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The Water Project (redirected from Water Project)

Page history last edited by mariaelizabethbunn@... 8 years, 5 months ago


Timeline &


Big Idea &

Essential Questions  

Lesson Overview   Eliciting and Engaging the Student Developing the Ideas Checking for Understanding  


~2 days 





What the Water Project is and Who Our Partners Are.


Essential Questions:


  • Who are my partners and what are we doing?


  • Why is it important as a global citizen to know those who occupy the globe with us?

In these 2 lessons, you will introduce students to the water project and to their Kenyan partners.


Included in Lesson 1-1 is a plan for students to introduce one another through letters. Lesson 1-2 is an alternate student introduction through the students making videos. Choose one or the other means of introduction depending on what suites your needs. 







Ask the Questions:


  1. What do you want to know about water around the world?
  2. What do you want to know about your partners?
  3. What do you look forward to during this unit?


Have students share in groups of 3 then share with the entire group.

Teacher should capture these ideas and share them with MM.  


~3-4 days





Where all of the Earth's Water Is and How it Got There.


Essential Questions:


  • The world has a finite amount of water.


  • Where is all the water in the world found?  


  • How does water cycle through the ecosystem?


  • What is the importance of:
    • Groundwater?
    • Surface Water?
    • Watersheds? 


In these 4 lessons, students learn about how the Earth contains a set amount of water molecules that are repeatedly stored, processed and recycled through natural and man-made events.













Ask the Questions:


  1. Given that there is a fixed amount of water resources on the planet, what will happen to the distribution of water resources as global population grows?
  2.  What are creative solutions to accessing the rest of the water on our earth?




~6 days 





The Unique Properties of Water and Why They Matter.


Essential Questions:


  • What are the properties of water? What new vocabulary describes these properties?


  •  What is the molecular structure of water and how does that structure give water its unique properties?  


  • Why do the unique properties of water make water so important in the world? 



In these 7 lessons, students learn about the unique characteristics and properties of water that make it essential to life on Earth and the processes that we depend on.












For the lessons in Big Idea 3, having the students manipulate the magnetic water molecule models is a great way to check for understanding. This could be done at the end of a lesson if time allows, or at the beginning of class as a review of the previous lesson.


Use these two water molecules links:


AND the page numbers to listed below to align each lesson with a "check for understanding" water molecule activity.


Lesson 3-2: Water Olympics 

  • BLP: Pages 5-7, 12-15
  • 10 Ways: Pages 9 & 10


Lesson 3-3 thru 3-5: The Water Molecule and Dissolving

  • BLP Pages: 20-21, 8-11
  • 10 Ways: Pages 6, 8, 7


Lesson 3-6: Evaporation and Condensation

  • BLP Pages: 18-19, 16-17
  • 10 Ways: Page 2


Lesson 3-7: Freezing and Melting

  •  BLP Pages: 16-17
  •  10 Ways: Pages 4 &5 





~1 week 




Science and Social Studies 

BIG IDEA 4:   

The Human Impacts on Water.

Essential Questions:

  • How is water being consumed?
  • What is my daily domestic water consumption and how does it compare to students my age in another part of the world?
  • What can I do to reduce my water footprint and why should I? 
  • What human activities negatively affect our local water sources? What can I do to help?
  • How do human activities affect water globally? Why does it matter? 

In these lessons, students become familiar with different ways that their activities directly and indirectly impact water availability and quality. Students will learn how to define a water footprint, and analyze their own consumption in comparison with their partners in Kenya. They will also develop an awareness of the pollutants that affect our local water bodies as well as investigate the impacts that humans are having on water on a global scale. 









Ask the Question:


  • What is one commitment you are going to make in relation to water as a result of this lesson?


~1 week






What Water Quality Is and How to Measure It.


Essential Questions:


  • What are the indicators of water quality?
  • How can we determine the value of a variety of water quality indicators of a local water source
  •  What do the water quality values mean for the health of our water source?
  •  What might be causing any water quality impairments we see?
  • How do our local waste water treatment plants test the quality of treated water before re-introducing it into local water systems? 





In these 3 lessons, students learn about what parameters determine water quality in natural systems by collecting data at a local water source. 




Ask the Questions: 


  1. What did your data say in about your local water quality? How did this compare to your partner's results?
  2. What does that mean for the plants and animals inhabiting the river and for the animals and people visiting the water source?
  3.  What substances often wash into our water sources? Where do these substances end up? What can we do to prevent these substances from entering our waterways?
  4. What is the purpose of a bioassay? Why does the state of Washington require that Waste Water Treatment Plants conduct these test periodically? 


~4 Days 





What can be done to Improve Water Quality and Clean or Treat Dirty Water.


Essential Questions:


  • Why does dirty water need to be cleaned?
  • What risks does dirty water pose? 
  • What kinds of things might be in dirty water that we need to get out? 
  • What methods are used to clean water?
  • How do methods differ based on what you want to clean out of the water?
  • Could I clean my own water? 



In these 6 lessons, students review aspects of poor water quality and learn about how to improve water quality by various means and levels of purification. 


As a Checking For Understanding/Final Assessment Activity, students will be challenged to clean their own container of dirty water in Lesson 6-6.




Lesson 6-6  Clean your own water 


~1-2 wks


Creating a Call to Action. 


Essential Questions:


  • How can we apply what we've learned about water and the issues surrounding it to make a difference locally or globally?
  • Where/how does change start?
  • How can we as students create a call to action that will make change happen?



These final lessons are designed to help guide students in the creation of their Call to Action Projects. Depending on the specific requirements of your school and your personal framing of the project, some of these lessons may not be applicable and/or should be altered to suite your needs. 




Water Project Field Trip and Symposium Supplements: If your water project curriculum includes field trips to various water related locations, these pre-made documents are a great way to jig-saw and reflect student experiences and learning.     




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