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DROP BY DROP WE CAN CHANGE THE WORLD


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Keywords: SCIENCE, Water, TECHNOLOGY, Engineering, Conservation, Reduce, Recycle, Field Trips
Subject(s): Video, Technology, Geography, Writing, Animation, Earth Science, Information Skills, Grammar, Science, Journalism, Math
Grades 6 through 8
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Research and Information Fluency
  • Critical Thinking, Problem Solving, and Decision Making
  • Digital Citizenship
  • Technology Operations and Concepts
View Full Text of Standards
School: Pinellas Preparatory Academy, Largo, FL
Planned By: Suzanne Mizzi
Original Author: Suzanne Mizzi, Largo
Title: SAVING ONE DROP AT A TIME!
Description: Water conservation is an important issue. With Urban sprawl once no populated areas are becoming populated. How will this effect our water especially in Florida?
Grade Level: 6-8
Curriculum: Science/Technology /Math/ Engineering
Keywords: Freshwater, conservation, over populated, wet lands

NGSSS Standards :
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan
and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect
and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.8.N.1.2 Design and conduct a study using repeated trials and replication.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.8.N.1.3 Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of
a knowledge claim.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as seen in different fields of science.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the
application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
Cognitive Complexity/Depth of Knowledge Rating: Moderate

NETS STUDENT STANDARDS
1. Basic operations and concepts
a. Students demonstrate a sound understanding of the nature and operation of technology systems (nature and operations) (NCREL, 2005).
3. Technology productivity tools
a. Students use technology tools to enhance learning, increase productivity, and promote creativity (NCREL, 2005).
Students work in groups of two on class laptops or class sets of touch screen Ipods to research the topic by visiting the following websites (two - 55 min class periods).

The purpose of the unit is for students to acquire information and knowledge about water, its structure, its properties, its usage, and its importance as a resource. Many students inherently know about water because they consume and use it every day. Many students however think there is an infinite supply of fresh water and all they have to do to get fresh water is to turn on the faucet. To acquire water usage statistics and appreciate the unique properties of water will help student accomplish their final task.


The Process
Students will work in groups of three to find the most water friendly place geographically to build the superstore using Laptops to do their research and google earth.
Each student will select one area to research out of the three choices.
Three Possible Store locations

1 Located next to a field were a wetland is 100 yards away, and is habitat for many exotic flora and fauna.
2 A dense forested area of oak and maple trees designated next to a National Forest. A river meanders through the National Forest and serves as a spawning ground
3 Or near a main fresh water source in their neighborhood
Areas Of Concern Prior and Post Building of A Super Store (example Walmart)
Water Quality, stream discharge, dissolved oxygen, infiltration rates, well depths.
Possible pollutants to increase and their effects on the water
Runoff, evaporation, Point source, non point source pollution.
Possible ways pollutants could infiltrate the water table.
Super Store water usage stats
Any other interesting water stats that would bolster students argument should be included

Students will have 7 research days in class using technology and internet access.
Students will have 3 days to compile their PowerPoint, Presentation, and Individual Brochure.
2 days to present
(We will present on day 11 and 12 but all must be ready on day 11)

Students possible resources
South Florida Water Management District
http://www.swfwmd.state.fl.us/
http://www.epa.gov/owow/wetlands/
http://ga.water.usgs.gov/edu/
http://www.epa.gov/owow/monitoring/nationswaters/
http://ga.water.usgs.gov/edu/watercycle.html
http://www.epa.gov/safewater/kids/index.html
http://www.epa.gov/kids/

http://www.epa.gov/ebtpages/water.html#subtopics


Evaluation
Rubric

Beginning 1 Developing 2 Very Good 3 Exemplary 4 Score

Presentation describes and presents a case based on data for the best store location discussed but not done well. most are discussed well but is not the example of their best work All three possibilities are discussed but is not the most thought out. all three possibilities are discussed in detail and is an example of quality well thought out work %75

Brochure .Individual brochure has some color and quality information concerning their topic. But missing many aspects of highest quality work. Individual brochure is full of color and quality information concerning their topic. But missing an aspect of highest quality work Individual brochure is full of color and information concerning their topic. Includes their sources and judgement statement Individual brochure is full of color and quality information concerning their topic. Includes their sources and judgement statement %25


South Florida Water Management District
http://www.swfwmd.state.fl.us/
Steve Spangler
http://www.stevespangler.com/
Tampa - Save Our Water Resources
http://www.tampagov.net/dept_Water/information_resources/saving_water/
Kohler
- Save Water in America
http://www.savewateramerica.com



Students
will gain a background knowledge in water by reviewing the water cycle using the internet and webquests created by their science teacher. Then, students will work in groups to research gray water systems and varying types of models and building methods using the internet. Possible websites : http://www.greywater.com/ , http://www.graywater.net/ , http://youtube.com/watch?v=6EEGQaRDmqs , http://www.triplepundit.com/pages/inhouse-gray-water-systems-sim-002909.php


Next,
from reading current news articles, viewing media coverage and researching statistics, students will compare and contrast the water conservation or lack of between gray water homes and regular public water system homes.

Students will also observe their household water consumption and research ways they can conserve water in their own homes and communities. Students will research a non-profit water purification organization to raise money for (http://giftofwater.org/ )

1. Students will be divided into heterogeneous Team Assisted Individualization (TAI) groups of 4 people. I feel this model is the most effective because it incorporates team work while still making all team members responsible for their own work.
2. Students are required to have at least one meeting over Google chat or some other form of instant messaging. This meeting should be attached to the final report.
3. Students will begin researching data about average rainfall in Florida. They should be able to recognize patterns in the data and predict when a region may experience a flood or drought again. groups will be able to use the internet during class time. Some recommended websites are AquaStat
http://www.fao.org/nr/water/aquastat/main/index.stm
and WorldClimate www.worldclimate.com.
Students will also be asked to hypothesize some environmental factors that may have occurred if there are any outliers or drastic changes in the data.
4. Individuals will need to estimate the weekly water usage from their households. (Such as finding out how many gallons your washer uses and multiplying that by how many loads of clothes are washed a week.)
5. Students will be required to watch a video about droughts that are going on in America and some of the probable reasons for this drought. http://youtube.com/watch?v=kXh_8cJQd_I
6. Groups will research methods of water conservation that they find most effective that people can incorporate in their daily lives.
7. Group members will try to inform their friends, families and neighbors about the advantages of conserving water
8. Students will have a choice of presenting their information using a skit using some type of technology (Flip cameras), a computer based game or a presentation with visual representations of their findings. If students can come up with a more creative approach they are more than welcome to suggest it to the teacher.

FIELD TRIPS: Students will be invited to go on community field trips to get involved in the conservation efforts through non for profit agencies such as Tampa Bay Watch Educational Program and the Tampa Bay Lowry Park Zoo to learn about the need to conserve and protect our fresh water resources for a better tomorrow.
Escobedo Tech Talk (2011). Using FLIP Cameras in Your Classroom. Retrieved on July 20, 2011, from
http://escobedotechtalk.edublogs.org/2009/03/18/using-flip-cameras-in-your-
classroom/

Hertz,Mary
(2011). A Two Step Approach to Integrating Technology. Retrieved on July
23, 2011, from http://www.edutopia.org/blog/two-step-tech-integration-
elementary-mary-beth-hertz

NCREL(2005).NETS
for Students: Achievement Rubric. Retrieved on July 20, 2011,
from http://www.ncrel.org/tech/nets/p-12rubric.pdf

Poole, B., Sky-McIlvain, E., Evans, J., & Singer, Y. (2008, December 30). Education for an Information Age, 7th ed. University of Pittsburgh. Retrieved July 09, 2011, from http://www.pitt.edu/~poole/InfoAge7frame.html

Robertson, Bill (2000). Integrating Technology into Instruction. Retrieved on July 23,
2011, from http://www.infotoday.com/MMSchools/mar00/robertson.htm
Follow-Up
Sponsor a school wide informational fair or ralley inviting community members to set up booths to share learned knowledge and awareness about various local environmental issues
Materials: Whiteboards, Cables, Middle
Other Items: 1 SMART Board 680 77in. SMART Board, $1095.00 each, total of $1095.00
6 FLIP CAMERA's, $129.00 each, total of $774.00