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Lesson 1: Water Resources and Water Footprints (High School)

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    • Lesson 1: Water Resources and Water Footprints (High School)
    • Preview of 2020_02_28_WFC_HS_LessonPlan_com.pdf - page 1
      Subject Science — Earth and Space Science
      Grade Level Grades 9-12
      Resource Type Activity
      Standards Alignment
      Common Core State Standards, Next Generation Science Standards
      License

      Attribution Non-commercial NoDerivative

      CC (BY-NC-ND)

      About This Lesson

      This lesson gives students an in-depth understanding of key water issues. They learn about water resources and water footprints, then use the Water Footprint Calculator to analyze their direct and virtual water consumption. Students get a foundation of knowledge and learn why they should care about protecting water resources, which makes it easier for them to make a fundamental shift in attitude about their water use. Designed for high school – upper secondary level, ages 15 to 18 – the lessons can be easily adapted to the undergraduate level.

      This free PDF file download includes the complete Lesson 1 with all supplementary materials. Included in this download:

      Lesson Plan 1

      • Lesson Plan

      Supplements

      Session 1: How Do We Use Water?

      • Water Resources and Water Footprints Presentation
      • Water Resources and Water Footprints Teacher’s Notes

      Session 2: How Do I Use Water?

      • My Water Footprint Stats Student Worksheet
      • My Water Footprint Stats Sample Answers (For Teachers)
      • Basic Rubric
      • Participation Checklist

      To download the other two free high school lesson plans and learn more about “Lessons for Understanding Our Water Footprint,” go to Watercalculator.org:

      Lesson 2: My Water Footprint: https://www.watercalculator.org/resource/high-school-lessons/#mywaterfootprint

      Lesson 3: The Value of a Water Footprint: https://www.watercalculator.org/resource/high-school-lessons/#waterfootprintvalue

      Standards alignment with the Texas Essential Knowledge and Skills (TEKS); Common Core State Standards (CCSS) for ELA/Literacy and Mathematics; Next Generation Science Standards (NGSS); and the Cloud Education for Sustainability (EFS) Standards & Performance Indicators.

      Resources

      Files

      2020_02_28_WFC_HS_LessonPlan_com.pdf

      Activity
      May 14, 2020
      20.65 MB
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      Standards

      Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.2
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.WHST.9-10.4
      Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      Read More About CCSS.ELA-Literacy.WHST.9-10.7
      Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.WHST.9-10.10
      Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      Read More About CCSS.ELA-Literacy.W.9-10.7
      By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
      Read More About CCSS.ELA-Literacy.RST.9-10.10
      Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
      Read More About CCSS.ELA-Literacy.SL.9-10.1.d
      Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
      Read More About CCSS.ELA-Literacy.SL.9-10.1.a
      Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
      Read More About CCSS.ELA-Literacy.SL.9-10.1.b
      Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
      Read More About CCSS.ELA-Literacy.SL.9-10.1.c
      Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.9-10.6
      Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
      Read More About CCSS.ELA-Literacy.RST.9-10.2
      Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
      Read More About CCSS.ELA-Literacy.RST.9-10.4
      Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
      Read More About CCSS.ELA-Literacy.RST.9-10.5
      Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
      Read More About CCSS.ELA-Literacy.RST.9-10.7
      Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
      Read More About CCSS.ELA-Literacy.RST.9-10.8
      By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
      Read More About CCSS.ELA-Literacy.RH.9-10.10
      Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
      Read More About CCSS.ELA-Literacy.RH.9-10.2
      Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
      Read More About CCSS.ELA-Literacy.RH.9-10.5
      Compare and contrast treatments of the same topic in several primary and secondary sources.
      Read More About CCSS.ELA-Literacy.RH.9-10.9
      Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
      Read More About CCSS.ELA-Literacy.RH.9-10.6
      Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
      Read More About CCSS.ELA-Literacy.RH.9-10.7
      Assess the extent to which the reasoning and evidence in a text support the author’s claims.
      Read More About CCSS.ELA-Literacy.RH.9-10.8
      Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
      Read More About CCSS.Math.Content.HSN-Q.A.3
      Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
      Read More About CCSS.Math.Content.HSN-Q.A.1
      Define appropriate quantities for the purpose of descriptive modeling.
      Read More About CCSS.Math.Content.HSN-Q.A.2
      Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
      Read More About CCSS.Math.Content.HSS-MD.B.5
      Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
      Read More About CCSS.Math.Content.HSS-MD.B.6
      Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
      Read More About CCSS.Math.Content.HSS-MD.B.7
      Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
      Read More About HS-ESS3-2
      Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
      Read More About HS-ESS3-2
      Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
      Read More About HS-ESS3-6
      Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
      Read More About HS-ESS3-6
      Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
      Read More About HS-ESS3-4
      Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
      Read More About HS-ESS3-4
      Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.
      Read More About HS-LS1-1
      Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
      Read More About HS-LS1-1
      Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
      Read More About HS-LS1-2
      Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
      Read More About HS-LS1-2
      Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.
      Read More About HS-LS1-7
      Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
      Read More About HS-LS1-7

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