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

  • 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
Achieve, NGA Center/CCSSO
License

Attribution Non-commercial NoDerivative

CC (BY-NC-ND)

Description
Resources
Standards
Reviews

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
Activity
May 14, 2020
20.7 MB

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.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
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.
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.
By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
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.
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.
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.
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.
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.
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.
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.
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
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.
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.
By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
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.
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Compare and contrast treatments of the same topic in several primary and secondary sources.
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.
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
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.
Define appropriate quantities for the purpose of descriptive modeling.
Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
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.
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.
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
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.
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.

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