.S.* 900 Gaines School Rd. Athens, GA 30605

(706) 357-5338

Oglethorpe E.S.* 1150 Oglethorpe Ave. Athens, GA 30606

(706) 549-0762

Howard B. Stroud E.S. 715 Fourth St. Athens, GA 30601

(706) 369-1893

Timothy Road E.S.* 1900 Timothy Rd. Athens, GA 30606

(706) 549-0107

Whit Davis E.S.* 1450 Whit Davis Rd. Athens, GA 30605

(706) 369-1036

Whitehead Road E.S. 500 Whitehead Rd. Athens, GA 30606

(706) 548-7296

Winterville E.S. 305 Cherokee Rd. Winterville, GA 30683

(706) 357-5222

Dec 7, 2007 11

Instructional Design • Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instruct

tional design, 5th ed. United States: Thomson Wadsworth. Georgia Project WET • Project WET International Foundation and CEE. (1995). Project WET Curriculum & Activity

Guide. Bozeman, MT: Project WET. • Georgia Project WET. (2005). The Urban Watershed: A supplement to the Project WET

Curriculum and Activity Guide for teachers in Atlanta and other metro areas. Atlanta, GA: Georgia Project WET.

Conservation Education • Athens-Clarke County Department of Public Utilities Public Outreach Plan: Draft. Jan 30,

2006 • Athens-Clarke County Department of Public Utilities. Brochures and other information. • Georgia Performance Standards, http://www.georgiastandards.org • Governor’s Office of Student Achievement 2006 K-12 school district report card website:

http://reportcard2006.gaosa.org/k12/default.aspx • A Water Conservation Education Plan for Grade Levels 3 & 4, Clarke County Elementary

Schools, by Katherine Mordecai

Water Resource Information • American Water Works Association. (1990). Splash! Activity Book (for early elementary). • American Water Works Association. (1990). The Story of Drinking Water (3-6 grade). • Athens-Clarke County Public Utilities Department, http://www.accpublicutilities.com/ • Conserve Water Georgia http://www.conservewatergeorgia.net/ • Georgia Project Wet http://gaprojectwet.org • Georgia Soil and Water Conservation Commission, http://gaswcc.georgia.gov • U.S. Environmental Protection Agency, http://www.epa.gov/safewater • Water Sourcebook http://www.epa.gov/safewater/kids/wsb/ • Water Use it Wisely http://www.wateruseitwisely.com/

Resource Analysis

Content Resources

Dec 7, 2007 12

Athens-Clarke County Public Utilities Department • Stephen Dorsch, Water Conservation Cooridnator, 706-613-3729, [email protected] Clarke County School District • Kim Reynolds-Manglitz, Clarke County School District Science Coordinator, [email protected] University of Georgia • Lincoln Larson, UGA Graduate Student, [email protected] • Kathryn Mordecai, UGA Graduate Student [email protected] • Kathleen Rugel, AWRA president, [email protected] Georgia Project WET • Jo Adang, GA Project WET Coordinator, [email protected] 4220 International Pkwy Suite 101, Atlanta, GA 30354, 404-675-6240 EPA Region 4 Outreach and Education • Alice Chastain, Environmental Education,

[email protected], 404-562-8314 • Kara McKoy-Belle, Environmental Outreach,

[email protected], 404-562-8322 Other Contacts • Cheryl Jones, PLT Facilitator and Volunteer Parent at Barnet Shoals Elementary

School, [email protected] • Karen Garland, Georgia Conservancy, [email protected] • Brian Kiepper, Georgia Water Wise Council, K-12+ water conservation outreach, [email protected] • Linda MacGregor, Watershed Protection Branch Chief, Environmental Protection Division

of Georgia Department of Natural Resources, Phone: 404.675.6232 • Sharon Boyer, Science Coordinator, Fayette County School District,

Resource Analysis

Human Resources

Dec 7, 2007 13

Elementary School Classrooms • In most schools, classrooms are equipped with:

Smartboards (interactive whiteboards) whiteboards pens and erasers LCD projectors Computers TV/VCR/DVD player Athens-Clarke County Public Utilities Department • The ACC PUD can supply the following resources for programs: Water-conserving shower heads to give to students Demonstrations of water-saving devices Models of water-treatment processes Materials for interactive activities Digital Cameras Scanners and Printers Copy Machines Evaluation

• Statistical Software is available (SPSS for Windows, Version 15.0; Microsoft Excel)

Resource Analysis

Technology Resources

Instructional Facilities Development • Computer labs are available at the University of Georgia for instruction development • Meeting space (office for small meetings or conference room for larger meetings) is avail-

able at the Athens-Clarke County Department of Public Utilities Implementation • Instruction will be implemented in various K-12 classrooms throughout the Clarke County

School District. Each classroom has 20-30 students. • Facilities are planned for Fall ’08 at the Public Utilities treatment and education complex to

include classroom space, displays and exhibits, live cameras displaying the treatment facili-ties (for younger students) and tours of the treatment facilities for older students.

Dec 7, 2007 14

In-school outreach program conducted by trained student volunteers.

This option represents the most practical short-term solution. Students in University of Georgia chapters of several professional societies are willing and able to visit local schools and conduct short education programs as an outreach activity for their organizations. The students would be required to obtain Project WET certification and attend a one hour training workshop focused on this water conservation education program guide before implementing any of the lessons. Supplemental materials related to the water conservation education plan would be sup-plied by the ACC Public Utilities Department. The students would be ready to teach in the spring semester of 2008. In this case, the instruction would maintain a narrow focus. The GPS benchmarks for science literacy suggest that third and fourth grade, with an emphasis on water and ecosystem conservation, might be most appropriate. Travel to a local water treatment plant could also be incorporated as a supplement to the in-school program.

In-school water conservation lessons conducted by paid graduate student.

This option would provide a solution with potential for long-term growth. The ACC

Public Utilities Department, in association with UGA’s Warnell School of Forestry & Natural Resources, could offer a half-time (50%) graduate assistantship to a student matriculating in the spring semester of 2008. The graduate student would be responsible for assisting Stephen Dorsch with the coordination and implementation of water conservation education programs in the local schools. The programs could be delivered in series as a mini-curriculum to upper ele-mentary classes or during a nine-week period of “extended learning time” (ELT) in sixth grade. This option could also include a field trip to the local water treatment plant. The graduate stu-dent and additional student volunteers would lead the teacher, guide the teacher through follow-up activities, and provide access to resources and additional help as necessary. Supplemental materials related to water resource education would be supplied by the ACC Public Utilities Department. The graduate student would be required to obtain Project WET certification to lead activities in the water curriculum activity guide.

Instructional Options

Option A

Option B

Dec 7, 2007 15

District-wide teacher training in water conservation education.

This option is not feasible in the immediate future, but an effective teacher education program could be developed within a one or two year period with widespread implementation as early as 2009. The Project WET train-the-trainer framework was created specifically for this purpose, and Project WET contains activities with many GPS correlations across multiple sub-ject areas. The program would provide teachers with a valuable opportunity for professional development that extends well beyond the realm of water conservation education. A similar model has been successfully integrated into the science curriculum of other Georgia counties. In Fayette County, for example, science teachers at certain grade levels are now required to be-come certified Project WET educators and incorporate the water conservation curriculum into their lessons. A partnership between the ACC Public Utilities Department and the Clarke County School District would also create new opportunities for service learning project and place-based education in the local community, allowing students to become more invested in conservation concerns that affect their area. Although the teachers themselves would provide the educational service in this scenario, supplemental materials related to water resource educa-tion would be supplied by the ACC Public Utilities Department. The teacher training could ini-tially start with a single grade and eventually be expanded to encompass all grades where water is emphasized in the GPS.

Instructional Options

Option C

Dec 7, 2007 16

Phase Option A Option B Option C

Analysis

Preliminary Survey Materials

(copying and distribution)

$100

$100

$100

Design

Water Conservation Education Plan

(created by student on University of Georgia assistantship)

$0

$0

$0

Development

Project WET Curriculum Book

Lesson Plan Materials/Handouts

Activity Guides

Take-home Water Efficiency Devices

$1,500

$2,500

$5,000

Implementation

Volunteer/Facilitator Workshops

Staff

$3,000

$4,000

$5,000

Evaluation

Evaluation Materials

(copying and distribution)

$100

$100

$100

TOTAL $4,700 $5,700 $12,000

Cost Estimate

Note: Cost estimates do not include ACC Public Utilities Department staff hours. A 2-year University of Georgia graduate assistantship (Option B) would add approximately $45,000 to the total cost.

Water Conservation

Lessons

The following lessons can be conducted

independently or sequentially as part of a mini

water conservation education unit.

Dec 7, 2007 18

The purpose of this program is to present young learners with the knowledge and skills necessary for water conservation in the Athens-Clarke County area.

Purpose Statement

Dec 7, 2007 19

1. Define water conservation.

2. Identify the sources of usable water in Athens-Clarke County.

3. Describe the water treatment process.

4. Discuss the importance of water conservation.

5. Explain at least three ways to conserve water at home.

6. Prepare a family water conservation plan.

Instructional Goals

Dec 7, 2007 20

Lesson 1: What is water conservation?

Instructional Goal

Define water conservation.

Objectives

Following this lesson, students should be able to:

1. Illustrate the water cycle.

2. List at least six different places where water on Earth is located.

3. Estimate the amount of freshwater currently available on Earth relative to our planet’s total water supply.

4. Explain why water is a finite resource.

5. Define water conservation.

GPS Correlations

3rd Grade 4th Grade 5th Grade Science S3CS2, S3CS3, S3CS4,

S3CS5, S3CS6, S3CS8, S3L2

S4CS2, S4CS3, S4CS4, S4CS5, S4CS6, S4CS8,

S4E3, S4E4

S5CS2, S5CS3, S5CS4, S5CS5, S5CS6, S5CS8

Math M3D1, M3N2, M3P3, M3P4

M4D1, M4N5, M4P3, M4P4

M5D1, M5D2, M5M3, M5N5, M5P3, M5P4

Language Arts ELA3LSV1, ELA3R2, ELA3W1

ELA4LSV1, ELA4LSV2, ELA4R3, ELA4W1,

ELA4W2

ELA5LSV1, ELA5LSV2, ELA5R3, ELA5W1,

ELA5W2

Social Studies

Dec 7, 2007 21

Lesson Overview: In this lesson, students will follow a water drop on its journey through the water cycle and sum-marize the general distribution of water on Earth. Students will then guess how much fresh wa-ter is available on Earth, recognize the importance of conserving this finite amount of water, and develop a working definition of water conservation. Duration: 60 minutes Materials: Dice for Incredible Journey game (may need to create these), jug of water, empty measuring cups (mL and L), eyedropper, whiteboard, markers, poker chips, supplemental maps Prior Knowledge: basic knowledge of water cycle, estimation skills, counting and problem-solving skills Instructional Activities: Gain Attention (10 minutes): What is one thing that all living creatures need to survive? Water (hold up bottle of water). Is there a lot of water on Earth? Yes! About 70% of the Earth is water (show globe to demon-strate just how much of our planet is water). Why should we be worried about water? After all, water can be recycled. What does recycle mean? Water can be reused, and water on our planet is never created or destroyed—it just exists in different forms. The water you drink today could be the same water dinosaurs drank millions of years ago. That’s right all of us on Earth use the same water over and over again. Each water drop journeys from rain to lakes, through animals and plants, to us, and eventually back into the sky. The problem is this: not all water exists in a usable form. Therefore, we must be concerned about our water supply. In fact, most of Earth’s water is not available to humans. Where is most of the water on our planet? We’ll find out in the next activity.

Lesson 1 (continued)

Dec 7, 2007 22

Activity 1 (20 minutes): The Incredible Journey This activity is a variation of the activity The Incredible Journey (Project WET, pp. 161-165). Ask students if they know about the water cycle. What are the stages in the water cycle? Pre-cipitation, Collection, Evaporation, Condensation. When a water drop goes through each of these stages, we say it goes through the water cycle. Water gets stuck at certain points along the way. What are some places where water goes as it moves around the Earth? • Clouds, oceans, lakes, rivers, glaciers, soil, groundwater, plants, animals In this game, you will see each of the nine stations above—or places water can end up—scattered around the room. Tell students they are going to find a partner, and together they are going to become water molecules moving through the water cycle. At each station, the pair must roll a die that determines the next stop in their journey. For example, a “cloud” roll at the “ocean” station means the partners should move to the end of the line at the cloud station. If a team rolls “stay,” the duo stays at that particular location. Make sure players understand how water actually moves through the cycle (i.e. evaporation, precipitation, etc) - it’s not just con-trolled by dice! Teams will keep track of destinations on their journey, and after a few minutes teams will calculate the places where they spent the most time. Compile and display a bar graph showing this information. Ask the students to predict where most of the water molecules end up: the ocean. Is that true of water in our world? Yes! Can we drink the water in the oceans? No—it’s too salty (think of swimming at the beach). So, just how much water is in the oceans and how much water actually available to drink? We’ll find out in the next activity. Activity 2 (15 minutes): How much freshwater do we have? This activity is a variation of the activity A Drop in the Bucket (Project WET, pp. 238-241). Let’s find out how much water on our planet is actually freshwater we can drink. Fill a jug with water to represent 100% of the planet’s water, and have several smaller jugs, measuring cups, etc. on hand. Ask students where most of Earth’s water is located (oceans.) Pour off 97% of the water to represent saltwater. Ask students where the remaining water, the freshwater, is lo-cated (mostly at the poles). Pour off 80% of the remaining water to represent water frozen at poles. Ask students how much of the remaining water is available for human consumption (most is too far underground or polluted). 99.5% of the remaining water represents unusable freshwater sources. Use a small eyedropper to collect the last 0.5%, which represents all the drinkable water on Earth—surface water in oceans, lakes, rivers and some groundwater. The drop is very small relative to Earth’s total water supply, but the single drop is actually a large volume on the global scale. Discuss the results of the demonstration. Is there enough water on Earth for everyone? (Display supplemental maps if time allows.) Water is a renewable re-source, but is it unlimited? No. We must take good care of our water because we cannot live without it.


Dec 7, 2007 23

If you decide to use a 1 liter base sample of water (for all the water in the world), the divisions break down like this: • Saltwater—970 mL • Glaciers/Icecaps—24 mL • Unavailable freshwater—6 mL • Potable freshwater—1 drop Activity 3 (10 minutes): Water Conservation What are our basic needs, or the things we need to survive? Food, water, and shelter. Which of these is the most important (we can’t survive very long at all without water—maybe just a day or two)? We NEED and USE a lot of water, but there’s not a lot of freshwater to go around. Ask students what it means to “conserve” something. Why do we conserve things? What are some examples of things we conserve? (animals, energy, etc.). Define conservation: to protect from loss or depletion (or similar definition based on skill level). Do you think we can con-serve water? Conduct a simple math problem that helps students realize how conservation works. Split the class into small groups of 2 or 3 and give each group 2 scenarios: • In scenario 1, a town starts with a lake full of 10 gallons of water (poker chips). It rains one

gallon each day. The people in town drink 3 gallons of water every day. How many days can the people survive before their water runs out?

• In scenario 2, a town starts with a lake full of 10 gallons of water (poker chips). In this town, it rains two gallons each day. The people in town drink 3 gallons of water. The town also has a large farm. The farm uses 4 gallons of water each day. How many days can the people survive before their water runs out?

Have a member of the smaller group present the findings/results to the whole class. Make sure students address the following questions. In which situation did the people do a better job of conserving water? How did you figure that out? Define water conservation: to protect water resources from loss or depletion (or something along those lines). Why is water conservation important? Conclusion (5 minutes): Review Water Conservation Where is most of the water on Earth? Where are some other places we can find water? How much freshwater do we have available for human consumption? What is water conservation? Follow-Up Activity: Ask students to think about water’s incredible journey around the planet and all the cool places water goes. Have the students write a personal narrative from the perspective of a water drop and illustrate their story. Challenge students to incorporate the words “freshwater” and “water conservation” into their story.


Dec 7, 2007 24

Supplemental Maps


Dec 7, 2007 25

Lesson 2: Where does our water come from?

Instructional Goals

Identify water sources in Athens-Clarke County.

Describe the water treatment process.

Objectives


1. Distinguish between surface water and groundwater.

2. Explain where our water comes from.

3. Identify and label at least three sources of drinking water on a map of Athens-Clarke County.

4. Explain why raw water is not ready for public consumption.

5. Describe the water treatment process.

GPS Correlations


S3CS6, S3CS8, S3L2 S4CS2, S4CS3, S4CS5,

S4CS6, S4CS8 S5CS2, S5CS3, S5CS4, S5CS5, S5CS6, S5CS8,

S5E1, S5L4

Math M3D1, M3P4 M4D1, M4P4 M5D1, M5P4

Language Arts ELA3LSV1, ELA3R2, ELA4LSV1, ELA4LSV2, ELA4R3

ELA5LSV1, ELA5LSV2, ELA5R3,

Social Studies SS4G2

Dec 7, 2007 26

Lesson Overview: In this lesson, students will explore various sources of drinking water around the world and de-termine where their local water comes from. Students will attempt to clean their own sample of water, and begin to evaluate steps in the water treatment process. Finally, students will take a journey with a drop of water as it moves from the Oconee River to their kitchen sink. Duration: 60 minutes Materials: Water source diagram/graph, globe, large map of Athens-Clarke County, handout map of Athens for students, large jug of clean water, materials for mock pollution in film canis-ters (coffee grounds, soil, paper, oil, vinger, sugar, salt, flour, etc.), cups and empty basins for group water purification, purification tools (coffee filters, screens, straws, spoons, baking soda, rocks, sand, etc.), water treatment diagram Prior Knowledge: Water cycle, weather, personal contact with water resources, exposure to graphing Instructional Activities: Gain Attention (10 minutes): Turn on faucet in room or hold up bottle of water. Ask where this water came from. Ask stu-dents where they have seen water in there area. (They are likely to describe sources of surface water—lakes, rivers, oceans etc.). Are there other places we can find water? Review the three main types of water using a visual display: • Surface water—water that collects on the Earth’s surface or in oceans, lakes, rivers, etc. • Groundwater—water located beneath the ground surface between rocks or in soil pores • Atmospheric water—water vapor, often in the form of clouds Where is most of the freshwater located (from USGS data): • 68.7 % Icecaps and glaciers • 30.1% Groundwater • 0.3% Surface water • 0.9% Other/ground ice and permafrost (only .04% atmospheric water) Where does your drinking water come from? (data from UGA Publication): 78% of Georgia gets drinking water from the surface, 22% served by ground water. Explain that, in this lesson, we will work to figure out where our drinking water in Athens comes from. We also investigate ways to keep water clean and explore the very cool water treatment process as we trace the path of water from the river to your kitchen sink.


Dec 7, 2007 27

Activity 1 (10 minutes): Water Sources in Athens-Clarke County Using a globe or world map, have students identify the location of Georgia. Using a map of Georgia, have students identify the location of Athens. Distribute a map of Athens and some markers/colored pencils. Display a larger map of Clarke County. Have students color in all the areas of surface water? What rivers/lakes did they color? In Athens, the three main sources of water are (See map below): • Bear Creek Reservoir, North Oconee River, Middle Oconee River

Make sure students have colored and labeled on these water bodies on their maps. Where else might water in Athens come from? Groundwater. Can we drink the water straight from the lakes and rivers? Why not? There are many reasons, including harmful microorganisms, bacte-ria, general pollution, chemicals, and point-source pollutants such as factory effluents and farm runoff. What can we do to make this water safe to drink? Treat it! That’s what Clarke County’s J.G. Beacham Water Treatment Plant is for.


Dec 7, 2007 28

Activity 2 (30 minutes): The Water Treatment Process This activity is a variation of the activity Sparkling Water (Project WET, pp. 348-352). Present students with a clear jug of clean. Brainstorm different sources of water pollution. Have a student volunteer add a symbolic pollutant (soil, coffee, vegetable oil, soap, salt, vine-gar, paper, etc.) to the jug for each type of pollution the students come up with. You should end up with one very dirty jug of water. Unfortunately, the water in rivers like the Oconee is often like this—very polluted. How can we clean this water so it is safe to drink? In the next part of the lesson, split students into teams of 4 or 5 and give each team an empty basin, and empty cup, and a cup of the contaminated water. Teams will use a variety of tools/techniques to try to clean the water. Optional cleaning tools include screens, coffee filters, straws/pipettes, spoons, baking soda, rocks and sand. After kids have attempted to purify their own water, demonstrate how the water treatment process actually works (as well as possible using the tools available). Use the Water Treatment Process handout on the Public Utilities de-partment website (See following page) as a guide. The water treatment process usually includes the following steps: 1. Rapid mix—combine chemicals with raw water to cause small particles to clump 2. Sedimentation—water passes through sedimentation basin, floc settles in storage lagoon 3. Filtration—chlorine is added for disinfection and water is passed through sand filter to re-

move smallest particles. After this, water is crystal clear. 4. Post-treatment—lime (proper pH), chlorine (kills germs), and fluoride (protects teeth) added 5. Clearwell—water sits her long enough for disinfection prior to distribution Although the treatment systems seems complicated, it simply mimics the natural processes of sedimentation and filtration. You actually performed a big part of the treatment process when you tried to purify your water! Conclusion (10 minutes): What have we learned today? Students should be able to answer the following questions. What are three places where we can find water on Earth? (surface, ground, atmospheric water) What are the three main water sources for people in Athens? (Bear Creek Reservoir, North Oconee River, Middle Oconee River) Why can’t we drink water directly from these sources? (Pollution, bacteria, etc.) How does the water treatment process work? Remind students that surface water is a very limited resource. What happens if we can’t treat water fast enough, or if we don’t have enough water to treat? Remember, we must try to protect and conserve as much water as we can so we don’t run out! Follow-Up Activity: Our ability to treat wastewater an to increase access to potable (disease-free) water may be the most important technological innovation of the past 200 years. For many people in the world, safe drinking water is still hard to come by. Have the students research drinking water issues and conditions throughout history and in other parts of the world. Students can share their re-search with classmates in an informal presentation to gain a better understanding of fragility of safe water sources.


Dec 7, 2007 29


Dec 7, 2007 30

Lesson 3: Why do we need to conserve water?

Instructional Goal

Discuss the importance of water conservation.

Objectives


1. Describe direct and indirect uses of water.

2. Explain how multiple water users can affect water quality and water quantity.

3. Identify natural and anthropogenic causes of water shortages that may immediately impact the local community.

4. Predict consequences of water shortages that may immediately impact the local community.

5. Explain the importance of water conservation.

GPS Correlations


S3CS5, S3CS6, S3CS8, S3L2



S5E1

Math M3D1, M3N2, M3P3,

M3P4 M4D1, M4N2, M4P3,

M4P4 M5D1, M5D2, M5M3, M5N5, M5P3, M5P4

Language Arts ELA3LSV1 ELA4LSV1, ELA4LSV2, ELA4R1, ELA4R3,

ELA5LSV1, ELA5LSV2, ELA5R1, ELA5R3,

Social Studies SS4G2

Dec 7, 2007 31

Lesson Overview In this lesson, students will describe different ways humans use water and investigate the effects of human water use on water quality and water quantity. Students will identify causes of water shortages and problems that occur when water resources are scare. Finally, students will dis-cuss reasons water conservation is important in their local community. Duration: 60 minutes Materials: Pictures of various products, graphs, multi-color and multi-size sponges, clear bucket full of water, plastic cups, white board, markers Prior Knowledge: personal contact with water resources, graphing skills, weather/drought, types of water uses Instructional Activities: Gain Attention (10 minutes): This activity is a variation of the activity Water Works (Project WET, pp. 274-278). The average human uses 150 gallons of water each day. Our bodies are 75% water. We need water to survive! Have students list the ways they use water. Emphasize both direct (drinking, bathing, etc.) and indirect (agriculture, manufacturing, energy, etc.) uses of water. Display props and/or pictures with the following items, and ask students how much water is needed to manufacture each item: • Cotton jeans (1,800 gallons) • Loaf of bread (1,000 gallons) • Pound of hamburger (4,000 gallons) • Can of soda (16.5 gallons) • Ton of steel for car (32,000 gallons) • 40 sheets of paper (100 gallons) Where do we use the most water? Show graph that breaks down global water consumption (Agriculture – 70%, Industry – 22%, Residential 8%; source: Arlington Institute). Residential and industry consumption is rising (urbanization), agricultural consumption is decreasing (better irrigation techniques). In the U.S., we use about 48% of water for thermoelectricity, 35% for agriculture (crop irrigation and livestock), 12% for public supply (homes and offices), and 8% for industry, manufacturing and mining (source: EPA). In Georgia, water withdrawals break down as follows:


Dec 7, 2007 32

Activity 1 (20 minutes): Sharing Water Resources This activity is a variation of the activity Common Water (Project WET, pp. 232-237). Water is used by all members of a community, and the demand for this finite resource is very high. What are some reasons people need water? Personal (bathing, drinking, washing, cook-ing) and professional (agriculture, industry, manufacturing) reasons. What happens when too many people are all fighting for the same resource. We are beginning to see the effects of this in Georgia today, so let’s take a closer look at how we share our valuable water resources. Instruct each student to find a partner. Each team will have a different occupation that requires some degree of water use. All teams will have to draw water from a common water resource—a clear bucket at the center of the circle. Give each team an empty cup and a different color sponge (size of sponge varies depending on “occupation.” Sponge size might look something like this: • Farmers—very large sponge • Factory owners—large sponge • Personal homeowners—medium sponge • Small business—small sponge One team member holds the cup, the other holds the sponge and runs to collect water. Intro-duce as many scenarios and situations as you choose, but continue to emphasize a competition for water resources. Give players 2 minutes to try to fill their cups. Be prepared for splashing and chaos. In the end, the clear bucket in the middle should look very dirty (thanks to the multi-color sponges). How much water was wasted during the game? Students should realize that, as more people compete for a finite amount of water, water quality and quantity are af-fected. Throughout history, how have our water consumption rates changed?


Total Water Withdrawals in Georgia by Category, 2000

Thermoelectric51%

Livestock1%

Public Supply19%

Domestic/Commercial

2%

Industrial/Mining

10%

Irrigation17%

Dat a f rom U.S. Geological SurveyInf ormat ion Circular 106; J.L.Fanning

Dec 7, 2007 33

Activity 2 (20 minutes): Water Shortages Remind students that water is finite resource. However, humans NEED and USE a lot of water. Clean, useable water is often in short supply. Ask students about water issues in the news. What is the problem? Bring in articles or news that will stimulate a short discussion about the drought. Help students create a concept map on a white board that shows natural and human-induced reasons for our current water shortage. Students will supply many ideas, and the map could in-clude: • Caused by nature – drought (or lack of rain) • Caused by humans – overpopulation (too many people), contamination/pollution (water

treatment maintains strict rules of purity), and waste (inefficient residential water use). If time allows, discuss the role of weather in water shortages or abundances and introduce the idea of climate. Do you think water shortages are a problem in other parts of the world? (Show map of water stress areas around the world from Lesson 1). The U.S. is not the only country experiencing water shortages. Conclusion (10 minutes): Think about all the ways we use water. What do you think will happen if we run out of water in Athens? What can we do to fix this problem? We can start paying attention to how much water we waste! If a lot of water is used for electricity and farms, does it really matter if we conserve water in houses? Yes! In some areas like Athens, residents actually consume as much water all other users combined (See graph below). Start thinking about ways you can make a difference conserving water. Follow-Up Activity: Show students a graph of annual precipitation rates for different states. Ask them to interpret the graphs and predict which states may experience water shortages (with annual weather fluc-tuations, this can be hard to predict). Looking at maps of surface water features, which states are not in danger of running out of water. Does Georgia have adequate freshwater resources for its population? What are the water conservation implications of Georgia’s limited water sup-ply?

ACC Annual Water Consumption (By User Class)FY 07 Billing Volume

Residential50%Commercial

11%

Industrial24%

Other2%Institutional

1%

UGA10%

Health & Safety2%


Dec 7, 2007 34

Lesson 4: How can I conserve water at home?

Instructional Goals

Explain at least three ways to conserve water at home.

Prepare a family water conservation plan.

Objectives


1. List ways we use water at home.

2. Describe ways we waste water in our homes.

3. Generate a list of ways people can use less water.

4. Prepare a family water conservation plan.

GPS Correlations


S3CS6, S3CS8, S3L2 S4CS2, S4CS3, S4CS4, S4CS5, S4CS6, S4CS8,


Math M3D1, M3N2, M3N3,

M3N4, M3N5, M3P3, M3P4

M4D1, M4N2, M4N3, M4N4, M4N5, M4N6,

M4P3, M4P4

M5D1, M5D2, M5M3, M5N4, M5N5, M5P3, M5P4

Language Arts ELA3LSV1, ELA3R2, ELA3W1


ELA4W1, ELA4W2, ELA4W3


ELA5W1, ELA5W2, ELA5W3

Social Studies SS3E4 SS4E2 SS5E4

Dec 7, 2007 35

Lesson Overview In this lesson, students will focus on ways water is used in their homes, create a tool to measure their own water consumption, and determine the primary reasons that water is wasted. Students will explore the practices, techniques, and technologies that improve water efficiency, and will develop strategies for conserving water in their own lives. Duration: 60 minutes Materials: Drawing paper, crayons/markers, graph handouts, water meter template (Project WET p. 273), 4”x6” index cards, red and white ribbon, scissors, glue or tape Prior Knowledge: graphing skills, drawing/craft skills, critical thinking skills, addition Instructional Activities: Gain Attention (10 minutes): Draw a picture of the place where you live. Make sure you include your bedroom, the kitchen, the bathroom. In your sketch, draw and label the appliances or things in your house that use water. How many can you think of? (Shower, bath, faucets, dishwasher, laundry, toilet, out-side, leaks, other) Activity 1 (15 minutes): Water Use in Your Home Let’s see how much water is actually used by different things in your house. Give a copy of the graph below to small group of students. Have each group answer the following questions: Where do we use water the most? Where do you think the most water is wasted? What could we do to save or conserve some of this water?


Dec 7, 2007 36

Activity 2 (15 minutes): Personal Water Meter This activity is a variation of the activities Water Meter (Project WET, pp. 271-273). Before you can begin to conserve water, you need to figure out how much water you use in the first place! Ask students to estimate how much water they use every day. To see if our predic-tions are accurate, we will construct a water meter to measure how much water we use each day. Instructions for the water meter and typical water consumption associated with regular household activities appear below. A sample water meter template can be found in the Project WET book, p. 273. Once the water meters have been constructed, practice using them. If we all took a shower and flushed the toilet, how much water would we use. Try to use your water meter to measure how much water you use before the end of the day. Instructions for water meter: 1. Cut out a Personal Water Meter ruler pattern and paste on one half of an 4”x6”index card.

Use can be measured in gallons or liters (scale up to 100). 2. Cut two pieces of different color ribbon, each about 2 cm longer than the length of the ruler

in the Personal Water Meter. Overlap ends of the different ribbons and glue or tape the end of one ribbon to the other.

3. Cut a slot at each end of the paper ruler. Insert the ribbon into one cut, and thread the rib-bon through the other slot. Glue or tape the two ends together. The ribbon should be tight, but slide smoothly through the slots.

4. Fold the bottom half of the index car over and tape the edges together. Your sliding ribbon “ruler” will help you keep track of water use.

How much water do normal household appliances consume? Use this information to estimate water consumption on your water meter: • Drinking water—1 cup = 1/16 of a gallon • Flushing toiler—about 5 gallons • Brushing teeth (water running) - about 2 gallons • Dishwasher—about 20 gallons (divided by number of people in household) • Dishwashing by hand (water running)—about 30 gallons (divided by number of people in

household) • Load of laundry—about 40 gallons (divided by number of people in household) • Shower/bath—about 5 gallons per minute water is running


Dec 7, 2007 37

Activity 3 (15 minutes): Water Conservation Plan This activity is a variation of the activity Walk the Talk for Water (The Urban Watershed, pp. 235-241). Now it’s time for you to start to think about conserving water in your house. To review, let’s brainstorm some ways people use (and waste) water in their homes. Possibilities include: • Drinking • Cooking • Cleaning • Bathing • Watering lawns • Watering plants • Washing cars • Making ice • Watering pets At your desk, make a list of the ways your family uses water. How much water do you use do-ing each of these things? Using your water meter and your list, can you measure how much wa-ter your family uses each day? Decide what activities you need to focus on if you want to waste less water. To help you calculate how much water your family consumes, use the Water Audit worksheet on the following page. Conclusion (10 minutes): Talk to others about water conservation Remember that water is finite resource, and it’s up to us to protect it! Using your new scientific tool, the water meter, and your water audit worksheet, try to figure out how much water your family uses in one day. Estimate water use, record your observations, and be prepared to share your discoveries with the class tomorrow. Then, hopefully, you will all have a chance to com-pare, answers, decide what your family can do to cut back on water use, and come up with 2 or 3 ideas for a family water conservation plan. Follow-Up Activity: Write a short informational letter to your parents or someone you know that explains (1) why water conservation is important and (2) what they can do to help.


Dec 7, 2007 38

Water Audit Worksheet: Complete the chart to figure out how much water you use at home.


Appendices

Dec 7, 2007 40

Color Coded Water Survey

We would like to know what you think about water in Georgia. Read each sentence and decide if it is true or false. If you think it’s true, circle T. If you think it’s false, circle F. Thanks for your help.

1. We are having a water shortage in Georgia. T F

2. I know where the water in my house comes from. T F

3. I don’t care if I waste water. T F

4. My family will never run out of water. T F

5. I know what “conservation” means. T F

6. I am willing to learn about water conservation. T F

7. I want to save water, but I don’t have what I need to do it. T F

8. We have plenty of clean drinking water where I live. T F

9. I know what to do to lower my family’s water bill. T F

10. I am willing to talk to other people about saving water. T F

11. I know what to tell other people about saving water. T F

12. I cannot save water without the help of an adult. T F

13. I want to use less water than I do today. T F

KEY

Questions related to motivation

Question related to resources

Questions related to knowledge and skills

Dec 7, 2007 41

Supporting Media

Water Resource Education Activities • U.S. Environmental Protection Agency (EPA) Water Sourcebooks for Grades K-12: http://www.epa.gov/safewater/kids/wsb/ Online Videos • Inspecting the kitchen for water efficiency. http://www.expertvillage.com/videos/kitchen-water-conservation.htm • Checking the toilet for leaks http://www.expertvillage.com/videos/toilet-leaks-water-conservation.htm • Inspecting the bathroom for water efficiency http://www.expertvillage.com/videos/inspectbathroom-water-use.htm • Toilet water flow adjustment http://www.expertvillage.com/videos/toilet-water-flow-conservation.htm • How to manage appliance water usage http://www.expertvillage.com/videos/appliance-water-conservation.htm http://www.expertvillage.com/videos/hot-water-heater-conservation.htm • How to locate a toilet leak http://www.expertvillage.com/videos/locate-toilet-leak.htm • Video about the drought http://www.youtube.com/watch?v=G8u1E9AyR_A • Tips for conserving water at home http://life.familyeducation.com/humans-and-environment/conservation/36300.html Other Online Resources • Educational games http://www.epa.gov/water/kids/waterforkids.html • Song for kids: “Each little drop,” a song for kids that promotes water conservation, http://www.nevra.com.au/eachlittledrop.html

Dec 7, 2007 42

GPS Correlations - 3rd Grade

3rd Grade Science Standards S3CS2 Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator. b. Use commonly encountered fractions – halves, thirds, and fourths (but not sixths, sevenths, and so on) – in sci-entific calculations. c. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. S3CS3 Students will use tools and instruments for observing, measuring, and manipulat-ing objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. S3CS4 Students will use ideas of system, model, change, and scale in exploring scien-tific and technological matters. a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to repre-sent corresponding features of objects, events, and processes in the real world. S3CS5 Students will communicate scientific ideas and activities clearly. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. S3CS6 Students will question scientific claims and arguments effectively. a. Support statements with facts found in books, articles, and databases, and identify the sources used. S3CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing what things are like or what is hap-pening somewhere, collecting specimens for analysis, and doing experiments. b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. c. Scientists use technology to increase their power to observe things and to measure and compare things accu-rately. d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.

S3L2 Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment (conservation of resources, recycling of materials).

Dec 7, 2007 43

3rd Grade Math Standards M3D1 Students will create and interpret simple tables and graphs. a. Solve problems by organizing and displaying data in bar graphs and tables. b. Construct and interpret bar graphs using scale increments of 1, 2, 5, and 10. M3N2 Students will further develop their skills of addition and subtraction and apply them in problem solving. a. Use the properties of addition and subtraction to compute and verify the results of computation. b. Use mental math and estimation strategies to add and subtract. c. Solve problems requiring addition and subtraction. M3N3 Students will further develop their understanding of multiplication of whole num-bers and develop the ability to apply it in problem solving. b. Know the multiplication facts with understanding and fluency to 10 x 10. d. Understand the effect on the product when multiplying by multiples of 10. f. Use mental math and estimation strategies to multiply. g. Solve problems requiring multiplication. M3N4 Students will understand the meaning of division and develop the ability to apply it in problem solving. c. Recognize problem-solving situations in which division may be applied and write corresponding mathematical ex-pressions. e. Divide a 2 and 3-digit number by a 1-digit divisor. f. Solve problems requiring division. M3N5 Students will understand the meaning of decimals and common fractions in simple cases and apply them in problem-solving situations. a. Understand a decimal (i.e., 0.1) and a common fraction (i.e., 1/10) represent parts of a whole. b. Understand the fraction a/b represents a equal sized parts of a whole that is divided into b equal sized parts. c. Understand a one place decimal represents tenths, i.e., 0.3 = 3/10. d. Know and use decimals and common fractions to represent the size of parts created by equal divisions of a whole. e. Understand the concept of addition and subtraction of decimals and common fractions with like denominators. f. Model addition and subtraction of decimals and common fractions. g. Solve problems involving fractions. M3P3 Students will communicate mathematically. a.Organize and consolidate their mathematical thinking through communication. b.Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c.Analyze and evaluate the mathematical thinking and strategies of others. d.Use the language of mathematics to express mathematical ideas precisely. M3P4 Students will make connections among mathematical ideas and to other disciplines. a.Recognize and use connections among mathematical ideas. b.Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c.Recognize and apply mathematics in contexts outside of mathematics.

GPS Correlations - 3rd Grade (continued)

Dec 7, 2007 44

3rd Grade Language Arts Standards ELA3LSV1 The student uses oral and visual strategies to communicate. a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. d. Listens to and views a variety of media to acquire information. ELA3R2 The student acquires and uses grade-level words to communicate effectively. a. Reads informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-) and common suf-fixes (e.g., -tion, -ous, -ly). f. Determines the meaning of unknown words on the basis of context. ELA3W1 The student demonstrates competency in the writing process. a. Captures a reader’s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. j. Uses a variety of resources to research and share information on a topic. k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. l. Writes a persuasive piece that states a clear position.

3rd Grade Social Studies Standards

SS3E4 The student will describe the costs and benefits of personal spending and saving choices.

GPS Correlations - 3rd Grade (continued)

Dec 7, 2007 45

GPS Correlations - 4th Grade

4th Grade Science Standards S4CS2 Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator. b. Use commonly encountered fractions – halves, thirds, and fourths (but not sixths, sevenths, and so on) – in sci-entific calculations. c. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. S4CS3 Students will use tools and instruments for observing, measuring, and manipulat-ing objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. S4CS4 Students will use ideas of system, model, change, and scale in exploring scien-tific and technological matters. a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to repre-sent corresponding features of objects, events, and processes in the real world. S4CS5 Students will communicate scientific ideas and activities clearly. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. S4CS6 Students will question scientific claims and arguments effectively. a. Support statements with facts found in books, articles, and databases, and identify the sources used. S4CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing what things are like or what is hap-pening somewhere, collecting specimens for analysis, and doing experiments. b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. c. Scientists use technology to increase their power to observe things and to measure and compare things accu-rately. d. Science involves many different kinds of work and engages men and women of all ages and backgrounds. S4E3 Students will differentiate between the states of water and how they relate to the water cycle and weather. c. Investigate how clouds are formed. d. Explain the water cycle (evaporation, condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds, and fog). S4E4 Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes. b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions. d. Differentiate between weather and climate.

Dec 7, 2007 46

4th Grade Math Standards M4D1 Students will gather, organize, and display data according to the situation and will compare related features. a. Represent data in bar, line, and pictographs. b. Investigate the features and tendencies of graphs. c. Compare different graphical representations for a given set of data. d. Identify missing information and duplications in data. M4N2 Students will understand and apply the concept of rounding numbers. a. Round numbers to the nearest ten, hundred, or thousand. b. Describe situations in which rounding numbers would be appropriate and determine whether to round to the nearest ten, hundred, or thousand. c. Understand the meaning of rounding a decimal to the nearest whole number. d. Represent the results of computation as a rounded number when appropriate and estimate a sum or difference by rounding numbers. M4N3 Students will solve problems involving multiplication of 2-3 digit numbers by 1-2 digit numbers. M4N4 Students will further develop their understanding of division of whole numbers and divide in problem-solving situations without calculators. a. Know the division facts with understanding and fluency. b. Solve problems involving division by a 2-digit number (including those that generate a remainder). M4N5 Students will further develop their understanding of the meaning of decimals and use them in computations. a. Understand decimals are a part of the base-ten system. e. Multiply and divide both one and two digit decimals by whole numbers. M4N6 Students will further develop their understanding of the meaning of common frac-tions and use them in computations. b. Add and subtract fractions and mixed numbers with common denominators. (Denominators should not exceed twelve.) M4P3 Students will communicate mathematically. a.Organize and consolidate their mathematical thinking through communication. b.Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c.Analyze and evaluate the mathematical thinking and strategies of others. d.Use the language of mathematics to express mathematical ideas precisely. M4P4 Students will make connections among mathematical ideas and to other disciplines. a.Recognize and use connections among mathematical ideas. b.Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c.Recognize and apply mathematics in contexts outside of mathematics.

GPS Correlations - 4th Grade (continued)

Dec 7, 2007 47

4th Grade Language Arts Standards ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. a. Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”). e. Confirms understanding by paraphrasing the adult’s directions or suggestions. f. Displays appropriate turn-taking behaviors. g. Actively solicits another person’s comments or opinions. h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Critical Component: When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Demonstrates an awareness of the presence of the media in the daily lives of most people. b. Evaluates the role of the media in focusing attention and in forming an opinion. c. Judges the extent to which the media provides a source of entertainment as well as a source of information. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of informational texts. Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the reader’s questions. b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect). e. Distinguishes cause from effect in context. f. Summarizes main ideas and supporting details. g. Makes perceptive and well-developed connections. h. Distinguishes fact from opinion or fiction. ELA4R3 The student understands and acquires new vocabulary and uses it correctly in read-ing and writing. b. Determines the meaning of unknown words using their context. d. Determines meanings of words and alternate word choices using a dictionary or thesaurus. e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).


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4th Grade Language Arts Standards (continued) ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfy-ing closure. a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and dif-ference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA4W2 The student demonstrates competence in a variety of genres. Critical Component: The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Frames a central question about an issue or situation. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. h. Provides a sense of closure to the writing. ELA4W3 The student uses research and technology to support writing. a. Acknowledges information from sources. 4th Grade Social Studies Standards SS4E2 The student will identify the elements of a personal budget and explain why per-sonal spending and saving decisions are important. SS4G1 The student will be able to locate important physical and man-made features in the United States. a. Locate major physical features of the United States; include the Atlantic Coastal Plain, Great Plains, Continental Di-vide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes. b. Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal. SS4G2 The student will describe how physical systems affect human systems. e. Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).


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GPS Correlations - 5th Grade

5th Grade Science Standards S5CS2 Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator. b. Use commonly encountered fractions – halves, thirds, and fourths (but not sixths, sevenths, and so on) – in sci-entific calculations. c. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. S5CS3 Students will use tools and instruments for observing, measuring, and manipulat-ing objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. S5CS4 Students will use ideas of system, model, change, and scale in exploring scien-tific and technological matters. a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to repre-sent corresponding features of objects, events, and processes in the real world. S5CS5 Students will communicate scientific ideas and activities clearly. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. S5CS6 Students will question scientific claims and arguments effectively. a. Support statements with facts found in books, articles, and databases, and identify the sources used. S5CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing what things are like or what is hap-pening somewhere, collecting specimens for analysis, and doing experiments. b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. c. Scientists use technology to increase their power to observe things and to measure and compare things accu-rately. d. Science involves many different kinds of work and engages men and women of all ages and backgrounds. S5E1 Students will identify surface features of the Earth caused by constructive and destructive processes. c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to seismological studies, flood control (dams, levees, storm drain manage-ment, etc.) and beach reclamation (Georgia coastal islands). S5L4 Students will relate how microorganisms benefit or harm larger organisms. a. Identify beneficial microorganisms and explain why they are beneficial. b. Identify harmful microorganisms and explain why they are harmful.

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5th Grade Math Standards M5D1 Students will analyze graphs. a. Analyze data presented in a graph. b. Compare and contrast multiple graphic representations (circle graphs, line graphs, bar graphs, etc.) for a single set of data and discuss the advantages/disadvantages of each. M5D2 Students will collect, organize, and display data using the most appropriate graph. M5M3 Students will measure capacity with appropriately chosen units and tools. a. Use milliliters, liters, fluid ounces, cups, pints, quarts, and gallons to measure capacity. b. Compare one unit to another within a single system of measurement (e.g., 1 quart = 2 pints). M5N4 Students will continue to develop their understanding of the meaning of common fractions and will compute with them. g. Add and subtract common fractions and mixed numbers with unlike denominators. h. Use fractions (proper and improper) and decimals interchangeably. i. Estimate products and quotients. M5N5 Students will understand the meaning of percentage. a. Model percent on 10 by 10 grids. b. Apply percentage to circle graphs. M5P3 Students will communicate mathematically. a.Organize and consolidate their mathematical thinking through communication. b.Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c.Analyze and evaluate the mathematical thinking and strategies of others. d.Use the language of mathematics to express mathematical ideas precisely. M5P4 Students will make connections among mathematical ideas and to other disciplines. a.Recognize and use connections among mathematical ideas. b.Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c.Recognize and apply mathematics in contexts outside of mathematics.


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5th Grade Language Arts Standards ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. a.Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”). e. Confirms understanding by paraphrasing the adult’s directions or suggestions. f. Displays appropriate turn-taking behaviors. g. Actively solicits another person’s comments or opinions. h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Critical Component: When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Demonstrates an awareness of the presence of the media in the daily lives of most people. b. Evaluates the role of the media in focusing attention and in forming an opinion. c. Judges the extent to which media provide a source of entertainment as well as a source of information. ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of informational texts. Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the reader’s questions. b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Applies knowledge of common organizational structures and patterns (i.e., logical order, cause and effect relation-ships, comparison and contrast, transitions). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes). e. Distinguishes cause from effect in context. f. Identifies and analyzes main ideas, supporting ideas, and supporting details. g. Makes perceptive and well-developed connections. h. Relates new information to prior knowledge and experience and makes connections to related topics or information. ELA5R3 The student understands and acquires new vocabulary and uses it correctly in read-ing and writing. b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example). c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes. d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses. e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).


Dec 7, 2007 52

5th Grade Language Arts Standards (continued) ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfy-ing closure. a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and dif-ference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres. Critical Component: The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Develops a controlling idea that conveys a perspective on a subject. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. h. Provides a sense of closure to the writing. i. Lifts the level of language using appropriate strategies including word choice. ELA5W3 The student uses research and technology to support writing. a. Acknowledges information from sources. 5th Grade Social Studies Standards SS5E4 The student will identify the elements of a personal budget and explain why per-sonal spending and saving decisions are important.


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Program Evaluation Form

Directions: Color in the box that shows how you feel about each statement.

Course Content:

1. These lessons helped me to understand why water conservation is important.

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2. I can use what I have learned to conserve water at home.

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3. The materials that we used in class helped me to understand water conservation.

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4. The movies and websites helped me to understand water conservation.

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Guest Teacher:

1. The guest teacher for these courses knew a lot about how to conserve water.

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2. The guest teacher helped me to understand why water conservation is important.

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3. I understood the guest teacher’s instructions given during the lessons.

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4. The guest teacher was well prepared.

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Dec 7, 2007 54

Directions: Color in the box that shows how you feel about each statement.

Student:

1. I participated in class.

| □ □ □ □ □ | ☺

2. I enjoyed learning about water conservation.

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3. I want to learn more ways that I can help conserve water.

| □ □ □ □ □ | ☺

Comments:

______________________________________________________________

______________________________________________________________

______________________________________________________________

Program Evaluation Form (continued)

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Project Contact Information

For more information about the Water Conservation Education Plan and the specific materials and activities described in the lesson plans, please contact:

Lincoln Larson

University of Georgia

Warnell School of Forestry & Natural Resources Room 301-C

D.W. Brooks Dr. Athens, GA 30602

Email: [email protected]

Phone: (919) 724-2443

for clarke county elementary schools · barnett shoals e.s. 3220 barnett shoals rd. athens, ga...

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