What You Can Do to Conserve Water - PDF by rge16560

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    What You Can Do to Conserve Water

    Subject Area: Natural Resources

    Unit Title: Protecting Source Water from Pollution & Water Conservation

    Grade Level: 4th & 5th grade

    Objectives: To help students understand the importance of protecting our valuable water resources.

    Colorado Content Standards to be covered:

    ECONOMICS
    Standard II - Students understand how different economic systems impact decisions about the use of resources
    and the production and distribution of goods and services.

    GEOGRAPHY
    Standard V- Students understand the effects of interactions between human and physical systems and changes in
    meaning, use, distribution, and importance of resources.

    SCIENCE
    Standard I - Students understand the processes of scientific investigation; and design, conduct, communicate
    about, and evaluate such investigations.

    Standard III - Life Science: Students know and understand the characteristics and structure of living things, the
    processes of life and how living things interact with each other and their environment.

    Standard V- Students know and understand interrelationships among science, technology and human activity;
    and how they can affect the world.

    Materials:
    • copy of Water Protection Pledge (last page)

    “Waterway”
    • Aquarium
    • Rectangular Water Box
    • Watering Can                                    What it is:                      What it isn’t:
    • Spray Bottle

    “Pollutants”
    • Green Food Coloring (pesticides/fertilizer)
    • Vegetable Oil (motor oil)
                                                                              Vocabulary
    • Soil/Sand/Pebbles (erosion)
                                                                                Word:
    • Grass Clippings (or Shredded Paper) and
                                                                             conservation
      Twigs
    • Cafeteria Waste and Trash

    Anticipatory Set: Create and model filling
    out a Vocabulary Map (see right) by having
    students fold a piece of paper into 1/2 and       Example:                        Draw a Picture or Sentence:
    then 1/2 again. Then they should open the

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    paper and write in the middle the word “conservation.” In the upper left corner, they should write the definition
    or “what it is.” The definition is: to use wisely or protect from running out. Then they should write in the upper
    right “what it isn’t.” In the bottom left, write an example such as washing only full loads in the dishwasher or
    washing machine, etc. Finally, in the lower right they should draw a picture or use the word in a sentence.

    Input:
    Source Water and Pollution
       Source water is the water we use for drinking water. I think we’ll all agree, drinking water is a valuable
    resource that needs to be protected from pollution or anything that can make it unsafe to drink.
       There are two main ways to pollute water: “Point source” pollution is pollution that is caused by a single source
    that can be found. An example is a boat floating on a lake that is used for drinking water. If this boat has a leaky
    engine, oil or gasoline will pollute the water.
       The other kind of pollution is called “Nonpoint source” pollution. It comes from many places. Nonpoint source
    pollution is caused by rain or melted snow moving over and through the ground. As it moves, it picks up and car-
    ries natural and human-made pollutants with it. Then it drops them into lakes, rivers, wetlands, oceans, and even
    our underground sources of water.
       Point source pollution is the easiest to fix because it’s a single source. Nonpoint source pollution is harder to fix.
    It usually takes a lot of people working together to find the causes and solve the problem.
       You may be asking yourself, “What can I do to help?” The biggest thing you can do is to help prevent water
    pollution from happening in the first place. The other thing you can do is to conserve water. This means we must
    use what we have wisely and not waste any of it.
       Every day, the average American uses between 80 and 100 gallons of water in their home. That’s a lot of water!
    We use only 1/2 a gallon of this for drinking. The remaining water is used for bathing, laundry, cooking, and
    cleaning. Just think, if you were careful and only used 50 gallons of water a day, you could save a large amount
    of water!
       By changing a few habits, we can all save water. Try some of these at home:
    • Keep a bottle of water in your refrigerator instead of running the water until it is cold.
    • Use a dishwasher to wash your dishes instead of washing them by hand. But make sure your dishwasher is full
       before you start a load.
    • Wash only full loads in your washing machine. Better yet, get a new washing machine that uses only 2/3 the
       amount of water of older washing machines.
    • Turn the water off when you brush your teeth instead of letting it run.
    • Take a shower instead of a bath. Even better, use a low-flow showerhead to save more water.
    • Get a new toilet that uses only 2/3 the amount of water that older toilets use. If you can’t buy a new toilet, put a
       water filled plastic jug in your toilet tank. This displaces water so that less water is used every time you flush.
    • Fix any dripping faucets. Even a small drip can waste hundreds of gallons of water. The average American also
       uses about 30 gallons of water outside the house each day. This includes watering lawns and gardens, washing
       cars, maintaining swimming pools, and cleaning sidewalks and driveways.

      Here are some ideas to try to save water outside your home:
    • Water your lawn early in the morning or at night, when less water will evaporate.
    • Use a bucket and hose to wash your car instead of a leaving your hose running. The less water you use, the less
      water has to be treated, pumped to your house and heated. This saves both money and water!
      According to scientists, thirty-five states are pumping ground water faster than it is being replaced. We are using
    the earth’s water supply from millions of years ago. We need to conserve it to make sure there is enough fresh
    water for the world in the future.




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    VOCABULARY :
    conserve: to use wisely or protect from running out.

    Checking for Understanding: At the end of this section choose one of the following for a quick check: ask the
    students to partner share and think, pair and share, do a quick 3 word write up as an exit slip, do a quick sketch or
    give each other a quick thumbs up or down to check for understanding. Determine the level of mastery for each
    student and provide individual remediation as needed.

    Procedures/Activities:
    Water Quality Experiment

    Background:
    This activity is designed to demonstrate to students what an average storm drain collects during a rainfall event
    and how the water from storm drains can impact the water quality and aquatic environments of local streams,
    rivers, and bays.

    Prep:
    Fill the aquarium half-way with water and place it in an accessible area where it can be easily viewed
    by the students. Cut a hole in the bottom of the box and place the box on top of the aquarium. The box
    represents the storm drain and the aquarium represents the waterway that the storm water mixes into after
    entering the storm drain. Leave the sides of the aquarium uncovered so that the students can view its
    contents.

    Directions:
    1. Introduce this activity with a discussion of storm drains and storm drain systems and their purposes. Discuss
      where the water and objects that float down into a storm drain go. Have students list all of the things that they
      can think of that might enter a storm drain during a rain storm.
    2. Assign a group of students to each pollutant. Discuss each pollutant, including its use or origin and how it could
      enter the storm drain.
    3. Have each group of students place their pollutant into the storm drain. Use the watering can to create rain to
      wash the pollutant into the waterway. While washing each pollutant into the waterway, review the pollutant and
      its use or origin. Discuss the following questions: How does the pollutant damage the environment? Do the peo-
      ple who are responsible for the pollutant want to damage the environment? Why did they do what they did?
      How can this type of pollution be stopped?
    4. After adding all of the pollutants, examine the contents of the waterway. Discuss how the waterway has
      changed and how viewing this change makes the students feel.

    Closure:
    Ask your students the following questions:
    1. What types of the pollution are natural?
    2. What types of pollution are added by people living in the local communities?
    3. How can we remove the pollution from the water?
    4. What could be done to stop pollutants from entering storm drains?

    Have the groups of students responsible for the pollution think of ways to remove the pollution from the aquari-
    um. Try some of the removal methods. Which pollutants were easy to remove? Which were difficult to remove?

    Make photocopies of the Water Protection Pledge (see last page) and review it with your students. Encourage
    them to sign it, and post it on their refrigerator so they can remember their action plan.


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