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Draft 1 Learning About Water Resources and Conservation Grade 5 An Integrated Curriculum of Math, Science & Technology 2500 Shadywood Road Excelsior, MN 55331 952-471-9773 www.freshwater.org

The Ripple Effect: Using Math, Science and Technology to Learn about Water Resources and Conservation, Audit Curriculum I

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Page 1: The Ripple Effect: Using Math, Science and Technology to Learn about Water Resources and Conservation, Audit Curriculum I

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Learning About Water Resources and Conservation

Grade 5

An Integrated Curriculum of Math, Science & Technology

2500 Shadywood Road Excelsior, MN 55331

952-471-9773 www.freshwater.org

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It is amazing to think about, but if you live in the Twin Cities area, your body is 65 to 70%

Mississippi River water – because that is the source of your drinking water. If you live in Duluth

or other places in the arrowhead, you drink Lake Superior. Most Minnesotans fill their bodies

with groundwater that is pumped up from private or municipal wells.

Because it is necessary for life, it is important to know where water comes from, and where it

goes after we use it. And since the Earth only has a limited quantity of water, it is important to

think about ways to save and protect this vital fluid.

This standards-based multidisciplinary unit of study incorporates science, technology and math

as students explore real world problems and the following concepts:

How much fresh water is available on Earth?

The Water Cycle: Where does your water come from? Where does it go?

How much water does it take to wash your hands?

Water Investigation: How much water do you use every day?

Detecting Wasted Water: How can we all conserve water?

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How much fresh water is available on the Earth?

Grade 5

Subjects Math & Science

Objective

Students will use a model and their math skills to learn that the amount of

freshwater available for human use is very limited.

Concepts Models can be used to represent natural phenomenon such as the amount of water available for

living things. There is a finite amount of water on Earth and less than 1% is fresh water

available for human use.

Lesson Overview Scientists often use models to investigate or to explain difficult concepts. In this activity

students will use small objects such as paper clips or milliliters of water to represent amounts of

water contained in oceans, frozen in glaciers or icebergs, trapped underground and flowing as

fresh surface water.

Standards Subject Standard Benchmark

Nature of Science &

Engineering

(5.1.1.1.4)

Science is a way of

knowing about the natural

world.

Different models can be

used to represent natural

phenomena & these models

have limitations about what

they can explain.

Math Number & Operation

(5.1.2.4)

Read, write, represent &

compare fractions &

decimals; convert between

fractions & decimals & use

in real-world situations.

Recognize & generate

equivalent decimals and

fractions.

Earth & Space Science:

Human Interactions with

Earth Systems (5.3.4.1.1)

To maintain & improve

existence, humans interact

with & influence Earth

Systems.

Identify renewable & non-

renewable resources found

in Minnesota. Describe how

they are used.

Time 45-60 minutes

Skills Sorting

Data recording

Comparing decimals & fractions

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Interpreting

Critical thinking

Vocabulary Model

Set

Decimals

Fractions

Percentages

States of Matter

Resources

Materials Student Data sheets

Set of 1,000 objects (pennies, paper clips, etc.)*

Poster board or Butcher paper squares approx. 30‖x30‖*

Wire cutter (to snip a single paper clip)

Black fine-point (optional)

*One for each group of students

Background Information Water is life. It is amazing to think about, but if you live in the Twin Cities area, your body is 65

to 70% Mississippi River water – because that is the source of your drinking water. If you live in

Duluth or other places in the arrowhead, you drink Lake Superior. Most Minnesotans fill their

bodies with groundwater that is pumped up from private or municipal wells.

We live in the ―Land of 10,000 Lakes‖ and the birthplace of one of the world’s great rivers, the

Mississippi. The Earth’s water supply may seem boundless but there is a limited amount,

especially of fresh water to meet the needs of humans, plants and other animals. About 97% of

all water is contained in oceans.

A sub set of all water: Fresh water is only 3% of the total water supply. But 2% of all water is

fresh but frozen in glaciers and icebergs. That leaves only 1% of all water that is fresh liquid

water—but 0.98% of this water is trapped underground, some in areas too deep to pump. Thus,

only 0.02% of all water is fresh water available for our use.

This activity will set the stage for students to later examine their personal water use and may

help them recognize why drinkable water is so valuable – and why conservation is so important.

Directions Part #1

Discussion: Engage students in a discussion of the abundance, location and value of water.

Where do we find water on the Earth? (Oceans, Rivers, Lakes, Glaciers, icebergs, Rain,

Groundwater)

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Look at a globe or map. Where is most of the water?

Do you think we have plenty of fresh water on the Earth?

Do you think water is as valuable as gold or silver? (Accept any student answers. Then,

you may want to ask the question again at the end of the lesson.)

Part #2: 1. This activity may be done as a single class demonstration or the students may be divided into

small groups with each group having a set of objects to manipulate. One thousand (1,000) small

objects will be used to represent all the water on Earth.

2. These objects may be any of the following:

Paper clips – which can be purchased from an office supply store in a pack of 10 boxes,

each containing 100 clips, for less than $5.00.

Pennies – rolls acquired from the bank.

Other small sorting objects you may have on hand. Round objects such as beads or

marbles are not recommended because they may roll off the sorting area.

3. Gather students around a poster board or piece of butcher paper that will serve as a surface for

sorting. In the center of the sorting area, place a pile of 1,000 paper clips (or other objects).

4. Tell students the 1,000 paper clips represent all the water on Earth. The Oceans contain 97%

of all water. Only 3% of all water is fresh water. (All water represents a ―Set‖. Ocean water

and fresh water are ―sub sets.‖ Frozen glacier water and groundwater are sub sets of the Fresh

water sub set.)

5. Ask students to create two piles of clips. One pile represents ocean water. One pile represents

fresh water. Hint: Which pile will be easiest to count out?

6. How many paper clips must be in the ―Oceans‖ pile (or sub set) to represent 97%? (970

paper clips.) How do you write this number as a fraction? (970/1,000) As a decimal?

(0.970) Label this pile ―Oceans.‖

7. How many paper clips must be in the ―Fresh water‖ pile (or sub set) to represent 3%? (30

paper clips) How do you represent this number as a fraction? (30/1,000) As a decimal?

(0.030)

6. Ask students to focus on the pile (sub set) of 30 clips that represent fresh water.

7. Of all the water on Earth, 2% is fresh water not available for use because it is frozen in

glaciers or icebergs. How many paper clips must be moved from the fresh water a pile to

represent the sub set of frozen fresh water? (20) Write this number as a fraction. (20/1,000)

As a decimal. (0.002) Label the pile ―Glaciers & Icebergs.‖

9. About 1% of all the water on Earth is liquid fresh water. How many clips should be left in

this pile. (10) Write the number as a decimal (0.001) and a fraction. (10/1,000)

NOTE: We have rounded the number 0.98% to 1%

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10. Of all the liquid water, most is groundwater. Only about .0002 or .02% of this water is on

the Earth’s surface in rivers, streams and lakes. And a smaller amount is in the air, soil, plants

and animals – even in us. NOTE: For simplicity you may want to use <1%.

11. What part of one paper clip would be used to represent this very small amount of water. Clip

a small piece off a single paper clip to represent usable fresh water.

Wrap Up Discussion

Ask for student reactions.

Are they surprised at what they have discovered?

Why do they think we tend to place so little value on our water?

Students may be somewhat alarmed by the realization that freshwater is in such limited

supply. Assure them that in the next few lessons, they will learn how they can easily

learn to conserve water and protect this precious resource.

Optional If you have access to a 1,000 ml graduated container and several smaller containers you can

measure out amounts of water (970 ml, 20ml 10ml and a drop of water) for display. (Coloring

the water with blue food color makes small amounts easier to see.

References

For additional information about water: http://ga.water.usgs.gov/edu/earthhowmuch.html.

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Student Data Sheet Name ____________________________

How much fresh water is available on the Earth?

Scientists sometimes use models to explain concepts. We are going to create a small model to

demonstrate the amount of water on our planet. We will use 1,000 paper clips (or we could use

1,000 ml of water) to represent all the water on Earth.

Fact #1: Of all the water on Earth, 97% is in the salty oceans.

Write this number as a fraction to the thousandth place. _____________________

Write this number as a decimal. _____________________

Fact #2: Only 3% of all the water on Earth is fresh water.

Write this number as a fraction to the thousandth place. _____________________

Write this number as a decimal. _____________________

Fact #3: Of all the fresh water on Earth, 2% is frozen in glaciers or icebergs.

Write this number as a fraction to the thousandth place. _____________________

Write this number as a decimal. _____________________

Fact #4: Of all the fresh water on Earth, only about 1% is liquid water and much of it is under

ground too deep to pump.

Write this number as a fraction to the thousandth place. _____________________

Write this number as a decimal. _____________________

What do you think? What did you learn about the amount of fresh water on Earth available to

meet the needs of all the plants and animals – including people?

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The Water Cycle Connects Us All:

Where does water come from? Where does it go?

Grade 5

Subjects Life Science

Concepts Earth’s plants and animals are all a part of the water cycle. Waters of the Earth are continually

recycled as states of matter change. The sun powers the water cycle through the processes of

evaporation, transpiration, condensation & precipitation.

Objectives Students will work in groups to set up demonstrations and observe changes of state within the

water cycle: evaporation and condensation, and transpiration in plants.

Standards Subject Standard Benchmark

Life Science:

Interdependence in Living

Systems

(5.4.2.1.1))

Natural systems have parts

that interact to maintain the

living system.

Describe a natural system in

Minnesota in terms of

relationships among living

& non-living parts.

Nature of Science &

Engineering: Practice of

Science

(5.1.1.2.1.)

Scientific inquiry requires

identification of

assumptions, use of critical

thinking & consideration of

alternative explanations.

Plan an appropriate

scientific investigation

using systematic

observation to answer a

question.

Vocabulary

Recycle

Water Cycle

Evaporation

Transpiration

Condensation

Precipitation

States of Matter

Background Information

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Water, water, everywhere – but not a continuously new supply! Water on our planet is used over

and over again in a cycle of continual evaporation, transpiration, condensation and precipitation,

which is powered by the sun. Water you drink today may have quenched the thirst of a dinosaur

millions of years ago. It may have traveled in clouds, splashed down during a thunderstorm,

oozed through a muddy swamp, floated the ocean tide, been trapped underground or frozen in an

iceberg. One of the unique properties of water is that within the Earth’s normal temperature

range, it can exist as a solid, a liquid and a gas. This unique property, and the sun’s energy,

make the water cycle possible.

Earth’s plants and animals are all a part of the water cycle too! Plants absorb water through their

roots, use it in the food-making process and then transpire it out their leaves. In addition to all

our commercial and household uses, we drink our ice water, perspire and respire. Even the

moisture from our bodies returns water to the cycle.

Directions – Day 1 Time: 30 – 40 min.

Materials Drinking glass of water

Poem, You’d Be Surprised Where Your Drink of Water Has Been

Droppers (1/group)

Petri dishes or saucers (2/group)

Small beaker or jar of water (1/group)

Sandwich bag (1/group)

Review of the Water Cycle Although students learned the water cycle in 4

th grade, the poem is a fun way to review.

Read the Water Cycle poem aloud and then direct students to set up two simple experiments that

demonstrate evaporation and condensation. The poem is designed to capture student imagination

and realize how the water cycle is vital to their existence. (Note: Students may not know a few

of the terms in the poem, but they will get the idea.)

1. While holding the drinking glass, read the poem, “The Water Cycle Connects Us All”. Then,

for a little drama, take a sip of water.

2. As a follow up you may use an excellent 3.5-minute online Water Cycle Cartoon Video

produced by Scholastic. It can be projected on your smart board. Find it at the link:

ht t p:/ / t eacher.scholast ic.com/ act ivit ies/ st udyjams/ wat er_cycle/

2. Now students are ready to set up their investigation. Divide students into small groups.

Provide each group with a small beaker or jar of water, two Petri dishes or flat saucers and a

sandwich bag. Desks should be clear of all books and paper.

3. Ask students how water can do all the things described in the poem. How can water travel to

all those places?

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4. Ask students to carefully dip the tip of one finger in the water container so they get one tiny

drop. Hold the finger up without moving. What will happen to the drop?

5. Introduce the term, Evaporation. The heat from their fingers is evaporating the water.

Where is the water going? How can they speed up evaporation to dry their finger? (By blowing

on fingers.) Wind is another factor that speeds evaporation.

Investigation: Evaporation and Condensation

6. Distribute Student Data page #1 which contains instructions. Students will work in small

groups to investigate processes in the water cycle.

7. The Petri dish and the jar with the baggie may be set up at the same time. If this activity is set

up in the morning and sun is bright, observations can be made later in the day. HINT: If you do

not have a sunny window, a gooseneck lamp can be used to provide heat representing the sun.

Jar showing condensation of water inside the plastic bag.

The few drops of water in the Petri dish will evaporate quickly. You may wish to have students

experiment by placing some dishes in a dark cabinet or in a refrigerator, to see if evaporation

rates are faster in the sun’s heat.

Day 2

Investigation: Transpiration and Condensation

Materials Stalks of celery with leaves (one stalk for each set up)

Note: Make a fresh cut at the top and bottom of each stalk

Jars or beakers (one for each celery stalk)

Water with Food coloring (red or blue) Make a strong, bright solution

Plastic sandwich bags (1/group)

Student Data page 2

Knife (for your use only)

Directions 1. Introduction: Living things are part of the water cycle too. Forests, cattails in wetlands and

algae beds in the oceans contribute large amounts of moisture back into the air – and we do too!

2. To help students recognize their bodies are a small part of the water cycle ask them to hold

the palms of their hands up close to their mouth and exhale softly. Do they feel a little moisture

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form on their palm? They have just released a bit of water vapor into the air. With every breath

a little moisture is sent into the air. Just think, their breath may soon be floating in the clouds

above your school!

3. Distribute Student Data page #2. Direct students to read instructions and obtain their

equipment.

4. Demonstrate how to slip some leaves inside the baggie and zip it shut. The leaves should be

left attached to the stalk.

5. See student data page #2 for instructions on setting up celery, colored water and the bag on

the leaf. Before giving celery to students you should make a fresh cut on the top and bottom of

each celery stalk. This promotes water uptake by the celery.

Food color lets students see that the plant has taken in the water. The photo on the left provides

evidence that the colored water has traveled up through the stem and reached the leaves.

Students can observe that Transpiration has occurred as water vapor is released from the leaves

trapped in the bag. The water vapor condenses to liquid when it contacts the surface of the bag.

The photo on the right shows condensation that is occurring inside the plastic bag.

Additional Resources US EPA-Wat er Cycle Animat ion

ht t p:/ / www.epa.gov/ climat echange/ kids/ wat er_cycle_version2.ht ml

USGS-diagrams

ht t p:/ / ga.wat er.usgs.gov/ edu/ wat ercycle.ht ml

Windows to the Universe-Wat er Cycle Diagram

ht t p:/ / www.windows.ucar.edu/ t our/ link=/ eart h/ Wat er/ wat er_cycle.ht ml

CLOUD DANCE, by Thomas Locker WATER DANCE, by Thomas Locker

THE SNOWFLAKE – A WATER CYCLE STORY, by Neil Waldman

WATER WORDS – RHYMED & DEFINED, by Barbra McKinney

A DROP OF WATER A book of Science & Wonder, by Walter Wick

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Student Data Page 1 Name ________________________

Date _____________________

Investigating the Water Cycle

Evaporation: the process of changing from a liquid to a gas. Water, heated by the sun, rises

from oceans, rivers, lakes, or even puddles to form water vapor, an invisible gas floating in the

air.

Condensation: the process of changing from a gas to a liquid. Water vapor cools as it rises in

the air. When the vapor touches dust particles or pollution high in the sky the vapor forms water

droplets in fog or clouds. This process is called condensation.

Part #1.

Gather your equipment:

1 Dropper (1/group)

2 Petri dishes or saucers (2/group)

1 Small beaker or jar of water (1/group)

1 Sandwich bag

Add 6 drops of water in each Petri dish or saucer. Place one dish on a sunny windowsill.

Place the other in a cabinet. Observe from time to time.

What do you think will happen?

Observations:

Part #2.

Cover your beaker or jar of water by slipping the sandwich bag over the top of the

beaker. Place the beaker on a sunny windowsill next to your Petri dish.

What do you think will happen?

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What are you observations for each container?

Conclusion: Did evaporation or condensation occur in either container? How do you

know? Explain your answer.

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Student Data Page 2 Name ________________________

Date _____________________

Investigating Plants in the Water Cycle

Part #3. Transpiration and Condensation

Plants, especially big trees, or algae in the oceans, or cattails in a pond, release large amounts of

water vapor into the air. This process is called transpiration.

In first or second grade you learned that plants take water from the soil to make food and to

grow. But what happens to the water when plants are through with it?

To demonstrate Transpiration you will need the following materials:

1 jar or beaker

1 stalk of celery with leaves attached

1 small plastic sandwich bag

Water with red or blue food coloring

1. Fill the container half full of colored water.

2. Select a clump of leaves on the celery stalk and carefully slip the baggie over a cluster of

leaves. Zip the baggie closed as far as possible against the leaf stem. (Be sure to leave the

leaves attached to the stem.)

3. Place the celery stalk upright in the colored water.

4. Set the container in a sunny spot on the windowsill or place it under a bright light.

5. What do you think will happen? Write your hypothesis here.

6. Make observations from time to time. Record what you notice.

7. Explain your observations by describing the processes that occurred.

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Assessment/Review

The Water Cycle

Use the vocabulary below to label the processes in the water cycle.

Evaporation: the process of changing from a liquid to a gas. Water rises from oceans, rivers, lakes, or

even puddles to form water vapor floating in the air.

Water vapor: the gaseous form of water. Evaporation is faster when conditions are warm or windy.

Condensation: the process of changing from a gas to a liquid. Water vapor in the air cools and condenses

to form water droplets in fog, dew or clouds.

Precipitation: any form of water falling from the clouds, such as raining, snowing, sleeting or hailing.

Transpiration: water released to the atmosphere by plants. Plants absorb water, use it in photosynthesis

and then return the water to the atmosphere usually through their leaves.

Water Cycle: the cycle in which water on the Earth is constantly changing states of matter as through

evaporation, condensation, transpiration and precipitation. Water can be stored in the oceans, lakes or

underground for long periods of time.

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The Water Cycle Connects Us All

You’d be surprised where your drink of water has been!

The glass of water you’re about to drink

Deserves a second thought, I think,

For Avogadro, oceans, & those you follow

Are all involved in every swallow. …

The water in you is between & betwixt,

And having traversed is thoroughly mixed,

So someone quenching a future thirst

Could easily drink what you drank first!

The water you are about to taste

No doubt represents a bit of the waste

From prehistoric beast and bird –

A notion you may find absurd.

The fountain spraying in the park

Could well spout bits from Joan of Arc,

Or Adam, Eve, and all their kin;

You’d be surprised where your drink has been.

Just think! The water you cannot retain

Will some day hence return as rain,

Or be beheld as the purest dew,

Though long ago it passed through you! By Dr. Verne Rockcastle

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How much water is used to wash your hands at

school?

Grade 5

Subjects Math & Science

Concepts Use of appropriate tools to measure the volume of water used in hand washing. Determination of

the class mean, median & range. Reflection on how water use has an impact on water supply.

Overview Students will work in teams, using containers to catch and measure the volume of water flowing

from a faucet as hand washing is simulated by singing the Happy Birthday song. Students will

average the data collected by each team to achieve a mean to use for estimation of amount of

water used in hand washing at the school.

Standards Subject Standard Benchmark

The Nature of Science &

Engineering: Practice of

Science

(5.1.1.1.2)

Science is a way of

knowing about the natural

world, is done by

individuals & groups, is

characterized by empirical

criteria & skeptical review.

Recognize that when

scientific investigations are

replicated they generally

produce the same results, &

when results differ

significantly, it is important

to investigate what caused

differences. (measurement

errors, equipment failure,

uncontrolled variables, etc.)

The Nature of Science &

Engineering: Interactions

among science, technology,

engineering, math & society

(5.1.3.4.1)

Tools & math help

scientists

Use appropriate tools &

techniques in gathering,

analyzing & interpreting

data.

Math: Data Analysis

(5.4.1.1)

Display & interpret data;

determine mean, median &

range. Use a spreadsheet.

Know & use definitions of

the mean, median & range.

Time: 45 minutes

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Vocabulary Data

Mean

Median

Range

Estimate

Prediction

Unit of measurement

Spreadsheet

Volume

Background Information This activity is designed to set the stage for the ―water audit‖ students will make in the next two

lessons. On the water audit spreadsheet, students will encounter average water use estimates that

have been derived by the U. S. Environmental Protection Agency (EPA) in order to analyze and

regulate water use and conservation measures in various water delivery systems such as faucets,

showerheads, toilets, dishwashers, washing machines and lawn sprinklers. The students will

simulate this EPA process of finding an average for their class use of water by collecting

individual data for hand washing.

In this lesson, measurements by student teams will be averaged to achieve a mean or ―class

number‖ for the amount of water used when washing hands. This number can then be used to

estimate water use by the entire student body. Students gain better understanding of the terms,

mean, median and range. As student compare variations in the measurements, they can also

consider factors in their procedure that affect the results (such as how fast they sing).

Materials Buckets (1/group, see information below.)

Measuring Cups for volume measurement (optional, see above)

Student data sheets

Directions Preparing for the activity:

1. Consider logistics of your faucets and the size of the containers in which students will collect

faucet water. Procedures will vary according to the type of hand washing facilities as well as the

size and depth of the sinks.

Hardware stores carry gallon or half-gallon plastic containers that are calibrated for

measurement. Recycled plastic one-gallon ice cream buckets work well for this activity if

used with measuring cups.

Do your faucets have a timed shut-off valve or low-flow fixtures? If so, this is a perfect

opportunity to discuss the reasons why – to save water, and to cut down on cost. With

this faucet, students will need to time how long the automated flow lasts as well as the

amount of water collected.

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In some schools, the ―trough-type‖ sinks located in the hallway outside of the bathrooms

may make water collection easy, because they will have enough depth to accommodate a

gallon or half-gallon bucket which should be able to hold 15 seconds of flowing water. (It

takes approximately 15 seconds to sing Happy Birthday, and the volume of water

collected will be about ½ gallon).

Individual bathroom sinks may not be deep enough to hold a gallon container. In that

case, students can use smaller containers and time a 5-second interval to collect water.

Then, they can calculate the amount of water used to wash hands.

If you have a classroom sink which is different from those found in the bathroom

facilities, students might want to compare the amount of water used in each sink type.

2. Begin the activity by asking students ―How much water do you think you use when you wash

your hands?‖ Write estimates on the board.

3. Today, you are going to work in teams to measure the volume of water you use.

4. Ask: ―In order to have clean hands, how long should we wash?‖ A generally accepted

instruction for children is to wash for as long as it takes to sing the Happy Birthday song. (The

song provides some standardization of the technique, although it will vary some.)

5. Establish teams: one member holds the container, one member measures time, one member

softly sings the song. If needed, a forth member can turn the faucet handle.

6. After water is collected, students measure the volume of water.

7. Create a chart or spreadsheet to record all data on the board.

How much water did each group use?

Are there differences in the amounts?

What could account for the differences?

8. Now, use the data to have students determine the range of measurements, find the median and

compute the average (mean) amount of water used by the class.

9. Use your ―average‖ number to answer the following questions.

How much more or less does your team measurement vary from the mean?

Why do you think your numbers vary?

When everyone in class washes hands for lunch, on average, how much water is used?

How much water is used when everyone in the school washes up for lunch?

How much water is used during the entire week, when everyone in school washes up for

lunch?

Wrap Up Discussion Based on what the children have learned about the fresh water supply on Earth, why is water

conservation important?

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Student Data Sheet Name________________________________

Water used while washing hands at school

How much water did your team measure in this hand washing activity? ______________

Create a chart to record measurement data from all the teams.

What is the range of these measurements? ________

What is the median? ____________

Compute the mean for the measurements from all teams.

The average (or mean) amount of water we use when we wash our hands is

___________________

How much does your team measurement vary from the mean? ___________________

Why do you think your team measurement varies?

Calculate how much water is used when every in class washes hands for lunch.

How many students go to your school? __________

Calculate how much water is used when everyone in the school washes up for lunch.

Calculate how much water is used by all of the students in school to wash hands for lunch during

the entire school week.

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Water Investigation:

How much water do you use every day?

Grade 5

Subject Math & Science

Objectives In this two- to three-day series of lessons, students will measure the amount of water they use in

various activities during a 24-hour period and record their data on a spreadsheet. Then students

will use computer technology to take the online questionnaire. (Depending on math readiness,

the lessons may lapse over three sessions).

Concepts

The first step in problem solving is collecting data for analysis. By learning about personal water

usage, students can see which activities use the most water and then they can consider where

water can be conserved.

Standards Subject Standard Benchmark

Earth & Space Science:

Human interactions with

Earth Systems

(5.3.4.1.1)

In order to maintain &

improve existence, humans

interact with & influence

Earth systems.

Identify renewable & non-

renewable resources in

Minnesota & describe how

they are used.

Earth & Space Science:

Human interactions with

Earth Systems

(5.3.4.1.3)

In order to maintain &

improve existence, humans

interact with & influence

Earth systems.

Compare the impact of

individual decisions on

natural systems.

Nature of Science &

Engineering: Practice of

Science

(5.1.1.2.2)

Scientific inquiry requires

identification of

assumptions, use of critical

& logical thinking &

consideration of alternative

explanations.

Identify & collect relevant

evidence, make systematic

observations & accurate

measurements, & identify

variables in scientific

investigation.

Math: Number &

Operation

(5.1.1.4)

Solve real-world problems

requiring using arithmetic.

Solve problems requiring

addition, subtraction,

multiplication and division

of multi-digit whole

numbers. Use various

strategies including

technology.

Algebra Recognize & represent Create & use rules, tables,

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(5.2.1.1) patterns of change; use

tables, graphs to solve real

world problems.

spreadsheets and graphs to

describe patterns of change

and solve problems.

Skills Measuring

Recording data

Multiplying with decimals

Using a Spreadsheet

Using Computer Technology

Analyzing data

Materials Student water use spreadsheet entitled ―Investigating Water: How much water…?

Student Computers to enter water use data online (for day 2 or 3)

Key Words Water Audit

Estimation

Hatch Marks

Spreadsheet

Technology

Analysis

Conservation

Background Information Now that students are aware of the small amount of fresh water available for human use, they

will use the spreadsheet and online questionnaire to collect data and examine their personal water

use habits and consider possible ways they can conserve water. The water audit is a way for

students to take account of their water usage.

In light of what they have learned about the continuous water cycle, students may wonder why

there is a need to conserve. But whenever we withdraw pure drinking water from an underground

aquifer, we pollute the water as we use it. Some pollutants such as sewage are possible to treat

and remove from water. Some pollutants such as pharmaceuticals, pesticides and industrial

wastes are difficult or impossible to remove. So, pollution renders some of our precious supply

of fresh water unusable. Because water is life, it is imperative that we conserve and protect our

resources. In later lessons students will learn simple ways they can conserve our water resources.

Directions Day 1 (Time: 20 – 30 minutes)

Introducing the Spreadsheet

1. Start class discussion by challenging students to list ways they and their families use water.

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2. Now, students are ready to think about the amount of water that is used for each activity.

Today they will be keeping records of all their water-use activities.

3. Distribute the student spreadsheet entitled “Water Investigation: How much water do you use

every day?”

4. Read and discuss the introductory paragraph explaining their homework task.

5. Direct student attention to ―Hand washing,‖ the first item on the spreadsheet.

Location Activity Estimated

gal/washing

# of

times/day

Total Water

Used/day

Bathroom

Washing

Hands

0.5 gal

6. Discuss the prior activity where students measured hand washing at school. Compare the

class average with the estimated number of gallons/washing given in the chart on the

spreadsheet. Are the two numbers the same?

7. The number in the chart is an estimated average number for a home faucet, which may be

slightly different than the average number students measured at school. (Many schools use more

efficient low-flow faucets to save water and money.)

8. Throughout the rest of this spreadsheet, students will use numbers estimated nation-wide by

the U.S. Environmental Protection Agency. These numbers have been filled into the charts. 5. Help students begin recording data. How many times have they already washed hands today?

Show them how to use the hatch marks to begin recording data in the appropriate column.

6. Next ask students to record the number of times they have flushed a toilet since arising this

morning. Again, use hatch marks. Explain they will keep track for the rest of the day.

7. Point out the ―Family Water Use‖ section and explain that tonight they may ask their family

members to help them fill out this section of the spreadsheet.

Day 2 (Time 15 - 20 min.)

Discussing Data

1. Discuss the results of the student data collected yesterday.

2. Did anyone have trouble completing the multiplication?

3. Did they learn anything surprising about the amount of water they use?

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4. What activities used the most water?

5. Depending on student readiness, you may continue with the next activity or postpone to

another day.

Day 3 (Time: 20 min.)

Using Technology: Entering Data Online

1. Now students are ready to enter data online. The numbers they have recorded on their

spreadsheets will help them answer the online questions. This lesson is most easily

accomplished if you can go to a computer lab where all students have access to a machine.

2. Access the web page ______________________________________

Then enter your name and receive a code. This code will be used when students use the online

tool.

3. As students log on, instruct them to select the ―I’m a Student‖ option.

4. Students type in their first name and the code number in the space provided.

5. Now they are ready to begin.

Wrap Up Discussion Discuss student reactions to the audit. Which activities use the most water? Did they learn any

helpful facts to help them conserve water? Were any items confusing?

In the next lesson they will brainstorm ways to save water.

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Name _____________________________

Date _________________________

Water Investigation:

How much water do you use every day?

You know that less than 1% of all the water on Earth is freshwater available for living things –

including us. Now it’s time to think about how much water you use each day and how you can

conserve water. Today, you will use this spreadsheet to keep track of water used for brushing

your teeth, washing your hands, bathing or showering, flushing the toilet and other household

uses.

Washing Hands

Flu season made everyone aware of the importance of clean hands. If you sing the Happy

Birthday song while washing, it helps ensure that you wash long enough to get hands clean.

What was the average number your class computed for the amount of water used when washing

hands at school? ___________

1. On the chart below you will use the average amount of water flowing from a home faucet. It

has been filled in for you.

2. Use hatch marks (////) to keep track of the number of times you wash hands today.

3. Then multiply the number of times washed by gallons used per washing to get your total for

the day.

Location Activity Estimated

gal/washing

# of

times/day

Total Water

Used/day

Bathroom

Washing

Hands

0.5 gal

Brushing Teeth: As you brush teeth before you go to bed tonight please do the following:

1. Time how long the water is running while you brush.

2. Mark the number of times you brushed today.

3. Multiply to determine the amount of water used.

( # of min. X 2.2 gal X # of times/day = total water used)

Location Activity Time

# of min.

Estimated

gal/minute

Water

used

# of

times/day

Total Water

Used/day

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Bathroom

Brushing

Teeth

2 gal

Bathing or Showering 1. Do you take a bath or a shower? _______________

2. Choose and fill out the appropriate chart below. Only choose one.

3. If you take a shower, ask a family member to time you.

Location Activity Time(min.) Estimated

gal/minute

Water

used

# of

times/day

Total Water

Used/day

Bathroom

Answer

here if you

shower.

Showering

2.5 gal

Location Activity Estimated

gal/tub

# of

times/day

Total Water

Used/day

Bathroom

Answer

here if you

bathe.

Bathing

40 gal

Flushing the Toilet:

1. Keep track of the number of times you flush the toilet during the day.

2. The average toilet uses 3.5 gal/flush.

3. Multiply gal/flush by number of times you flush the toilet to get your water total.

Location Activity Estimated

gal/flush

# of

times/day

Total Water

Used/day

Bathroom

Flushing

Toilet

3.5 gal

Family Water Use: In addition to your personal water use, there are other ways you consume water as part of a

household. Dishwashing, doing laundry, washing the family car and watering the lawn and

garden also take a lot of water.

1. Do you help with any of those activities? _____

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2. Ask a family member to help you answer the next questions.

Dish Washing: 1. Do you help with washing dishes? _________ Does your family wash by hand or use a

dishwasher? ____________________________ Choose one method from the next page.

2. Check one box and fill in the correct chart.

Wash dishes by hand with rinse water in sink, or rinse all at once with sprayer.

Location Activity Estimated

gal in sink

# of

times/day

Total Water

Used/day

Kitchen

Rinse

water

in sink

4.4 gal

Wash dishes by hand with rinse water running continuously from faucet.

Location Activity Estimated

gal/min

Time in

minutes

# of

times/day

Total Water

Used/day

Kitchen

Faucet

running

2 gal

Use automatic dishwater with full load of dishes.

Location Activity Estimated

gal in sink

# of

times/day

Total Water

Used/day

Kitchen

Dishwasher

9 gal

Washing Laundry: Do you help your family by washing clothes? ____________

If not, have an the person who washes clothes help you fill in the next chart.

Activity Gallons/load # of

times/day

Total water

used/day

Washing Clothes

40 gal.

Here are some helpful household hints to save water in the summer.

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Washing the Car: To save water, be sure to turn off the hose while you soap and scrub the car.

Watering the Lawn: You can save water by adjusting the sprinkler so that

it does not spray onto the road, driveway or sidewalk. Put an empty tuna fish

can on the lawn to catch water from the sprinkler. When the can is full, it is time to turn off the

water or move the sprinkler.

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Detecting Wasted Water:

How can we all conserve water?

Grade 5

Subject Math & Science

Objectives Students analyze their data and use math skills to consider how they interact with and influence

the limited amount of fresh water available on Earth.

Concepts By learning about personal water usage, students can see which activities use the most water and

consider where water can be conserved. Changing small daily habits can make a big difference

over time – and working together, children can make a big difference.

Standards Subject Standard Benchmark

Earth & Space Science:

Human interaction with

Earth Systems

(5.3.4.1.1)

To maintain & improve

existence, humans interact

with & influence Earth

Systems.

Identify resources found in

Minnesota & describe how

they are used.

Earth & Space Science:

Human interaction with

Earth Systems

(5.3.4.1.3)

To maintain & improve

existence, humans interact

with & influence Earth

Systems.

Compare the impact of

individual decisions on

natural systems.

Math Number &

Operation

(5.1.1.4)

Solve real-world problems

using arithmetic using muti-

digit numbers.

Solve problems requiring

multiplication of multi-digit

whole numbers.

Skills Comparing

Multiplying

Interpreting a Spreadsheet

Analyzing data

Brainstorming

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Materials Student water use spreadsheet, Investigating Water Use: How much water do you use in

a day?

Student work sheet, Detecting Wasted Water: How can we all conserve water?

Key Words Analysis

Brainstorming

Conservation

Background Because fresh water is so limited on the Earth’s surface – and so vital to our lives, it is important

to use this resource wisely. Although water is continually recycled, many of our actions can

make water unusable. As part of the water cycle, some of the precipitation is absorbed into the

soil and it is cleaned as it filters down through sand and gravel to be stored as groundwater.

This process may take a matter of days or thousands of years. This groundwater is what about

80% of all Minnesotans drink. When this groundwater pumped up from the depths to be used by

people, it becomes polluted. This pollution includes sewage, industrial or agricultural wastes,

pesticides, fertilizers, runoff from mining, pharmaceuticals, soaps, gasoline, litter – products

from our daily lives. This pollution is difficult and expensive to remove. Some may be

impossible to remove. This is why we need to conserve our water.

As students examine their water use, they may discover that certain family activities, such as

lawn watering, consume the largest amounts of water. But this type of activity is not controlled

by the student. Sometimes the biggest savings may not be possible or easy to change. However,

students CAN take simple steps to modify their personal water use each day.

Does the child leave the water running while brushing teeth? Although the savings per use may

be small, if the water is turned off, over the course of a year the child can recognize significant

savings. Bathing and showering are other areas where the child can save water. If everyone is

doing their part to conserve, the savings are considerable! Help students look for the

conservation options they can control.

This can be a very empowering lesson as students realize that they can make a difference with

conservation of resources.

Time (30-40 minutes)

Directions 1. This is the final water conservation lesson. It’s time to review the following topics:

The amount of fresh water on the Earth available for use

The water cycle

The ways people use water

The most consumptive uses of water at home

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2. Distribute the student worksheet and give directions. Explain how they can use the

spreadsheet to help answer the questions on the worksheet.

Wrap Up Discussion What are the most important things students learned in this unit of study?

Why do students think we tend to place so little value on our water?

What are the most important things they can do to conserve water?

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Name_____________________

Detecting Wasted Water:

How can we all conserve water?

Every drop counts! Let’s look at how you use water. Refer to your spreadsheet entitled,

―Water Investigation: How much Water do you use each day?‖

1. When you brush your teeth do you turn off the water while you are brushing? _______

If you said ―yes,‖ Congratulations! You saved about 2 gallons of water.

If you said ―no,‖ this is one easy habit for you to change and save 2 gallons.

2. How many times a day do you brush your teeth? ________________

3. If, you save 2 gallons of water while brushing, and you brush twice a day, how many gallons

of water can you save in one day by turning of water while brushing your teeth?

_____________

4. How many gallons can you save in a week while brushing your teeth? ________

5. There are 52 weeks in a year. How many gallons could you conserve in a year?

______________

6. How many pupils are in your class? ________________

7. If all of you turn off the water while brushing your teeth, how much water could the class

save? ___________________

8. Showering or bathing is another way to save water. Look at your spreadsheet to determine

how much water you used. How could you save water?

9. Do you take a shower? _______ If so, how much water would you save in a month if you

shorten your shower by 1 minute? ____________________ (Show your work.)

10. Do you take a bath? ________ If so, how much water can you save in a month if you only fill

the tub half full? _______________ (Show your work. )

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Working together we can make a difference to conserve water!

Other ways you can help save water:

Share what you have learned with others in your school. Make a list of water conservation facts and tips that can be read during morning announcement every day for a week or two.

Make a water conservation poster to put near the washbasin or water fountain at school.

Tell others at home what you have learned and encourage family and friends to conserve water.

Tell an adult about a leaky faucet or toilet. You could save between 5 to 200 gallons per day.

Turn off the faucet while washing your hands or face.

Turn off the faucet while brushing your teeth.

Only run the dishwasher when it is full.

Wait until there is a full basket of laundry before running the washing machine.

Use a broom instead of a hose to clean the driveway and sidewalks.