TITLE: Water Usage CONTENT AREAS: Mathematics and Science GRADE LEVEL: 3rd-4th MATERIALS NEEDED: How Much Water? sheet from the Testing the Water activity and a water use log (can be any sort of journal that the students can take home and use to record what water is used for, and how often, in their households). KEY CONCEPTS: Conservation, quantification and representation through graphing EALR'S and GLE'S:3.1.1 Analyze and compare numerical, measurement, geometric, and/or statistical information in familiar situations.4.1.1 Understand how to follow a simple plan for collecting numerical, measurement, geometric, and/or statistical information.4.1.2 Extract numerical, measurement, geometric, and/or statistical information from one or two different sources for a given purpose.4.2.2 Understand how to represent numerical, measurement, geometric, and/or statistical information in graphs or other appropriate forms. Learning Goals: The student will be able to figure out how much water their family uses in a week. From there they will be able to graph the data on a bar graph using the How Much Water? sheet. Then create a plan for their family to conserve water.PROCEDURES: Activate prior knowledge from the science activity that they just preformed, then: How is water used in your house? Do you think that your family is using more or less water than most families? How can we figure out how much water we use in a day, in a week? * Introduction/Preassessment:I think that the pre-assessment would be the science activity. This is a follow up lesson to be given on the sameday as the Testing the Water experiment; therefore I think they have already been pre-assessed. * Activity:Students will go home and observe how much water is used in their home on a daily basis. They would record their findings in a journal or logbook. (i.e. how many times did someone: Flush the toilet? Wash their hands? Take a shower? Brush their teeth? Wash dishes? Shave? Use the washing machine? Etc.) They would make a list of the kinds of uses and how often they are used, then use the How Much Water? sheet to figure out how much water their family uses in a day, then figure out how much water is used in a week using multiplication. The students will then seriate their lists by quantity of water used. They will take this seriated list and create a bar graph of how much water is used in a week in their household. * Closure:As a whole class: Using the information from the graph, what is the average amount of water used in each category? Have the students look at their own graphs to see if their usage is above, below, or at the average for a family. Can the differences be accounted for? (Population and age of the household members will affect theamount of water used.)Accommodation Plan: The journal could be created before hand with the categories already outlined and just need to be filled in for ELL and LD students. Also, the categories can be represented by pictures for beginning Language Learners or for students who are not proficient in reading. The vocabulary words should be gone over extensively and it should be made sure that all students understand the vocabulary words. POST-ASSESSMENT: Figure out how much water your family uses altogether throughout the week, where the most water is used, then create a plan for your family to help conserve water. TEACHER REFLECTION (What went well, what would you do
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