How are Humans Affecting Water Quality?
Lesson Abstract
In this lesson students will learn about the human demands of freshwater and how clean drinking water is being impacted. Students will analyze the issues of cause and effect between human activities and water sustainability. Students will demonstrate this knowledge by creating a presentation illustrating the effects of human activities on water resources. This lesson covers only Science portion of STEM
Essential Questions
- How are humans changing water and what solutions can humans provide to save this resource?
Supporting Questions
- How much fresh water is available for use on Earth?
- How are Agriculture, Industry and Residents changing water sustainability? What are some solutions to increase water sustainability?
- How much of the earth's water is fresh water and available for use? What are the major demands for fresh water?
- What are the data charts or graphs telling you?
- What are the toxins or cause of water ecosystem changes?
- Describe how these activities are contaminating our freshwater
- What diseases can be attributed to changes in water quality?
- What can we do to increase water quality for a sustainable ecosystem? Solutions?
Standards Addressed
STEM CONTENT STANDARDS
Students will learn about the effects of human activities on water quality and water resources.
- HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural
hazards, and changes in climate have influenced human activity.
Our ninth grade students will read, understand and analyze data to arrive at conclusions on how humans are impacting water quality and resources. The students will present their research in a presentation using google drive/apps.
- HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources
based on cost-benefit ratios.*
Our ninth grade students are developing solutions to improve water quality and the availability of healthy water resources based on their research in this project. The students will present their solutions in a presentation using google drive/apps.
INQUIRY PRACTICE STANDARDS
- Practice 1 Asking Questions and Defining Problems
- Practice 6 Constructing Explanations and Designing Solutions
COMMON CORE PRACTICE STANDARDS
Citing textual evidence
- CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Determining central ideas or conclusions
- CCSS.ELA-LITERACY.RST.9-10.2 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.
- CCSS.ELA-Literacy. RI 9.-10.2 Determine the 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.
- CCSS.ELA-Literacy.SL-9.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Learning Objectives
Students have learned in previous lessons how water cycles in an ecosystem and how humans are contributing to major environmental issues such as global climate change and endangerment of wildlife.
- Students will identify with evidence some of the major environmental issues contributing to water contamination.
- Students will discover through inquiry how each category, such as agriculture, is contaminating our water.
- Students will understand in detail what are the causes of contamination.
Follow up assignment includes water testing of fresh water from a drainage pond (macrointertebrates, pH, dissolved oxygen, etc.).
Text Set
Anchor Text
Environmental Protection Agency - http://environment.nationalgeographic.com/environment/freshwater/pollution/
URLs:
1. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt2.pdf
2. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt3.pdf
3. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt4.pdf
Supporting Texts
National Geographic: Water Pollution: Find Out what's in the water
http://environment.nationalgeographic.com/environment/freshwater/pollution/
Students will learn about the effects of human activities on water quality and water resources.
Water Pollution Guide The Causes of Water Pollution
http://www.water-pollution.org.uk/causes.html
Our ninth grade students will read, understand and analyze data to arrive at conclusions on how humans are impacting water quality and resources. The students will present their research in a presentation using google drive/apps. HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Four Water Resolutions for a Sustainable Planet
http://voices.nationalgeographic.com/2014/01/02/four-water-resolutions-for-a-sustainable-planet/
Our ninth grade students are developing solutions to improve water quality and the availability of healthy water resources based on their research in this project. The students will present their solutions in a presentation using google drive/apps. HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Organization of the Text Set
Introduction Day 1: The videos and texts are organized for the student. In the introduction phases of the lessons the links are on the page for whole group, small group, or individual instruction. (please reference the documents below)
Research in Library Day 2-4: The texts are arranged in categories based on the question they are working on. Each student is doing choosing some texts to read . Each student is answering every question. Then they are collaborating their gathered evidence and making a presentation to the class.(please reference the documents below)
| Text Sequence for Lesson/Unit | Learning Objectives |
| 1.Introduction with 3 video clips | To introduce problems with water. i.e. Why is it a human right to have access to clean water?; the importance of fresh water; drought in California. |
| 2.Map reading | To discover the limited amount of fresh water on Earth, what is happening in aquifers. Introduce students on how read graphic information. |
| 3.Humans and Water Use | Where are the sources of fresh water found?; what are the major demands of fresh water; explain the supply/demand of fresh water? |
| 4.Freshwater crisis | Look at the inefficiency of food production; i.e. hamburger. Make a correlation of population growth and freshwater demand. Students will discover water stressed regions. |
| 5.National Geographic | To discover and understand how rivers are at risk, the issue of diminishing groundwater, climate change and how agriculture/residential/industry are affecting water pollution. |
| 6.Taking the Water Footprint Quiz or Freshwater 101 Quiz | Students discover their water comsumption or test their knowledge of water resources. |
| 7.Data Analysis | What are the data charts or graphs telling you? (use numbers in your explanation and add the graph/chart to one of your slides) |
| 8.Water Toxins | What are the toxins or cause of water ecosystem changes?
(more than one) |
| 9.Agriculture, Residential, and Industry | Describe how these activities are contaminating our freshwater
(more than one) |
| 10. Discovery of the types of Diseases from Contaminated Water | What diseases can be attributed to changes in water quality? |
| 11. Solutions | What can we do to increase water quality for a sustainable ecosystem? |
Student Tasks
- What are the data charts or graphs telling you?
- What are the toxins or cause of water ecosystem changes?
- Describe how these activities are contaminating our freshwater.
Formative Assessment:
- Students take the Freshwater Quiz 101 (preferred) or "What is your Water Footprint?"
- Discuss results in class and clarify major points.
Summative Assessment:
- Students will make a collaborative Google Docs presentation that will be assessed by teacher for critical thinking skills. (See Rubric below).
The summative assessment of this assignment was the group presentation which was graded upon the rubric. See rubric below.
Day 1 Work in class in small groups (2-3) to do the Introduction with video clips, Map Reading, Human Appropriation of the World's Fresh Water Supply, Freshwater Crisis, National Geographic, and Water Footprint Quiz or Freshwater 101 Quiz. The student will complete individual homework for work not completed in class. 45 minutes in class plus 20 minutes for homework.
Day 2- 4 Students will work in groups of 2-3 to research their five essential questions in one of the three category case studies: Agriculture, Residential, Industry. 45 minutes each day in the school library.
Day 5-6: Presentations and Discussions
Pre-Requisite Learning
- Students previously learned about the water cycle.
- Students previously learned about humans influencing global climate change and animal extinction dangers through the World Wide Fund for Nature (WWF) app.
- Students had formal assessments on the cycles in the ecology unit. Class discussions on water as a precious resource were conducted after students viewed video clips of water scarcity. Students previously researched animals and how their environment was impacted on the World Wide Fund for Nature app.
- Through class discussions and the previous assignments, students indicated they had limited knowledge of water as a scarce resource and they were surprised the human impact on water sustainability.
- How will we use pre assessment data to revise our teaching and challenge students at an appropriate level? A realization that we needed to be more clear about what specific items to be looking for. Students were unsure what was real "research" was. Students were not aware that data/numbers derived from data charts should be included in their analysis.
First as a class, we viewed the video clips and the map and had some informal discussion questions. Next each student was given a copy of the document and using Edmodo they opened the document electronically to access the web links. Individually each student answered questions on three separate background readings in class. Unfinished work was assigned as homework. For the next three days, students conducted research in the library using the web links for each case study or they could choose other appropriate sites. Each individual student used the document and reviewed the text. Students broke into groups of 2-3 students. Each group was assigned one of three categories to research. Students shared sources using Noodletools and then created a Works Cited page which was then shared with their teacher. Students worked collaboratively to analyze the causes of contamination and provide some possible solutions. Students used Google Drive to create one presentation which was shared with the group. The five essential questions including solutions were presented in a Google Slide presentation.
Students were given additional days outside of the library to complete the assignment, but very few needed the extra time.
We followed up by conducting freshwater studies on local pond water.
Organized Instructional Activities
INQUIRY COMPONENT:
- Students will ask questions and define problems in their small groups as they relate to their category (Agriculture, Residential, Industry).
- Students will construct explanations and design solutions to help preserve water resources and/or increase water quality.
- To increase the level of inquiry change the groups from 2-3 to an individual student researching the category.
Day 1 45 minutes in class plus 20 minutes for homework
Name ___________________________________ Pd ___ Date ______________DUE ______________ Score _______
U12: Research Project- How Are Humans Impacting Water Quality?
I. Introduction – Video Clips
Describe why is it a human right to have access to clean water? https://www.youtube.com/watch?v=CV68_vW46RY&list=UUgRvm1yLFoaQKhmaTqXk9SA&feature=iv&src_vid=pIet8eXDfBk&annotation_id=annotation_3613196675
__________________________________________________________________________________________________________
Describe the importance of freshwater in “Water is Life” http://environment.nationalgeographic.com/environment/freshwater/about-freshwater-initiative/
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Describe how humans are impacting the drought in California. http://www.nytimes.com/video/us/100000003577285/californias-extreme-drought-explained.html
___________________________________________________________________________________________________________
II. Introduction – Map Reading
Read the “The World’s Fresh Water” and the view all the map quick links on the right http://ngm.nationalgeographic.com/2010/04/water/water-animation
How much of the Earth’s water is freshwater available for use? ______ What do humans use the freshwater for?
__________________________________________________________________________________________________________
What is happening to our ground water in aquifers (underground sources)?
__________________________________________________________________________________________________________
III. Reading A –Human Appropriation of the World's Fresh Water Supply http://www.globalchange.umich.edu/globalchange2/current/lectures/freshwater_supply/freshwater.html
The Water Resources of Earth – What are the sources of usable freshwater found?
__________________________________________________________________________________________________________
Water as a Resource – What are the major demands for freshwater?
__________________________________________________________________________________________________________
What geographic areas use the most water? ______________________________________________________________________
Consumptive and Non-Consumptive Water Use - Explain the supply and demand problems for freshwater.
1. ________________________________________________________________________________________________
2. ________________________________________________________________________________________________
IV. Reading B – Freshwater Crisis http://environment.nationalgeographic.com/environment/freshwater/freshwater-crisis
Describe the inefficiency with the hamburger ___________________________________________________________________
Compare use of freshwater compared to population growth _______________________________________________________
List 3 reasons that water stressed regions are experiencing lack of freshwater.
1. 2. 3.
V. Reading C - National Geographic – For each reading describe how humans are contaminating the freshwater supply AND give an example or fact for each chapter
A. Rivers at risk - http://environment.nationalgeographic.com/environment/freshwater/rivers/
How -
Example-
B. Diminishing Groundwater - http://environment.nationalgeographic.com/environment/freshwater/groundwater/
How -
Example-
C. Climate Change - http://environment.nationalgeographic.com/environment/freshwater/climage-change/
How -
Example-
D. Water Pollution - http://environment.nationalgeographic.com/environment/freshwater/pollution/
|
Category |
Detailed example of how this category is contaminating water quality
|
|
Agriculture |
|
|
Residential |
|
|
Industry |
|
VI. Choice A: What is your Water Footprint? http://environment.nationalgeographic.com/environment/freshwater/change-the-course/water-footprint-calculator/# What did you learn by completing your water footprint?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
OR Choice B: Freshwater 101 Quiz http://environment.nationalgeographic.com/environment/freshwater/freshwater-101-quiz/ (requires flash)
Answers
1. ______________________________________ 6. ______________________________________
2. ______________________________________ 7. ______________________________________
3. ______________________________________ 8. ______________________________________
4. ______________________________________ 9. ______________________________________
5. ______________________________________ 10. ______________________________________
Day 2- 4 (45 minutes each day in the school library).
VII. Group Research – Each group will research one pollution contributor in depth. You will be using your Google drive to make a presentation. Information to read for analysis will be provided for your topic.
Case Studies: Agriculture, Industry and Residential (Domestic)
|
Question |
Answer
Your lab groups case study is ________________________________________ |
Source # & use noodletools |
|
What are the data charts or graphs telling you? (use numbers in your explanation and add the graph/chart to one of your slides) |
|
|
|
What are the toxins or cause of water ecosystem changes? (more than one)
|
|
|
|
Describe how these activities are contaminating our freshwater (more than one) |
|
|
|
What diseases can be attributed to changes in water quality? |
|
|
|
What can we do to increase water quality for a sustainable ecosystem? Solutions
|
|
Group Members -____________________________________________________________________________________
U12 Research: How Are Humans Impacting Water Quality?
VII. Group Research – Each group will research one pollution contributor in depth. You will be using your Google drive to make a presentation. Information to read for analysis is provided below for your topic. The EPA documents are lengthy therefore split those 3 among research members. You may use other appropriate science websites that are not listed below. Each member should research at least a few sites per question. Right click on each website below and open the hyperlink.
Case A Agriculture
Data Charts & Graphs: Each lab group member should choose one of these to read for their research
1. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt2.pdf
2. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt3.pdf
3. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt4.pdf
Toxins & Contamination: Each member should research at least a few sites for these two questions.
4. http://www.un.org/waterforlifedecade/quality.shtml
5. http://environment.nationalgeographic.com/environment/freshwater/food/
6. http://ec.europa.eu/environment/water/water-nitrates/pdf/eutrophication.pdf
8. http://www.water-pollution.org.uk/causes.html
9. http://www.lenntec h.com/water-pollution-faq.htm
Diseases: Each member should research this question.
12. http://www.cdc.gov/healthywater/drinking/private/wells/diseases.html Center for disease control
13. http://www.cdc.gov/healthywater/disease/az.html A-Z List
Solutions: Each member should research at least a few sites for this question.
14. https://www.koshland-science-museum.org/water/html/en/Overview/index.html watch video
15. http://voices.nationalgeographic.com/2014/01/02/four-water-resolutions-for-a-sustainable-planet/
16. http://www.epa.gov/npdes/pubs/nps_urban-facts_final.pdf
17. http://www.nrdc.org/water/pollution/gsteps.asp
19. http://eschooltoday.com/pollution/water-pollution/prevention-of-water-pollution.html
21. http://www.instructables.com/id/A-Survival-Charcoal-Filter/
22. https://sustainabledevelopment.un.org/post2015/summit
VII. Group Research – Each group will research one pollution contributor in depth. You will be using your Google drive to make a presentation. Information to read for analysis is provided below for your topic. The EPA documents are lengthy therefore split those 3 among research members. You may use other appropriate science websites that are not listed below. Each member should research at least a few sites per question. Right click on each website below and open the hyperlink.
Case B: Residential (Domestic)
Data Charts & Graphs: Each lab group member should choose one of these to read for their research
1. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt2.pdf
2. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt3.pdf
3. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt4.pdf
Toxins & Contamination: Each member should research at least a few sites for these two questions.
4. http://www.un.org/waterforlifedecade/quality.shtml
5. http://www.unionleader.com/article/20150514/NEWS07/150519394
6. http://www.cnn.com/2010/WORLD/americas/02/16/vbs.toxic.garbage.island/
7. http://education.nationalgeographic.com/education/encyclopedia/great-pacific-garbage-patch/?ar_a=1 click & read pics captions
8. http://environment.nationalgeographic.com/environment/freshwater/drinking-water-sanitation/
9. http://environment.nationalgeographic.com/environment/freshwater/pollution/
10. http://www.water-pollution.org.uk/marine.html
11. http://www.water-pollution.org.uk/sewageandwastewater.html
12. http://des.nh.gov/organization/commissioner/pip/factsheets/bb/documents/bb-14.pdf
13. http://www.kpho.com/story/23430399/company-says-ecoli-contaminated-water-in-buckeye-safe-again
14. http://www.epa.gov/npdes/pubs/nps_urban-facts_final.pdf with Solutions
Diseases: Each member should research this question.
15. http://www.cdc.gov/healthywater/drinking/private/wells/diseases.html Center for disease control
16. http://www.cdc.gov/healthywater/disease/az.html A-Z List
Solutions: Each member should research at least a few sites for this question.
17. https://www.koshland-science-museum.org/water/html/en/Overview/index.html watch video
18. http://voices.nationalgeographic.com/2014/01/02/four-water-resolutions-for-a-sustainable-planet/
19. http://www.epa.gov/npdes/pubs/nps_urban-facts_final.pdf
20. http://www.nrdc.org/water/pollution/gsteps.asp
22. http://eschooltoday.com/pollution/water-pollution/prevention-of-water-pollution.html
24. http://www.instructables.com/id/A-Survival-Charcoal-Filter/
Group Members -____________________________________________________________________________________
U12 Research: How Are Humans Impacting Water Quality?
VII. Group Research – Each group will research one pollution contributor in depth. You will be using your Google drive to make a presentation. Information to read for analysis is provided below for your topic. The EPA documents are lengthy therefore split those 3 among research members. You may use other appropriate science websites that are not listed below. Each member should research at least a few sites per question. Right click on each website below and open the hyperlink.
Case C Industry
Data Charts & Graphs: Each lab group member should choose one of these to read for their research
1. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt2.pdf
2. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt3.pdf
3. http://water.epa.gov/lawsregs/guidance/cwa/305b/upload/2009_05_20_305b_2004report_report2004pt4.pdf
Toxins & Contamination: Each member should research at least a few sites for these two questions.
4. http://www.un.org/waterforlifedecade/quality.shtml
6. http://marcellus-wv.com/impacts/fracking
8. http://www.earthworksaction.org/issues/detail/hydraulic_fracturing_101#.VVjR4vlViko
9. http://environment.nationalgeographic.com/environment/freshwater/energy-and-industry/
12. http://www.iptv.org/exploremore/water/uses/use_industry.cfm
13. http://www.history.com/topics/water-and-air-pollution
14. http://www.water-pollution.org.uk/industrialwaste.html
Diseases: Each member should research this question.
15. http://www.cdc.gov/healthywater/drinking/private/wells/diseases.html Center for disease control
16. http://www.cdc.gov/healthywater/disease/az.html A-Z List
Solutions: Each member should research at least a few sites for this question.
17. https://www.koshland-science-museum.org/water/html/en/Overview/index.html watch video
18. http://voices.nationalgeographic.com/2014/01/02/four-water-resolutions-for-a-sustainable-planet/
19. http://www.epa.gov/npdes/pubs/nps_urban-facts_final.pdf
20. http://www.nrdc.org/water/pollution/gsteps.asp
22. http://eschooltoday.com/pollution/water-pollution/prevention-of-water-pollution.html
24. http://www.instructables.com/id/A-Survival-Charcoal-Filter/
Name ____________________________________ Date __________________ DUE ___________________ Score _________/50
Group Members (circle the shared with me member) _____________________________________________________________
U12: Rubric - How Are Humans Impacting Water Quality?
|
Individual Work - Hard Copy |
Points Possible |
Self-Evaluation |
Points Earned and Comments |
||
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Introduction Questions |
2 |
|
|
||
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Readings & Questions A, B & C |
6 |
|
|
||
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Duck Footprint OR Practice Quiz on Web |
2 |
|
|
||
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Chart – Individual research for case study |
5 |
|
|
||
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Noodlebib for your case study research |
3 |
|
|
||
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|
|||||
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Individual Work – Literacy through Reading
|
Points Possible |
Self Evaluation |
Points Earned and Comments |
||
|
Demonstrates a thorough understanding of written material |
3 |
Rate your score 1-3 pts. |
|
||
|
Demonstrates an adequate understanding of written material |
2 |
||||
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Demonstrates a minimal understanding of written material |
1
|
||||
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Individual Activity Subtotal |
21 |
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||
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|
|||||
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Group Project – Electronic Copy Case Study Google Presentation |
Points Possible |
Group Evaluation |
Points Earned and Comments |
||
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Cover Slide - Names, Date & Title Water Quality & Agriculture/Residential/ Industry |
1 |
|
|
||
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What are the data charts or graphs telling you? (include number analysis and pictures of graphs) |
4 |
|
|
||
|
What are the toxins or cause of water ecosystem changes? (more than one) |
4 |
|
|
||
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Describe how these activities are contaminating our freshwater. (more than one) |
4 |
|
|
||
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What diseases can be attributed to changes in water quality? |
4 |
|
|
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Solutions: What can we do to increase water quality for a sustainable ecosystem? |
5 |
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Bibliography Noodlebib |
2 |
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Group Project - Critical Thinking |
Points Possible |
Group Evaluation |
Points Earned and Comments |
||
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Thoroughly evaluates evidence Justifies complete & logical conclusions Independently connects new concepts to previously learned concepts |
5 |
Rate score for group 1-5 pts. |
|
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Correctly evaluates most evidence Presents basic conclusions |
3 |
||||
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Poorly evaluates evidence. Draws inadequate conclusions |
1 |
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Group Activity Subtotal |
29 |
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Day 5 Student Presentations 45minutes.
Teacher assigned groups enabled students with below grade level reading ability to learn from their peers.
On the days students were in the library, the teacher and the librarian were available to assist students. The teacher individually worked with students who needed direct instruction. Only one student was ELL and had no difficulties.