TRACE THE TAP - New Water Culture · Trace the Tap is designed to maintain class flow, even if learning is conducted on a weekly or bi-weekly basis. A personal Water Journal, Trace

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CURRICULUM RESOURCE GUIDE (9TH-12TH GRADES)

TRACETHETAP

WATER: Art, Science, Social Studies & Human Rights

Written by Generation Human Rights, Inc.

Editors: Bettina Bryant, The Water Tank Project, Generation Human Rights in collaboration with Kim Estes-Fradis of the NYC Department of Environmental Protection, which protects public health and the environment by supplying clean drinking water; collecting and treating wastewater; and reducing pollution.

Creative Direction: Mary Jordan

Design: Alejandro Jassan

Trace The Tap is a New Water Culture Publication written by Generation Human Rights, Inc.

Copyright: 2014 Generation Human Rights, Inc.

Images reproduced in this guide are owned by their original creators.

WATER ABOVE ALLNew Water Culture

New Water Culture offers art as social intervention and seeks to inspire awe, bring joy, educate global citizens, change attitudes and alter habits by creating a meaningful experience that makes long-term impact. We are a social enterprise

dedicated to fostering environmental awareness and social advocacy through art and technology for the purpose of safeguarding our planet’s precious resource of water. Our projects include The Water Tank Project, which transforms the

New York City skyline with artwork by acclaimed artists that is wrapped around rooftop water tanks throughout the city, celebrating the talents of established

and emerging artists, and calling attention to the global water crisis.

Generation Human Rights, IncGeneration Human Rights (GenHR) is a non-profit human rights education agency that empowers and engages youth locally and globally to chart a

world free from human rights abuse and genocide through the development of multidisciplinary curricula and custom education programs. GenHR equips children and youth with the tools to creatively shape and adapt to a rapidly

changing world. Our two decades of classroom experience in NYC and post-war Bosnia and Herzegovina have led us to focus on critical gaps in human rights

education today. In an increasingly global and connected world, we believe in the importance of fostering cross-cultural dialogue and understanding. Human

rights education is our main focus and it is our mission to empower a new generation of engaged and inspired global citizens.

INTRODUCTIONLESSON 1 - YOUR LIFE: YOUR WATERLESSON 2 - WATER QUALITYLESSON 3 - NEW YORK STATE WATERSHEDS LESSON 4 - WATER TOWERS & WATER TANKSLESSON 5 - PUBLIC ART FOR SOCIAL CHANGELESSON 6 - ARTISTIC RESPONSE: WATERCOLORSLESSON 7 - PATH OF WATERLESSON 8 - WATER IN SOCIETY & CULTURELESSON 9 - WATER IS A HUMAN RIGHTLESSON 10 - INFOGRAPHICSLESSON 11 - SOCIAL JUSTICE: DOMESTIC WATER ISSUESLESSON 12 - GLOBAL WATER ISSUES: WATER DIPLOMACYFIELD TRIP GUIDEGLOSSARY

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TABLE OF CONTENTS

TRACETHETAP

INTRODUCTIONWhile singular in focus, what distinguishes the Trace the Tap curriculum is its multifaceted approach to learning. Recognizing that the way we each learn and engage is unique, the curriculum combines science, social studies, the humanities, human rights and art making to provide students with a profound learning experience about our most valuable resource: WATER.

Through Trace the Tap students gain an understanding of the vital importance of water as the source and sustainer of life and are empowered to investigate water issues, whether they are local, national or international. It is our hope that Trace the Tap serves equally as program and platform fostering youth leaders to educate their communities about one of the most compelling topics of our time: the sustainability of water.

To help educators integrate Trace the Tap into their existing curriculum, we have ensured that each lesson plan meets national standards in science and social studies as well as the New York City Blueprint for Teaching and Learning in the Arts. Though we recommend adopting the entire program, lessons may be taught in any quantity or sequence.

METHODOLOGY

Trace the Tap is designed to maintain class flow, even if learning is conducted on a weekly or bi-weekly basis. A personal Water Journal, Trace the Tap glossary and art making projects provide further tools to support and foster students’ educational exploration and engagement with course material.

Central to the experience is the personal Water Journal to be used to record homework, personal reflections and glossary definitions from each lesson. Maintaining a personal notebook that is unique to the course and distinct from other coursework fosters a more personal experience. Students should select a notebook that can serve as their personal Water Journal. If possible, create time for students to decorate the cover.

The Trace the Tap glossary should be made visible in the classroom, keeping water themes present and tangible in the classroom environment. Students will also write all glossary words in their water journals.

The pedagogical approach of Trace the Tap incorporates critical thinking, decision-making and communication skills. This is further amplified by the use of images and art making in lessons, which provides students with visual and tactile learning of the material at hand.

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LESSON 1 / YOUR LIFE: YOUR WATER

STANDARDS MET

OBJECTIVES

GLOSSARY

MATERIALS FOR INSTRUCTORS

MATERIALS FOR STUDENTS

ESSENTIAL QUESTIONS

JNSS-G.K-12.5 Environment and Society: Understand how human actions modify the physical environment/ Understand how physical systems affect human systems/ Understand the changes that occur in the meaning, use, distribution, and importance of resources.

NS.9-12.6Science in Personal and Social Perspectives: Personal health/Populations, resources, and environments/Risks and benefits.

NSS-G.K-12.3 Physical Systems: Understand the physical processes that shape the patterns of the earth’s surface/ Understand the characteristics and spatial distribution of ecosystems on the earth’s surface.

NL-ENG.K-12.12 Applying Language Skills: Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information).

CCSS.Math.Content.HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

A. Students will understand the vital importance of water.B. Students will identify how water is used by individuals and by society.C. Students will learn that 71% of the earth’s surface is water, but less than one percent is drinkable.D. Students will make an assessment of their own personal water usage.

d FRESH WATERWater with less than 500 parts per million (ppm) of dissolved salts. d POTABLE WATER/DRINKING WATERWater that can be safely consumed by humans.d SALINITYMeasures dissolved salt content in a body of water.d RESERVOIRA large natural or artificial lake used as a water sourced WATERSHEDAn area of land that drains all the streams and rainfall to a common body of water, such as a bay, lake, reservoir, or any point along a stream channel.

d 1-liter bottle filled with waterd Small measuring cup (to measure 5 - 25 ml) d Five small transparent cupsd Dropperd Small dish (petri dish if possible) d Teaspoond Empty gallon jugd Pen/markerd Tape for labels

d Water Journald How Much Water Do You Use? Recording Sheet

d Why do we need water? d How do we use water as individuals and as a society? d Why is access to clean, fresh, water so important to humans?

E. Students will compare their water usage to that of people in other nations.

LESSON 1YOUR LIFE: YOUR WATER GRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

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YOUR LIFE: YOUR WATER / LESSON 1

I. INTRODUCTION: WHY DO WE NEED WATER? 10 MINUTES

II. WHERE IS WATER FOUND ON THE EARTH? 10 MINUTES

z Distribute a Water Journal to each student. Tell them they will be using these journals throughout the lessons in this curriculum.z Have students list the first three things they did after they woke up this morning. They should do this in their journals.z List some responses on the board and discuss the common thread of water use in their responses.z Lead a short visualization exercise imagining where the water from your faucet is coming from:

z Follow the visualization exercise by asking students to share their thoughts on where the water they use originates.

Close your eyes. See yourself walking over to the sink to brush your teeth or to get a glass of water. Watch your hand as you turn on the faucet and watch the water as it begins to come out of the faucet and hit the bottom of the sink. Now, see yourself going inside the faucet and follow the pipes to the source of your water. Are you led to a water tank above the building? Do you follow pipes throughout the city and end up in a reservoir? What do you imagine?

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z Lead a discussion on the importance of water

PROMPTS:

d How many days can you survive without water? d How much water is required on a daily basis? d Humans can survive only 3 - 5 days without water. d Humans need approximately 2.4 L (0.8 gal) of water each day.d Why do we need water?

UP TO 60% OF THE HUMAN BODY IS COMPOSED OF WATER:

WATER AND THE HUMAN BODY FACTSq

70%90%75%10%22%83%

BRAIN

LUNGS

MUSCLE TISSUE

FAT TISSUE

BONE

BLOOD

WATER

WATER

WATER

WATER

WATER

WATERWa

z Demonstration of where water is found on the earth in order to relate percentages and volume: Ask students how much of the earth is covered by water. 71% of the earth is covered by water. Where is that water?

DEMONSTRATION:

1. Show students a 1-liter bottle filled with water. This represents all water on earth.

2. Tell students the oceans hold 97.5% of the world’s water. Ask students how many ml that is out of the liter (1000 ml) of water in the bottle. Explain that this water has a high salinity and is not available for use.

975 ml -- Using a measuring cup pour 25 ml into a small cup. Label the 1-liter bottle “Salt Water”. Only 2.5% is fresh water: This is represented by the 25 ml in the measuring cup. Ask students what is meant by “fresh water”? Where is fresh water found on the earth?

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3. Of the 25 ml [of the 2.5% of freshwater]: 78% of this is frozen (polar ice, glaciers and permanent snow). Tell students this water is unavailable for use. Using the measuring cup pour out 5 ml into one cup and 20 ml into another. (If the mea-suring cup is too big, use about 2 teaspoons as a measure of 5 ml). Label the 20 ml of water “Frozen Water”. The 5 ml in the small cup represents the remaining fresh water.

4. Of this remaining 5 ml of water, 75% is underground and is too deep for human use. Use a teaspoon to take out 1 ml of water (about 1/4 - 1/2 of a teaspoon) and pour it into a small cup. The 4 ml of water remaining in the cup represents groundwater. Label this “Groundwater”. The surface water available is represented by the 1 ml of water. Label this cup “Surface Water”.

5. Then use a dropper to take one drop from the remaining 1 ml and place it on a dish. This represents clean, fresh water that is not polluted and is available for human consumption and use.

6. Line up all of the containers to illustrate the small amount of water available compared to all of the water on the earth.

REFLECTION AND SHARING: 10 MINUTES

III. HOW DO WE USE WATER? 10 MINUTES

z Write the following statement on the board:

z Have students complete a short writing exercise in their Water Journals reflecting on the above quote.

PROMPTS:

d Is this fact surprising to you? How so?d How does this information affect your understanding of our water supply? Does knowing this inspire you to use water differently than you currently do? How so?

z Have students work in teams of 3 - 4 for 3 minutes to brainstorm a list of how we use water.z Have students share responses while you record them on the board. z After the list is completed tell students there are three basic categories of water use: Domestic, Industry and Agriculture.z Have another student circle all responses for the industrial use category and another for agricultural. Student responses will most likely revolve around domestic use. This lesson will help students appreciate that most water use is not in fact domestic, even though this is their reality of water use.z Tell students to draw a circle on their paper and divide it into three parts in a way they think accurately represents the percentages of water used for agriculture, industry and in the home.

LESS THAN 1% OF ALL THE WATER ON THE EARTH IS CLEAN, FRESH WATER THAT IS NOT POLLUTED AND IS AVAILABLE

FOR HUMAN CONSUMPTION AND USE.

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SHARE SOME OF THE STATISTICS TO ILLUSTRATE THE IMPACT OF AGRICULTURE AND INDUSTRY ON WATER USAGE:

z Use one empty gallon jug to give students a visual for the following numbers:

d 1 pair of jeans – 1,800 gald 1 cotton t-shirt – 400 gald 1 bottle of water – 1.85 gald 8 oz. of coffee- 30 gald 1 lb. chocolate – 2850 gald 1 lb. of chicken – 815 gald 1 lb. beef – 3500 gald 500 sheets of paper – 1,300 gald 1 car – 100,000 gald 1 loaf of bread – 150 gald 1 lb of steel – 25 gal Note: The water footprint of a product is the total amount of water used over the entire supply chain of a product. This includes manufacturing and agricultural resources.

z After students make their determinations draw a pie chart on the board that illustrates the following percentages:

AGRICULTURE: 70% INDUSTRY: 20% DOMESTIC: 10%

IV. HOW MUCH WATER DO YOU USE? 5 MINUTESb

z Hand out the “ How Much Water Do You Use?” water calculation sheet to students.

z Tell students that they will calculate their water consumption by measuring and charting their daily water use for one week. They will then compare their water use to that of people in other countries.

z This information is on the “How Much Water Do You Use?” Water Usage Calculation Sheet.

AVERAGE WATER USE PER PERSON PER DAY

D ITALY: 375 L per day/personD PERU: 150 L per day/personD BANGLADESH: 50 L per day/person D CAMBODIA: 18 L per day/person D RWANDA: 15 L per day/person

* Students will share the results of their water usage during a follow-up lesson.


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HOW MUCH WATER DO YOU USE?

ACTIVITY

Flushing Toilet x 3.5 gallons xdays

=gal.

Washing hands and face

x 3 gallons xdays

=gal.

Short shower[5-10 minutes]

x 25 gallons xdays

=gal.

Longer shower[ > 10 minutes]

x 35 gallons xdays

=gal.

Tub Bath x 30 gallons xdays

=gal.

Brushing Teeth [running water]

x 2 gallons xdays

=gal.

Brushing Teeth[water turned off]

x 0.25 gallons xdays

=gal.

Washing Dishes[running water]

x 30 gallons xdays

=gal.

Washing Dishes[filling a basin]

x 10 gallons xdays

=gal.

Running a Dishwasher

x 15 gallons xdays

=gal.

Washing Machine

TOTAL WEEKLY WATER USE

1. Divide your weekly water use by 7 days to calculate your approximate daily water usage.2. Convert your usage from gallons to liters [ 1 gallon = 3.785 liters ] Multiply gallons used times 3.785 to get liters3. Compare your weekly water usage to people in the following countries:Bangladesh: 50 L per day/personRwanda: 15 L per day/personCambodia: 18 L per day/personItaly: 375 L per day/personPeru: 150 L per day/person

The amount of water used for each activity above can vary depending on your plumbing fixtures and conservation efforts.

x 30 gallons xdays

=gal.

=gal.

Number of times performed each day

Approximate quantity of water used each time

Number of days Total amount of water used

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AVERAGE WATER USE PER PERSON PER DAY

LITERS

U.S.

Australia

ItalyJapan

Mexico

SpainNorwayFrance

AustriaDenmarkGermany

BrazilPeru

PhilippinesU.K.

IndiaChina

BangladeshKenyaGhana

NigeriaBurkina Faso

NigerAngola

CambodiaEthiopia

HaitiRwandaUganda

Mozambique

0 75 150 225 300 375 450 525 600

Please note that residential water use in New York City is approximately 75 gallons (= 284 liters) per person each day.

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LESSON 2 / WATER QUALITY

STANDARDS MET

LESSON 2WATER QUALITY GRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

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NS.9-12.6Science in Personal and Social Perspectives: Personal health/Populations, resources and environments/Risks and benefits

NSS-G.K-12.5Environment and Society: Understand how human actions modify the physical environment/ Understand how physical systems affect human systems/ Understand the changes that occur in the meaning, use, distribution and importance of resources.

NL-ENG.K-12.12 Applying Language Skills: Students use spoken, written, and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information).

NL-ENG.K-12.11 Participating in Society

OBJECTIVES

A. Students will learn what makes water potable.B. Students will distinguish between types of pollutants and sources.C. Students will develop alternatives and solutions to problems of water pollution.D. Students will appreciate the personal actions that can improve water quality.

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d ABRASIONWearing down or rubbing away due to friction.d EUTROPHICATIONExcessive nutrients in a body of water which stimulate plant growth.

GLOSSARYJ

d PATHOGENAn agent that causes disease; living microorganism such as bacteria or fungus.d POLLUTIONPresence or introduction into the environment of a substance or thing that has harmful or poisonous effects.d POLLUTANTMaterial that contaminates water, air or soil.d REMEDIATIONRemoval of pollution or contaminants from soil, groundwater, or surface water.d SUSPENDED SOLIDSSmall particles that remain suspended in water; do not settle out.d WATER QUALITYA measure of the condition of water.d POTABLE Safe to drink; drinkable.

MATERIALS FOR INSTRUCTORS

d 8 “contaminated” water samples. d Guidelines for Contaminated Water Samples


d Pollution and Remediation Activity Sheetd Methods of Pollution Prevention and Remediation Handoutd Water Journal

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ESSENTIAL QUESTIONS

d How is the quality of our water affected by human activities? d How can our actions decrease the pollution of water in our environment?

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WATER QUALITY / LESSON 2

I. CLEAN WATER: INTRO: DISCUSSION: 5 - 7 MINUTES

PROMPT QUESTIONS:

d What is “clean water”? d How do scientists decide if water is “clean”? d How is our use of water determined by the quality or extent of its “cleanliness”?

d Water may have different quality standards, depending on its use.d Water requirements are different for drinking and personal hygiene, fisheries, agriculture (irrigation and livestock supply), navigation for transport of goods, industrial production, cooling in fossil fuel (and later also in nuclear) power plants, hydropower generation, and recreational activities such as bathing or fishing.

z Ask students if they can come up with some examples demonstrating how the use of water is determined by its level of quality. Some ideas are listed below:

l Pathogens can be present in water used for power and cooling, but not for human consumption. l Suspended solids may be present in use for irrigation, but these solids may cause abrasion issues if used for industrial purposes. l Nitrates can be beneficial in water used for irrigation but can cause problems (eutrophication) in water that is used to support fisheries. l Salts can be present in water used for recreation, but not for human consumption.

(Refer to the Water Quality and Use document in supplemental materials for more examples.)

s The aim of this activity is to familiarize students with types of pollutants and have them understand the difficulty of remediation.

ASK STUDENTS:d What are the different types of possible pollutants? Have students brainstorm a list of pollutants.

z Then have students share their ideas and record the list on the board. Tell students that all of the pollutants they mentioned fit into specific categories which they will explore in the following activity.

z Distribute the Pollution and Remediation Activity Sheet. Divide the class into 8 groups. Give each group one of the “contaminated” water bottle samples. They will use the guidelines on the Activity Sheet to determine the following:

1. The category of the contaminant 2. Possible sources of the contaminant. 3. A scenario as to how this contaminant could have been introduced into the water. 4. Devise a solution or alternative to your contaminant scenario in order to prevent this from occurring.

z After groups complete the activity with one bottle, have them switch bottles with another group until they have worked with at least three samples.

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II. TYPES/CATEGORIES OF POLLUTANTS: 25 - 30 MINUTESa

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REFLECTION: 10 MINUTES

HOMEWORK ASSIGNMENT

ART EXTENSION - HOW WATER CAN BE PROTECTED.

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z Have a few groups share their scenarios and alternative solutions to one of the samples. Points for reflection:

d Many contaminants are not visible - what is the impact of this?d A small amount of contaminant can have a large effect on a water supply: A single quart of motor oil, for example, could pollute as much as 250,000 gallons of water.

z Tell students it is very difficult to reverse the effects of water pollution. Natural processes that cleanse the water can take years, decades, or centuries. Even with costly technological processes, it can take years to remove all of the harmful substances from the water. The most beneficial action that individuals can take is to reduce pollution within their own lives. Have students come up with some ways that they can make that happen in their lives.

z After students come up with some ideas, share the Methods of Pollution Prevention and Remediation Hand out with students: Challenge them to add to these lists.

z A good example of individual action: “Pooper scooper” laws. Have students discuss which type of contamination this prevents.

“IT WASN’T THE EXXON VALDEZ CAPTAIN’S DRIVING THAT CAUSED THE ALASKAN OIL SPILL. IT WAS YOURS.”

- Greenpeace advertisement, New York Times, February 25, 1990.

z Instruct them to write for 5 - 10 minutes, reflecting on this quote as well as the activities in class today.

MATERIALS: d 11”x17” paperd Colored pencils

z After the students develop a scenario explaining how the contaminants could have been introduced into the water, have them create a three-panel storyboard to illustrate the scenario.

z Have students fold an 11”x17” piece of paper into thirds (like a letter). Start with the middle panel and use colored pencils to illustrate the situation of the polluted water. (Is it a stream, ocean or glass of tap water? What does this look like?) Then in the left panel, illustrate how the situation happened. (What caused the water to become polluted?) Fill in the third panel with the outcome of the contaminated water. (What is the impact of the water being contaminated?) Will you illustrate a solution or the negative effects of the situation if it is unresolved? Finally, have students write a caption under each of the panels describing what is happening and how water can be protected.

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z Have the students copy the following quote into their water journal:

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WATER QUALITY / LESSON 2

METHODS OF POLLUTION PREVENTION AND REMEDIATION

d Proper sewage treatmentd Management of livestock and domestic animal wastesd Environmentally sound lawn and garden practicesd Erosion management at construction, mining, logging and agricultural sitesd Strict regulation of industry for waste disposal control of emissions from electrical production d Use of nonpolluting methods such as solar energy d Energy efficient devicesd Partnerships: government and policy makers working together with local organizations and citizens.

MAJOR CATEGORIES OF WATER POLLUTION

INDIVIDUAL ACTION

d Reduce consumptiond Do not litterd Recycle and reused Dispose of grease and cooking oil properlyd Apply chemical agents sparinglyd Dispose of oils, antifreeze and toxic chemicals at recycling centersd Use less toxic cleaning materialsd Encourage local government to enforce environmentally sound regulationsd Organize clean-up campaignsd Educate others in your community about water resources

LESSON 2 RESOURCE

POLLUTION AND REMEDIATION ACTIVITY SHEETD

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s In this activity you will explore samples of “contaminated” water.

CATEGORY EXAMPLES

Sediment

Organic Chemical

Litter/Physical/Suspended

Medical

Inorganic Chemical

Pathogen

Oxygen-Depleting

Nutrient

Soil, Sand, Silt, Clay

Pesticides, Oil, Detergent

Debris, Styrofoam

Antibiotics, Hormones

Acids, Metals, Salts, Bases (any inorganic chemical)

Viruses, Bacteria, Protozoa, Parasitic Worms

Animal Manure, Food Wastes

Nitrates, Phosphates, Ammonium

z Complete the following analysis for each sample: Record your information in your water journal.

1. Record the Sample numbers and label.2. Record whether or not the contaminant is physically visible.3. Use the chart above to determine the category of the pollutant. A sample may belong in more than one category.4. List any possible sources for the contaminant.5. Develop a scenario explaning how this contaminant could have gotten into the water or environment.6. Devise a solution or alternative to your contaminant scenario (#4) in order to prevent this from occurring.

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EXAMPLE OF AN ANALYSIS:

1. Bottle X: Paint Solvent2. Contaminant is not visible in the water sample.3. Category: Inorganic Chemical4. Sources: paint manufacturing plant, construction site, home waste5. A newly developed business has extra paint and solvent left over after completion of the office construction. They throw it out with the normal trash. Some of it spills onto the road, where it runs into a drainage ditch of a nearby stream.6. The owners could have brought the paint and solvent to a secure landfill site or returned it tothe paint store where it could be used.

WATER QUALITY AND USEg

Pathogens

Drinking Water

XX

XX

XX

XX5.6

XX

XX

XX

XX

X

0

XX

X

X7

X

XX

XX

XX

XX

XX

XX

XX

XX

na

na

X

X

X

X

X

+

+

+

XX

X

X

?

XX1

X

XX4

XX4

XX1

XX10

X

?

X

na

X2

X5

X5

na

na

na

na

X

na

XX3

na

X8

na

na

na

na

na

POLLUTANT Aquatic wildlife

Recreation Irrigation

USE

Industrialuses

Power and cooling

Transport

Suspended Solids

Organic Matter

Algae

Nitrate

Salts

Trace Elements

Organic micropollutants

Acidification

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GUIDELINES FOR CONTAMINATED WATER SAMPLES

INSTRUCTIONS FOR POLLUTED BOTTLE SAMPLES

d Obtain 8 small clear plastic bottles.d Fill each bottle approximately 3/4 with water.d Add the “contaminant” and label the bottle according to the following table:

WATER QUALITY / LESSON 2: RESOURCES

BOTTLE NUMBER: LABEL

#1: Soil Small tsp soil Sediment

#2: Acid Mine Drainage None* Inorganic Chemical

#3: Oil Few mL oil Organic Chemical

#4: Ampicillin [Human Antibiotic] None* Medical

#5: Food Wastes Few mL unfiltered apple juice Oxygen-Depleting

#6: Plant Fertilizer None* Nutrient

#7: Plastics Small pieces of plastic straw Litter

#8: Poultry Farm Runoff Few drops of red food coloring Microbiological

“CONTAMINANT” TYPE OFPOLLUTION

* Bottles 2, 4, 6 do not need any specific contaminants as the pollutant will be in solution and therefore not visible. Since students are not going to perform any chemical analysis on the samples it is not necessary to include the “contaminant”.

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STANDARDS MET

OBJECTIVES


NSS-G.K-12.3Physical Systems: Understand the physical processes that shape the patterns of the earth’s surface/ Understand the characteristics and spatial distribution of ecosystems on the earth’s surface.

NS.9-12.6 Science in Personal and Social Perspectives: Personal health/Populations, resources and environments/Risks and benefits. CCSS.Math.Content.HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

A. Students will understand the concept and importance of watersheds as an integral part of our drinking water system.B. Students will use maps to identify the location and components of the New York state watersheds.C. Students will understand how various components such as soil and plants function in a watershed.D. Students will recognize that watersheds are living natural landscapes.

d AQUIFERArea of subsurface soil and bedrock that is saturated with water.d GROUNDWATERWater held underground in the soil or in pores and crevices in rock.d INFILTRATIONThe process by which water on the ground surface enters the soild PERMEABILITYMeasure of the ease with which a fluid (water in this case) can move through a porous rock.d POROSITYMeasure of how much of a rock is open space. This space can be between grains or within cracks or cavities of the rock.d PRECIPITATIONRain, snow, sleet or hail that falls to the ground.d SOILTop layer of the earth's surface, consisting of rock and mineral particles mixed with organic matter.d SOIL DRAINAGEThe rate at which water moves down through the soil.d WATERSHEDAn area of land that drains all the streams and rainfall to a common body of water, such as a bay, lake, reservoir, river or any point along a stream channel.d RESERVOIRA large natural or artificial lake used as a source of water supply.

d Beaker/glass filled with soild Waterd String for mapping activityd Lower Hudson Watershed Mapping Activity Worksheetsd Map of NY State Watersheds [If possible projected] d Watersheds: Components and Functions Worksheet

LESSON 3NEW YORK STATE WATERSHEDS GRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

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MATERIALS FOR INSTRUCTORSo

GLOSSARYJ

LESSON 3 / NEW YORK STATE WATERSHEDS

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ESSENTIAL QUESTIONS

d Water Journald Piece of string (approximately 20 cm)d Lower Hudson Watershed Mapping Activity Worksheetd Watershed: Components and Functions Worksheetd Human Activity Impact on Watersheds Worksheet

d What is a watershed and how does it function?d How does New York City get its drinking water? d How do humans impact water quality in the watershed?

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ADDITIONAL RESOURCES FROM NEW YORK CITY DEPARTMENT OF ENVIRONMENTAL PROTECTION:

1. Rainstorm Activity: www.nyc.gov/html/dep/pdf/activity1createarainstorm.pdf2. Watershed Activity: www.nyc.gov/html/dep/pdf/activity3whatisawatershed.pdf3. Educational Page:http://www.nyc.gov/html/dep/html/environmental_education/index.shtml4. Homepage:http://www.nyc.gov/dep

INTRODUCTION: 10 MINUTESb

z Show students the beaker with soil. z Ask students what will happen if water is poured into the soil.z Have students explain why/how water travels through the soilz Ask students if the water would have traveled in the same manner if the beaker were filled with marbles. What if the beaker were filled with concrete? z Use these comparisons to get students to think about pore space, porosity and permeability and how these factors determine the soil drainage of an area. z Define the terminology (porosity, permeability and infiltration) as the discussion unfolds.z Have students record the terms in their Water Journals.

z Now that students have reviewed how water travels through the ground, explain that they will now explore areas called watersheds. z Show students a map of NY State Watersheds. http://www.dec.ny.gov/lands/60135.html

z Explain to students that each colored area represents a watershed.z Ask students what they think the term “watershed” means.z After students share responses, write the definition of watershed on the board.

WATERSHED: AN AREA OF LAND THAT DRAINS ALL THE STREAMS AND RAINFALL TO A COMMON BODY OF WATER, SUCH AS A BAY, LAKE, RESERVOIR, RIVER OR ANY POINT ALONG A STREAM CHANNEL.

II. TYPES/CATEGORIES OF POLLUTANTS: 25 - 30 MINUTESa

NEW YORK STATE WATERSHEDS / LESSON 3

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z Support students in their understanding of watersheds by offering the following example of a watershed:

A small brook flows into a river and the river then flows into a reservoir. All the land that surrounds the brook, river and lake is in one watershed.

z Tell students that three watersheds provide New York City with its drinking water supply.

z Look at the New York City Water Supply Map to see where your water comes from.

z Explain to students that: d New York City’s water supply comes from the rain and snow that fall on the Croton, Catskill and Delaware Watersheds, which encompasses an area of 2,000 square miles.d It serves almost 9 million people using about 1 billion gallons of drinking water each day.d The watersheds contain 19 reservoirs and 3 controlled lakes, some more than 100 miles away, which store the water before it is delivered to the city. Approximately 97% of New York City water is delivered by gravity.

z Ask students how water travels from the reservoirs to their homes. Use the map below to show students the path of water from the Croton, Catskill and Delaware Watersheds to New York City.

z Give students a handout of the New York City Water Supply System map.

III. NEW YORK CITY WATERSHEDS: 15 MINUTESb

Additional Images Available: https://www.flickr.com/photos/nycwater/sets/72157645659209559/

Source: http://www.nyc.gov/html/dep/html/drinking_water/wsmaps_wide.shtml

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Why are watersheds important to us? The following activity will enable students to understand the significance of watersheds in terms of the functions they provide.

IV. A CLOSER LOOK AT WATERSHEDS: FORM AND FUNCTION: 15 MINUTESb

z Show students picture of a watershed:

z Ask students to come up with a list of the watershed components. After student responses, add to the list to make sure it has terminology below. Then distribute the Watershed: Component and Function Worksheet. Tell students they will use this worksheet to determine the function of each component of a watershed.

Watershed Components:d Animalsd Groundwaterd Aquiferd Raind Soild Rivers/Streams/Lakesd Trees/Vegetation

Functions: Transports water and sediment through the watershed Provides water during periods of low precipitation Helps recycle nutrients Provides a source of water Provides place for water storage Provides habitat for animals and plants Filters pollutants from water Aerates soil to ensure healthy plant growth Provides anchorage for plants Provides site for chemical reactions Provides outdoor activities such as swimming and boating

z After students complete the handout they can compare answers with a peer or share responses as a class.

Homework or Extension Activity:z Ask students if humans are a part of the watersheds in which they live. Discuss why this is true.

z If time permits, have students list the ways that human activities can impact watershed functions.

Some possible answers:Creation of buildingsPavement of land for parking lots and roadsCutting down forestsMining activitiesAgriculture activitiesBuilding over wetland areasDischarge of pollutantsPartnerships and educationWell maintained forestsStream management

z After students generate a list, they should write an explanation of how this activity impacts the function of a watershed and/or discuss this as a class.

z If there is not time for the discussion, hand out the worksheet Human Activity Impact on Watersheds as a homework assignment.

Source: http://www.riverlorian.com/riversforkids.htm

1.2.3.4.5.6.7.8.9.10.11.

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HUMAN ACTIVITY OF WATERSHEDS

The following human activities can have an impact on watersheds. Write a sentence or two for each activity explaining how they may impact watersheds and what can be done to minimize the impact on watersheds and water quality.

1. Building near a stream

2. Paving land for roads or parking lots

3. Cutting down trees

4. Mining activities

5. Fertilization of crops

6. Building over wetlands

7. Discharge of pollutants as surface spills, underground storage tanks, illegal dumping

8. Failing Septic Systems

HOW DO THESE ACTIVITIES HELP TO PROTECT WATERSHEDS AND WATER QUALITY?

1. Managing watershed land to protect water quality

2. Protecting and managing streams to prevent erosion

3. Building effective wastewater treatment plants

4. Educating youth and adults about local drinking water resources

5. Partnering with watershed residents and businesses to create ways to ensure clean water

LESSON 3: RESOURCES / NEW YORK STATE WATERSHEDS

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WATERSHEDS: COMPONENTS AND FUNCTIONS

Directions: Match the list of functions below with the watershed components discussed in class.Use this list for your answers. [Animals, Aquifer, Groundwater, Lakes, Rain, Reservoirs, Soil, Streams, Trees, Vegetation]

A function may be matched with more than one component.

Function:

1. Transports water and sediment through the watershed

2. Water absorbed by the soil

3. Helps recycle nutrients

4. Provides a source of drinking water

5. Provides place for water storage

6. Provides habitat for animals and plants

7. Filters pollutants from water

8. Aerates soil to ensure healthy plant growth

9. Provides anchorage for plants

1O. Provides outdoor activities such as swimming and boating

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WATERSHEDS: COMPONENTS AND FUNCTIONSWITH ANSWERS

Directions: Match the list of functions below with the watershed components discussed in class. Use this list for your answers. [Animals, Aquifer, Groundwater, Lakes, Rain, Reservoirs, Soil, Streams, Trees, Vegetation]

A function may be matched with more than one component.

Function:

1. Transports water and sediment through the watershed: Rivers/Streams

2. Water absorbed by the soil: Groundwater

3. Helps recycle nutrients: Animals

4. Provides a source of drinking water: Rivers/Streams/Lakes/Reservoirs

5. Provides place for water storage: Aquifer/Reservoirs

6. Provides habitat for animals and plants: Soil/Rivers/Stream/Lakes/Vegetation

7. Filters pollutants from water: Soil

8. Aerates soil to ensure healthy plant growth: Animals

9. Provides anchorage for plants: Soil

10. Provides outdoor activities such as swimming and boating: Rivers/Streams/Lakes

LESSON 3: RESOURCES / NEW YORK STATE WATERSHEDS

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STANDARDS MET

OBJECTIVES

GLOSSARYJ


NS.9-12.6Science in Personal and Social Perspectives: Personal health/Populations, resources and environments/Risks and benefits

NSS-G.K-12.3 Physical Systems: Understand the physical processes that shape the patterns of the earth’s surface/ Understand the characteristics and spatial distribution of ecosystems on the earth’s surface

NL-ENG.K-12.12 Applying Language Skills: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

A. Students will explore the mechanisms of water tanks.B. Students will understand how the structure of water tanks relate to their function.C. Students will create a water tower design based on its functional components.

d PRESSUREContinuous physical force exerted on or against an object by something in contact with it, commonly measured in units of pounds per square inch or PSI.

d WATER TANKSLarge vessel that holds waterd WATER TOWERElevated structure holding a water tankd GROUNDWATERWater held underground in the soil or in pores and crevices in rock.d WATER MAINSUnderground pipes that transport water.

d Designing a Water Tower Handoutd Article:

“Getting Water to New Yorkers Is a Family Business” by Elizabeth Harris in The New York Times (December 17th, 2012): http://www.nytimes.com/2012/12/18/nyregion/for-3-families-wooden-water-tanks-are-in-the-blood.html

d Answers to Introductory Questions for student-oriented sharing.

LESSON 4WATER TOWERS & WATER TANKSGRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

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ESSENTIAL QUESTIONS

d Water Journald Designing a Water Tower Handoutsd Graphing paperd Rulersd Pencilsd Article:

“Getting Water to New Yorkers Is a Family Business” (citation above)

d Optional items: Protractor, Paints, Markers, Color Pencils

d Why are water tanks used in New York City?d How do water tanks function to supply our drinking water?d What components will make the most unique and functional water tower design?

G

Q

WATER TOWERS & WATER TANKS / LESSON 4

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I. INTRODUCTION: I KNOW, I THINK: 10 MINUTES

II. WATER TANK FACTS: 15 MINUTES

b

b

z Show students an image of a New York City wooden water tank and ask them to spend a few minutes studying the image.

z Ask students to think about and write down the answers to the following questions in their water journals:

d What materials are used to make water tanks?d How long do you think water tanks have existed? How old might the first New York City water tank be?d Why are water tanks built on rooftops?d Do cities without tall buildings need water tanks? Why or why not?

z Have students share some of their responses to the questions one at a time. After students share responses pick a volunteer to read the information concerning each question. Students should take notes in their Water Journals as this material is covered.

WHAT MATERIALS ARE USED TO MAKE WATER TANKS?New York City’s skyline is dotted with wooden water tanks that are easy to mistake for vanishing relics of the bygone eras of seltzer bottles and gas street lamps. But what many New Yorkers do not realize is the tanks are hardly antiques — in fact, most people drink and bathe from the water stored in them every day.

Most buildings in the city taller than six stories need some sort of pumping system to get water from water mains to water towers to provide water pressure for tenants. So why do people think wooden water tanks are relics of the past? Because they look as though they are. While many are more than 30 years old, even new ones look old because they are made of wood that is not painted or chemically treated (to prevent drinking water from becoming tainted).

Though the technology has become more efficient, the concept of gravity delivering water from a wood tank has not changed in decades. And while steel tanks are an option, they are more expensive, do not provide as much insulation, require more maintenance and take longer to construct. The average wood tank holds 10,000 gallons of water and costs around $30,000. A steel tank of similar size could cost up to $120,000. But different buildings have their own specific needs.

According to Rosenwach Tank, a New York City water tank manufacturer and installer established in the late 19th century, a crew of six workers can tear down an old tank and construct a new one in 24 hours. It takes two to three hours for pumps to fill them up.

When a tank is first installed, it leaks. But after being filled with water, the wood expands to become watertight. When a building’s inhabitants use water, the level in the tank diminishes. More water is pumped from the basement, and a special mechanism lets it into the tank. A wood water tank can last for 30 to 35 years, depending on its exposure to the

LESSON 4 / WATER TOWERS & WATER TANKS

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elements. Eventually, though, the tank’s wood rots and must be replaced, keeping Rosenwach working on the same New York City buildings for generations.

HOW OLD IS THE FIRST NEW YORK CITY WATER TANK?Water tanks first became popular in the city in the late 19th century, as buildings grew taller. With the advent of skyscrapers came a need to deliver water to the upper floors beyond the natural water pressure. Today we may think of these tanks as technology of a past age, and look to them more as a decorative element of the city landscape. Still, it is worth looking past their aesthetic and sentimental aspects to their remarkably simple, yet effective technology.

Even though newer buildings use more modern basement pump systems, roughly 10,000 to 15,000 water tanks are still used throughout the city. Take a close look at some of the tall residential buildings around you. You can often see the water tank or the tip of the water tank peeking out from an enclosed rooftop structure.

WHY ARE TANKS LOCATED ON BUILDING ROOFTOPS? An underground system of water mains can push water about 60 feet (or 6 floors) purely by gravity due to the distance and elevation of NYC’s 19 reservoirs. With a water tank storing water on the building’s roof, gravity does the work distributing water to the lower floors. The tank is filled with water from the water mains by basement pumps, and as the tank empties, it triggers the pumps to refill it. In this way, the tower acts as both a water source and reservoir.

DO CITIES WITH NO TALL BUILDINGS NEED WATER TOWERS? WHY? WHY NOT?Water towers are tall to provide pressure. Each foot of height provides 0.43 PSI of pressure. A typical municipal water supply runs at between 50 and 100 PSI (major appliances require at least 20 to 30 PSI). A water tower must be tall enough to supply that level of pressure to all of the houses and businesses in the area of the tower. Because of this, water towers are also typically located on high ground. In hilly regions, a tower can sometimes be replaced by a simple tank located on the highest hill in the area.

A water tower is an incredibly simple device. Although water towers come in all shapes and sizes, they all do the same thing: A water tower is simply a large, elevated tank of water.

z Now that students have learned about water tanks and water towers, they will have an opportunity to design their own water tank or water tower.

z Give students the Design a Water Tower or Water Tank worksheet.

III. THINK LIKE AN ENGINEER: DESIGNING A WATER TOWER OR WATER TANK: 20 MINUTESb

WATER TOWERS & WATER TANKS / LESSON 4

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z Use the diagram below as a guideline. All designs need to show the following:1. Pumping station2. Tower3. Water user

z Hand out the article, “Getting Water to New Yorkers is a Family Business” by Elizabeth Harris. Students should read the article and then list five things they learned from the article concerning water towers.

Sharing exercise:

During the following class students can post their designs and view and comment on each design. Their feedback can be guided by questions such as, “What do you like about this design” and “What is one question you have for the designer?”

Some examples of water towers: IV. HOMEWORK/REFLECTIONH

Source: http://commons.wikimedia.org/wiki/File:Roihuvuori_watertower3.png

LESSON 4 / WATER TOWERS & WATER TANKS

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DESIGN A WATER TOWER OR A WATER TANK

You will have an opportunity to make a drawing of your own design for a water tower or a water tank. As you create your design, consider the following:

d Type of material for your tower or tank

d Tower or tank shape

d Tower or tank size

d How much pressure will your water tower or tank produce?

d How many people will your tower or tank serve? How many gallons of water does your water tower or tank hold?

d What is the topography of the area? Will your tower or tank be on a hilltop or on top of a building?

d Where is the source of the water you will use?

d All designs need to show the following:

1. Pumping station 2. Tower or tank 3. Water user

WATER TOWERS & WATER TANKS / LESSON 4: RESOURCES

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LESSON 5 / PUBLIC ART FOR SOCIAL CHANGE

STANDARDS MET

OBJECTIVES

GLOSSARYJ

Common Core: SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led); SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.

Blueprint for Teaching and Learning in the Arts: Visual Arts Benchmark:

1. Students recognize the societal, cultural, and historical significance of art; connect the visual arts to other disciplines; apply the skills and knowledge learned in visual arts to interpreting the world.

2. Examine a work of art as a primary document; based on visual evidence, write hypotheses about the time period, culture and political context.

A. To acquaint students with examples of activist art.B. Students explore how art and culture impact communities and how creative work has the power to address pressing social issues.C. Students will be able to discuss social issues in the context of a public artwork. D. Students will be prepared to visit The Water Tank Project’s water tanks.

d ACTIVISM Efforts to promote or create social, political or environmental change. Activism can take a wide range of forms from writing letters to newspapers or politicians, political campaigning, boycotts, marches or protests.d ETHICS A set of principals or system of moral values

LESSON 5PUBLIC ART FOR SOCIAL CHANGE GRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

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d MEDIUMA substance through which something is accomplished, conveyed or transferred.d PUBLIC ART Works of art in any medium that have been planned and executed with the specific intention of being sited or staged in the public domain usually outside and accessible to all.

d Images d Projectord Computerd Screen



ESSENTIAL QUESTIONS

d Paperd Colored pencilsd Water Journal

d What are the roles and responsibilities of artists in response to social issues? d How can art bridge differences to bring people together? d Can art save lives? d What are the ethics behind community-based art?

G

Q

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INTRODUCTION: 5 MINUTES

VISUAL THINKING STRATEGY 25 MINUTES (IMAGES FOLLOW LESSON PLAN)

b

b

z Tell the students that part of your study of the water crisis involves a public art project called The Water Tank Project. The Water Tank Project aims to raise public awareness about water issues in New York City and around the world.

z Tell students that they are going to experience several works of art together so that they can better understand the connection between public art and raising awareness for social issues.

z Show: Picasso’s “Guernica”(use the VTS worksheet for instructions on guiding this activity)

z Student responses can be verbal in a large group discussion format or you can give them a few minutes to write down responses and then have them share aloud. Once students have shared their thoughts, tell them about the painting.

“Guernica” was painted by Pablo Picasso in 1937. It was conceived as a response to the bombing of Guernica – a Basque village in northern Spain – by Nazi forces supporting Spanish Nationalist leader Francisco Franco. The village was considered the northern stronghold of the resistance movement (which represented numerous ideologies, including Communism, Anarchism and Socialism). It was also the center of Basque culture. Not only was the site of the bombing significant, but the timing was as well, as it was market day, a day when much of the community would gather at the town center. As the men of the village were mostly away fighting with the resistance force, the brunt of the bombing was felt by women and children. In the painting, Picasso dramatically captures their vulnerability and innocence. “Guernica” has become a worldwide symbol of the atrocities of war. Its searing imagery has become synonymous with anti-war demands, and has even been depicted as a tapestry at the United Nations in New York City.

z Show: Image of the Aids Memorial Quilt Project(follow the same protocol from the previous image) Once students have had a chance to respond, tell them:

The AIDS Memorial Quilt is an enormous quilt made as a memorial to and celebration of the lives of people who have died of AIDS-related causes. Weighing an estimated 54 tons, it is the largest piece of community folk art in the world. Throughout the 1980s and 90s, AIDS activists protested in the streets and put up posters, effectively bringing together millions of participants for the AIDS Memorial Quilt Project. Bearing testimony to its capacity to capture the thoughts of those coping with personal crisis, the AIDs Memorial Quilt is 1,293,300 square feet and has names of more than 91,000 individuals who succumbed to AIDS-related illness. Moreover, the quilt raised over 4 million dollars for HIV/AIDS prevention and education.

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z Show: Image of the War Protest sign(follow the same protocol as the previous images)

After students respond, use the image to demonstrate that public art can be created in many different forms. Artists may be invited by an official entity, a project may be artist-initiated, or work may take the form of a non-sanctioned artistic endeavor (like the protest sign). However, artists inevitably bring unique and personal interpretations to each idea, site, social construct, and aesthetic potential. In this way, artists can be social and civic leaders, advocating for alternative perspectives through art that challenges assumptions, beliefs, and community values.

z Show: ICY and SOT’s image for The Water Tank Project(follow the same protocol as the previous images)

This design was created by ICY and SOT.ICY and SOT are stencil artists and brothers from Tabriz, Iran. Their artistic career began in 2008 and their work deals with peace, war, love, hate, hope, despair, children, human rights and Iranian culture. The brothers have been included in numerous exhibitions and have created street works in Iran and other countries.

z After students respond, ask them: Why would the issue of water be considered a topic for social change? Chart students’ responses.

z Tell students:

By 2025, it is predicted that the global demand for clean water will exceed supply by 56%. This suggests a looming crisis of massive proportions that goes largely unnoticed, especially where safe water is plentiful. Public art projects like The Water Tank Project draw attention to the global water crises. The goal of the project is to raise awareness and promote dialogue focused on the shrinking availability of clean water.

REFLECTION: 10 MINUTESb

z Ask students to illustrate a response to the following fact:

Of the 7 billion people on earth, 1.1 billion do not have access to safe, clean drinking water.

Sharing: 5 minutes

z Ask one or two students to share their illustrations.

LESSON 5 / PUBLIC ART FOR SOCIAL CHANGE

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VISUAL THINKING STRATEGIES (VTS)

Visual Thinking Strategies (VTS) is an inquiry-based teaching strategy for all grade levels. You do not need any special art training to use this strategy. The goal of VTS is not to teach the history of a work of art but to encourage students to observe independently and to support their comments with evidence. By using VTS, students learn to make meaning from the world around them, to gain confidence in their own ideas while respecting those of others, and to contribute to a thoughtful debate amongst a group of peers.

The routine works well in a group discussion, but in some cases you may want to ask students to try the routine individually on paper or in their heads before sharing as a class. Student responses to the routine can be written down and recorded so that a class chart of observations, interpretations and wonderings are listed for all to see and return to during the course of study.

How to do VTS

1.Choose a representational (nonabstract) artwork and project it for the class to see. Ask students to look closely and silently at it for a minute or two. Three questions guide the discussion. Open by asking “What’s going on here?”

d Summarize student responses using conditional language (“Raoul thinks this could be…”). This keeps the conversation open to other interpretations by other students. d If appropriate, ask: “What do you see that makes you say that?”d This encourages students to support their statements with their observations of the artwork.d Ask the group: “What more can we find?” This continues the conversation.

Tips for doing VTS

During discussion, link, compare and contrast students’ responses. Avoid adding information. Let students look closely and reason out their responses, rather than discussing the facts. If a student comes to a factually incorrect conclusion, gently correct it if absolutely necessary during your classroom lesson, not during the VTS conversation. Allow the conversation to go where it will, even if it gets off topic. Remember, the goal is not to share information, but to encourage critical thinking.

At the end of the conversation, continue with your lesson, linking the content with students’ comments.

Purpose

What kind of thinking does this encourage? Careful observations. Thoughtful interpretations. Stimulates curiosity. Sets the stage for inquiry.

Application

When and where can it be used? When you want students to think carefully about why something looks the way it does. At the beginning of a new unit to motivate interest. Try it with an object that connects to a topic during the unit of study.

PUBLIC ART FOR SOCIAL CHANGE / LESSON 5: RESOURCES

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LESSON 6 / ARTISTIC RESPONSE: WATERCOLORS

LESSON 6ARTISTIC RESPONSE: WATERCOLORSGRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

OBJECTIVES

GLOSSARYJ

Blueprint for Teaching and Learning in the Arts: Visual Arts Benchmarks

Students recognize the societal, cultural, and historical significance of art; connect the visual arts to other disciplines; apply the skills and knowledge learned in visual arts to interpreting the world.

1.Examine a work of art as a primary document; based on visual evidence, write hypotheses about the time period, culture and political context.2.Through close observation and sustained investigation, students develop individual and global perspectives on art; utilize the principles of art; solve design problems; and explore perspective, scale and point of view.

To allow students an opportunity to create a visual artistic response to The Water Tank Project. Students explore how art and culture impact communities and how creative work has the power to address pressing social issues. Students will be able to communicate information through the context of their own visual artwork. Students will create original works of art in response to The Water Tank Project.

d SOCIAL ISSUES Issues that relate to society’s perception of people’s personal lives; e.g.. access to medical care, welfare assistance programs, safety services.

M

d Refer to “Tips on using watercolors in the classroom”



ESSENTIAL QUESTIONS

d Field notes worksheetsd Watercolor paper or Bristol boardd Pencils d Watercolors d Sharpies d Water Journal

d What is the role and responsibility of the artist in response to social issues?

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ART EXERCISE: 30 MINUTE

INTRODUCTION/DISCUSSION: 10 MINS

b

b

z Give each student a 5.5”x 8.5” piece of Bristol board and have them write their name on the back. Have students create a pencil illustration that represents their personal relationship with water. This could be a memory about a day at the beach, being caught in a rainstorm or it can reflect some of the new information they have learned about the water crisis and its impact on the world. Whatever it is, it should have personal meaning for the student. (Give students about 10 minutes to complete this part of the task.)z Give each student a Sharpie marker. Tell students to trace the pencil lines in Sharpie. Any lines that are not traced will not be visible once the paper is painted. (5 minutes )Have students add color to their illustrations using watercolor paints. See watercolor technique tips below. (15 minutes)As students finish their paintings, move them to an area where they can dry. (5 mins for clean up)

Share: 10 minutesz Allow students to circulate and look at each other’s work.

z Have students take out their field notes and spend a few minutes reviewing them.z Ask students: (responses can be written, oral or a combination of both)

d What was the most interesting or surprising aspect of the work you saw and why?d What were some of the artistic choices made in the work that stand out in your memory?d If you were the artist what would you have done differently?d How is water meaningful and important to you personally?

TIPS ON USING WATERCOLORS IN THE CLASSROOMb

Watercolors are great for the classroom because they are quick to clean up and you do not need to be a trained artist to get fantastic results. In addition to watercolor sets, you will need paper towel and cups or other small containers to hold water. It does not take much water and students can easily share containers.

A. Watercolor painting – Using little water and loading your paintbrush up with paint, brush across the paper. Next, add water to the brush and continue to apply paint to the paper. What happens? What changes?B. Blotting – Use a bit of paper towel to soak up the paint. What happens when I blot the paint?C. Dry Brush – Add color to a dry brush and apply paint to the paper. What do you notice? What happens when the paint is applied with a dry brush? What is different?D. Wet on Wet – Wet the paper with clean water. Then add paint to a paint brush and apply paint to the wet paper. What do you notice? What happens? How can you make it darker? Lighter?E. Bleed – Using the wet on wet technique, drop a brush in a spot on the wet paper. The paint will spread out (this is called a “bleed effect”). What happens when a drop of paint is added? Identify that “bleed” is an artist term for this technique.

Different colors can create different moods:Warm Colors: Red, yellow, orange. (Fire. Strong feelings. Excitement. Anger. Happiness. ) Cool Colors: Blue, green, purple. (Calming. Soothing. Upset. Sad. Lonely. Sick.)

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LESSON 7 / THE PATH OF WATER

STANDARDS MET

OBJECTIVES

GLOSSARYJ

NSS-G.K-12.3Physical Systems: Understand the physical processes that shape the patterns of the earth’s surface/ Understand the characteristics and spatial distribution of ecosystems on the earth’s surface.

NL-ENG.K-12.12Applying Language Skills: Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information).

NSS-G.K-12.5 Environment and Society: Understand how human actions modify the physical environment/ Understand how physical systems affect human systems/ Understand the changes that occur in the meaning, use, distribution and importance of resources.

NS.9-12.6 Science in Personal and Social Perspectives: Personal health/Populations, resources and environments/Risks and benefits.

A. Students will understand how water travels through an ecosystem.B. Students will understand how water travels through their community.

d ECOSYSTEM A biological community of interacting organisms and their physical environmentd EVAPORATIONConversion of water from liquid to vapor

LESSON 7THE PATH OF WATER GRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

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d CONDENSATIONConversion of water from vapor to liquid d TRANSPIRATIONRelease of water vapor from vegetation d PRECIPITATIONAny form of water falling to the earth’s surface d RUNOFFWater which runs along the earth’s surfaced GROUNDWATERWater stored in underground caverns and porous layers of rock and soil d SURFACE WATERFreshwater on the earth’s surface, such as rivers, streams, ponds, lakes, wetlands d INFILTRATIONSeepage of water into underground porous layers of rock and soild RESIDENCE TIMEAverage length of time that a water molecule will remain in a reservoird RESERVOIRNaturally occurring body of water, such as a pond, and a forced or controlled body of water, such as a reservoird WATER CYCLEThe cycle of processors by which water circulates between the earth’s oceans, atmosphere and land

d Projector and Screend Urban Water Cycle Computer Imaged Hydrologic Cycle Terminology Worksheet Answer Key


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MATERIALS FOR STUDENTS ESSENTIAL QUESTIONS

d Hydrologic Cycle Terminology Worksheetd Hydrologic Cycle Diagram Handoutd Urban Water Cycle Image (If unable to project) d Water Journal

d How is water transformed as it travels through the ecosystem? What is the path of water in our community?

G Q

I. INTRODUCTION: 15 MINUTES

II. HYDROLOGIC CYCLE: 15 MINUTES

b

b

z Begin the lesson by writing the phrase, “ I am a drop of water falling from the sky...”z Have students copy the phrase in their journals and allow them to write for 5 minutes, thinking about how water travels through our environment.z Select students to share their responses.

Prompt: z After sharing ask students:

What were some of the means by which water traveled and/or changed during the course of its path? Where does water come from? How old is the water that is on the earth today?

z Tell students that the water on the earth today is several billion years old. How is this possible? This water is recycled over and over through the hydrologic cycle.

A. Distribute a copy of the Hydrologic Cycle Terminology worksheet to each student. Give students 5 minutes to complete this and then review the answers as a class.

GLOSSARY d EVAPORATION: conversion of water from liquid to vapor d CONDENSATION: conversion of water from vapor to liquid d TRANSPIRATION: release of water vapor from vegetation d PRECIPITATION: any form of water falling to the earth’s surface Runoff: water which runs along the earth’s surfaced GROUNDWATER: water stored in underground caverns and porous layers of rock and soil Surface water: freshwater on the earth’s surface; rivers, streams, ponds, lakes, wetlands d INFILTRATION: seepage of water into underground porous layers of rock and soil

B. Provide students with a copy of the hydrologic cycle and have them fill in the terms from the worksheet at the proper locations on the cycle. For example, they should label the clouds as “condensation”.

C. After students finish labeling the cycle, direct student attention to the chart of residence times on theHydrologic Terminology Worksheet. Define “residence time” as the average length of time that a water molecule will remain in a reservoir (a body of water).

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ResidenceTimesofWater Oceans: 3,200 years Glaciers: 20 to 100 yearsSeasonal snow cover: 2 to 6 months Soil moisture: 1 to 2 months Groundwater: shallow: 100 to 200 years Groundwater: deep: 10,000 yearsLakes: 50 to 100 years Rivers: 2 to 6 months Atmosphere: 9 days

z Considering residence times, ask students which parts of the water cycle they think might be the “cleansing” phases. Where does water have the most opportunity to be recycled and renewed? Where in the water cycle can we have the most impact on water quality? Is there such a place?

Notesforinstructor:z Cleansing phases of water cycle are points of evaporation as most contaminants are left behind in this process. Infiltration can also be a cleansing process as some contaminants will have a stronger attraction for soil particles and will therefore be removed from the water.

z There is no “right or wrong” answer for where we have the greatest impact on water quality. The intent is to have students understand that humans can have an impact at any point in the cycle.

z Ask students if the hydrologic cycle happens in the city. How does the “urban” water cycle differ from the diagram of the hydrologic cycle they worked with in Part II of the lesson?

z Instruct students to add “urban” components to their diagram. Prompt students with questions such as: d Where is your water from? d How is water managed before it comes out of your tap? d How does it get to your house? d What happens to water before it comes out of your tap? d What happens to water after it goes down the drain?

z Share the Urban Water Cycle Diagram with students. While reviewing the image, students should add the following components to their diagrams:

d Rain, watersheds, reservoirsd Streams and riversd Reservoir for water storaged Water treatment facilityd Pipes/Tunnels to transport water

d Scientist Testingd Storage facilities such as water tanksd Water use at homed Sewer pipes to bring wastewater to a treatment facilityd Wastewater treatment facilityd Pipes to outlets such as rivers or oceans

III. PATH OF WATER IN YOUR COMMUNITY: 15 MINUTES

REFLECTION/REVIEW: 5 MINUTES

b

b

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Source: http://www.pacificwater.org/pages.cfm/water-services/water-demand-management/water-distribution/the-water-cycle.html

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HYDROLOGIC CYCLE TERMINOLOGY WORKSHEET

The following terms are associated with the processes within the hydrologic cycle. Match each term with its corresponding definition.

1. Evaporation

2. Condensation

3. Transpiration

4. Precipitation

5. Runoff

6. Groundwater

7. Surface water

8. Infiltration

A. water stored in underground caverns and porous layers of rock and soil

B. conversion of water from liquid to vapor

C. any form of water falling to the earth’s surface

D. seepage of water into underground porous layers of rock and soil

E. conversion of water from vapor to liquid

F. freshwater on the earth’s surface; rivers, streams, ponds, lakes, wetlands

G. release of water vapor from vegetation

H. water which runs along the earth’s surface

RESIDENCE TIMES OF WATER

Oceans

Glaciers

Seasonal snow cover

Soil moisture

Groundwater: shallow

Groundwater: deep

Lakes

Rivers

Atmosphere

3,200 years

20 to 100 years

2 to 6 months

1 to 2 months

100 to 200 years

10,000 years

50 to 100 years

2 to 6 months

9 days

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LESSON 8WATER IN SOCIETY AND CULTUREGRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

STANDARDS MET

OBJECTIVES

GLOSSARYJ

NL-ENG.K-12.12Applying Language Skills: Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

NSS-G.K-12.5 Environment and Society: Understand how human actions modify the physical environment/ Understand how physical systems affect human systems/ Understand the changes that occur in the meaning, use, distribution and importance of resources.

NS.9-12.6 Science in Personal and Social Perspectives: Personal health/Populations, resources and environments/Risks and benefits.

A. Students will understand how water plays a significant role in world culture and religion.

d RITUAL Set of actions performed mainly for their symbolic value. It may be prescribed by the traditions of a community.d SYMBOLISM The practice of representing things by symbols, or of investing things with a symbolic meaning or character. A symbol is an object, action or idea that represents something other than itself, often of a more abstract nature. d CULTURE The beliefs, customs, arts, etc., of a particular society, group, place, or time

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d Projectord Screend Computer Imagesd Discussion talking points



d Water Journal

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ESSENTIAL QUESTIONS

d Why are rituals and traditions an important part of our societies and cultures?

Q

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I. INTRODUCTION: 15 MINUTES

ACTIVITY I: 10 MINUTES

b

b

Water is fundamental. For the ancient Greeks it was one of the four components of the universe(earth, air, fire, water) and the notion continued to be widespread throughout the pre-scientific era. It is the source of customs that have created a true water culture which, today, is the echo of a multiple and global approach to the environmental, social, human, ethical, religious and economic dimensions of water and ecosystems.

At a time when the resource is the focus of global attention and disquiet regarding our common future, the culture of water must be well understood so that its management and care can be efficient, productive and satisfy a vital need: saving what is becoming a threatened resource. Humankind’s cultural imagination displays an extraordinary uniformity and endurance around the way water is personified and interpreted in different locations and belief systems around the world.

z Show or read out loud:

“Water is not just a resource. It is a key issue of civilization.” - Domenico Luciani, President of the International Water Civilization Center

z Ask students to respond to the quote in their water journals. 5 minutes

z Tell students:

Hundreds of years ago, when much of the globe was unmapped, what was beyond the ocean was literally unknown.

Water is almost universally a symbol of purity and fertility. In countless creation myths, life emerges from primordial waters. Interestingly, humans are more than 50% water and so we can liken many of these myths and allegories to our own existence.

z Ask students to brainstorm some of the symbolic meanings that water can have. 5 minutes

d Symbolic meanings for water include (but are not limited to):Transformation, subconscious, fertility, purification, reflection, renewal, blessing, motion and life.

z Tell students they will view images of how water is used within different cultures and societies. While theyconsider the images ask students to record their thoughts on the uses and symbolism of water in each image in their journals using the following prompts:

What do you notice? What do you wonder?What purpose do rituals and traditions serve?Do you believe it is important that these rituals are kept alive? Why?

z Use the talking point found in the Resources section to guide the class discussion.

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ACTIVITY II: 10 MINUTES

IV. REFLECTION AND SHARING: 5 MINUTES

b

b

z Read this Haiku by Nizamettin Esen Haymanali aloud:

Wonderful waterdivine chameleon forming itself and our life

z Ask the students to write their own haikus. Here are some guidelines: Haikus are divided into three lines of 5, 7 and 5 syllables each. The haiku is divided in two parts with a certain imaginative distance between the two sections. Line one and two should evoke different images. Line three brings the two images together. A haiku often contains a kigo, a word which indicates in which season the haiku is set. For example, cherry blossoms indicate spring, and snow indicates winter. The season word is not always obvious.

z Ask students to write a haiku that is personal, to write when they have been deeply moved. Haikus should be honest, simple, clear and modest. They should need no explanation.

z Debrief by having students share their reflections on images. Ask students to share their haikus.

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CHRISTIANITYAlmost all Christian churches or sects have an initiation ritual involving the use of water. Baptism has its origins in the symbolism of the Israelites being led by Moses out of slavery in Egypt through the Red Sea and from the baptism of Jesus by John the Baptist in the Jordan River. The use of water has important symbolic value in three ways: many Christians believe it cleanses and washes away dirt; it fills everything it enters as God fills those who are immersed in Him; and water is needed to survive physically as we need God to survive spiritually. In the early church, baptism was usually performed with the person standing in water and with water being poured over the upper part of the body. This was called ‘immersion’, but today the term refers to the method of dipping the whole body under water which is used, for example, by the Baptist and Orthodox churches. In most Western churches today, the rite is performed by pouring water over the head three times (affusion) and sometimes sprinkling water over the head (aspersion).

HINDUISMFrom Swami Tyagananda, Ramakrishna Vedanta Society, BostonHindus use water to cleanse themselves before prayer. Most traditional temples have an area for washing hands and feet before entering the main sanctum. Hindus also believe that water from the River Ganges in India is sacred, and that bathing in the river washes away sins, though there is no formal ceremony attached to the popular practice. Those who visit the river often collect its water in bottles for later use. Believers sprinkle the river water on themselves before prayer and worship to purify themselves.

Water rituals are central to many religious practices. Here are some talking points for leading discussions. Use this text as you look at the slideshow of images.

Source: http://observatory.designobserver.com/media/images/water-temple-bali.jpg

Source: http://www.greencastlebaptist.org/Our-Staff.html

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ISLAMFrom Imam Talal Eid, Islamic Institute of BostonMuslims use water to cleanse themselves in preparation for their five daily prayers. The ritual ablution takes place in a special room inside the mosque. Muslims wash their feet up to the ankles, and arms, up to the elbows, as well as their faces, before entering the prayer room. Mouths, noses, and ears are also rinsed, and water is smoothed over the hair and neck. The cleansing – known as Wudu – can be used for several prayers, but must be done again if a person goes to the bathroom, becomes otherwise unclean, or falls asleep. The prayer itself cleanses the spirit, while water cleans the body.

JUDAISMFrom Aliza Kline, Mayyim Hayyim Living Waters Community Mikveh and Education Center, Newton, MAThe mikveh, or immersion in a “gathering of water,” is a ritual traditionally required prior to conversion, marriage, and the Sabbath. Long considered an Orthodox or traditional practice, the ritual is also gaining popularity with less observant followers to mark various rites of passage: for celebrations, mourning periods, life transitions, pregnancy and healing. It can take place in any natural body of water, or in specially constructed pools that incorporate natural waters. Traditionally, the focus of the mikveh was on achieving purity, but now calm and healing are often emphasized. Mikveh is considered the chronological precursor to baptism.

Source: http://forward.com/workspace/assets/images/articles/blog-mikveh-022411.jpg

Source: http://www.barenakedislam.com/2009/08/29/muslim-footbaths-on-the-march/

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NATIVE AMERICANRitual purifications, such as those using a sauna or sweat lodge, exist within the traditions of many indigenous people of the Americas. Some indigenous groups also believe that the burning of smudge sticks cleanses an area of evil. Moving bodies of water, such as rivers or streams, figure into the traditions of the Cherokee and some other tribes of the southeastern United States, for daily rituals or special ceremonies.

SHINTOShinto is the indigenous religion of Japan and is based on the veneration of the kami – the innumerable deities believed to inhabit mountains, trees, rocks, springs and other natural phenomena. Worship of kamis, whether public or private, always begins with the all important act of purification with water. Inside the many sacred shrines troughs for ritual washing are placed. Waterfalls are held sacred and standing under them is believed to purify.

Source: http://www.nipponnews.net/en/news/japanese-new-year-ice-bath/

Source: http://fineartamerica.com/featured/annishinabe-water-ceremony-annishinaabe-ho-chunk-sioux-scott-ridgway.html

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LESSON 9WATER IS A HUMAN RIGHTGRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

STANDARDS MET

OBJECTIVES

GLOSSARYJ

ANSS-C.9-12.5 Roles of the Citizen: What are the responsibilities of citizens?/ How can citizens take part in civic life?NL-ENG.K-12.12 Applying Language Skills: Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information).NSS-EC.9-12.1 Productive Resources: ScarcityNSS-G.K-12.1The World in Spatial Terms: Understand how to use maps and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.NS.9-12.6 Science in Personal and Social Perspectives: Personal health/Populations, resources, and environments/Risks and benefits.

A. Students will review and discuss articles in the Universal Declaration of Human Rights(UDHR).B. Students will write articles they feel should be added to the UDHR; Rights of Teenagers. C. Students will discuss clean water as a human right.D. Students will read and discuss United Nations Resolution 64/292. E. Students will review current statistics on the water crisis.

d CAPACITY-BUILDINGOngoing process through which groups such as organizations and societies enhance their ability to identify and meet development challenges.

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d Blackboard d Smart boardd Easel



d Water Journald Universal Declaration of Human Rights worksheetsd Copies of water statistics for an info graphicd Water Global Crisis Statistic worksheet

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ESSENTIAL QUESTIONS

d What are your rights as a human being?d Do you think the UDHR mentions all human rights?d Is clean water a human right?

Q

d HUMAN RIGHTS Fundamental rights to which a person is inherently entitled simply because she or he is a human being.d UNIVERSAL DECLARATION OF HUMAN RIGHTSDocument drafted by the United Nations Commission on Human Rights in 1948 to more clearly define the rights mentioned in the Charter of the United Nations, while also providing a clear and general definition of human rights for all nations. The Declaration has since been translated into over 300 languages, and is widely referenced around the world.d UNITED NATIONS RESOLUTION 64/292On 28 July, 2010, the United Nations General Assembly explicitly recognized the human right to water and sanitation and acknowledged that clean drinking water and sanitation are essential to the realization of all human rights.

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DISCUSSION: 8 MINUTES

REVIEW AND WRITING: 30 MINUTES

DISCUSSION OF UNITED NATIONS RESOLUTION 64/292

WATER GLOBAL CRISIS STATISTICS: 7 MINUTES

b

b

b

b

z Open the discussion by asking students what their rights are as a human being. Ask students if they know there is a document that lists human rights for all human beings. Share the definition of the Universal Declaration of Human Rights with the class.

z Distribute the Universal Declaration of Human Rights worksheets. Have students review the document with a partner. Ask them to think of any human rights that affect their neighborhoods or school as they review the articles, and to discuss whether any rights should be added to the Declaration.

z Bring the class back together and ask students if there are rights they feel need to be protected, as teenagers and young people, that are not in the Declaration. Record students’ responses on the board or flip chart.

z Now ask students: Is access to clean water a human right? Remind students that human beings cannot live without clean water. Listen to student responses.

z Discuss the topic in more depth. Ask students questions to consider such as: Who is responsible for providing clean water?What should someone do if they find their water is unclean?Are there places in the world where people do not have access to clean water?

z Share with students that on 28 July 2010, through Resolution 64/292, the United Nations General Assembly recognized the human right to water and sanitation and acknowledged that clean drinking water and sanitation are essential to the realization of all human rights. The Resolution calls upon states and international organizations to provide financial resources, help capacity-building and technology transfer to help countries – in particular developing countries – to provide safe, clean, accessible and affordable drinking water and sanitation for all.

z Distribute the Water Global Crisis Statistic worksheet. Have students review the statistic sheet and share what they find most surprising. If there is time, have students take a few minutes to reflect on what surprised them in their Water Journal.

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UNIVERSAL DECLARATION OF HUMAN RIGHTS

Adopted and proclaimed by General Assembly resolution 217 A (III) of 10 December 1948

PREAMBLEWhereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,

Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,

Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms,

Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,

Now, therefore,

The General Assembly,

Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.

ARTICLE I - All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

ARTICLE 2 - Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.

Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self- governing or under any other limitation of sovereignty.

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ARTICLE 3 - Everyone has the right to life, liberty and security of person.

ARTICLE 4 - No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

ARTICLE 5 - No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

ARTICLE 6 - Everyone has the right to recognition everywhere as a person before the law.

ARTICLE 7 - All are equal before the law and are entitled without any discrimination to equal protection of thelaw. All are entitled to equal protection against any discrimination in violation of this Declaration andagainst any incitement to such discrimination.

ARTICLE 8 - Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.

ARTICLE 9 - No one shall be subjected to arbitrary arrest, detention or exile.

ARTICLE 10 - Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

ARTICLE 11 - Everyone charged with a penal offense has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defense.

No one shall be held guilty of any penal offense on account of any act or omission which did not constitute a penal offense, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offense was committed.

ARTICLE 12 - No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.

ARTICLE 13 - Everyone has the right to freedom of movement and residence within the borders of each State. Everyone has the right to leave any country, including his own, and to return to his country.

ARTICLE 14 - Everyone has the right to seek and to enjoy in other countries asylum from persecution.

This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.

ARTICLE 15 - Everyone has the right to a nationality.

No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.

ARTICLE 16 - Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.Marriage shall be entered into only with the free and full consent of the intending spouses.

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The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.

ARTICLE 17 - Everyone has the right to own property alone as well as in association with others. No one shall be arbitrarily deprived of his property.

ARTICLE 18 - Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

ARTICLE 19 - Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

ARTICLE 20 - Everyone has the right to freedom of peaceful assembly and association. No one may be compelled to belong to an association.

ARTICLE 21 - Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. Everyone has the right to equal access to public service in his country.

The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.

ARTICLE 22 - Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.

ARTICLE 23 - Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.

Everyone, without any discrimination, has the right to equal pay for equal work. Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.

Everyone has the right to form and to join trade unions for the protection of his interests.

ARTICLE 24 - Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.

ARTICLE 25 - Everyone has the right to a standard of living adequate for the health and well being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.

Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.


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ARTICLE 26 - Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

Parents have a prior right to choose the kind of education that shall be given to their children.

ARTICLE 27 - Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

ARTICLE 28 - Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.

ARTICLE 29 - Everyone has duties to the community in which alone the free and full development of his personality is possible.

In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society. These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.

ARTICLE 30 - Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.


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GLOBAL WATER CRISIS STATISTICS SHEET

d More than one in nine people worldwide - 780 million - don’t have access to improved water sources. That is 2 and a half times the population of the U.S. (World Health Organization (WHO) and United Nations Children Fund (UNICEF) Joint Monitoring Programme on Water Supply and Sanitation (JMP))

d The UN suggests that each person needs 20-50 litres of water a day to ensure their basic needs for drinking, cooking and cleaning. (World Water Assessment Programme (WWAP))

d 27% of the urban population in the developing world does not have piped water in its house. (UNESCO)

d Water use has been growing at more than twice the rate of population increase in the last century. (Food and Agriculture Organization of the United Nations (FAO))

d Water withdrawals are predicted to increase by 50 percent by 2025 in developing countries, and 18 per cent in developed countries. (Global Environment Outlook: environment for development (GEO-4))

d By 2025, 1 800 million people will be living in countries or regions with absolute water scarcity, and two-thirds of the world population could be under stress conditions. (FAO)

d 1/3 of the world’s population lacks sufficient access to safe drinking water and sanitation to meet their basic needs. (Pacific Institute 2007 in UNWWDR3 p.36)

d The GDP of many African countries is strongly correlated with rainfall patterns (World Bank)

d Dirty water causes over 170 million deaths each year. This can be compared to 10 jumbo jets crashing every day, 90% of the passengers being children. (Clark & King 2004:53)

d Unclean water and poor sanitation are the second largest cause of death of children. (UNDP 2006, p.15)

d Close to 50% of all people in developing countries suffer at any given time from a health problem caused by water and sanitation deficits. (UNDP 2006, p.15)

d An American taking a five-minute shower uses more water than the average person in a developing country slum uses for an entire day. (United Nations Development Programme (UNDP). (2006). Human Development Report 2006, Beyond Scarcity: Power, poverty and the global water crisis)

d More people have a mobile phone than a toilet. (Estimated with data from WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation. (2012). Progress on Sanitation and Drinking-Water, 2012 Update.)

d Globally we use 70% of our water sources for agriculture and irrigation, and only 10% on domestic uses. (AQUASTAT. Food and Agriculture Organization of the United Nations. “Water Use.)

d Girls under the age of 15 are twice as likely as boys their age to be the family member responsible for fetching water. (WHO/UNICEF Joint Monitoring Programme for Water Supply and Sanitation. “Progress on Sanitation and Drinking Water 2010.”)

d According to the World Health Organization, for every $1 invested in water and sanitation, there is an economic return of between $3 and $34. (World Health Organization. Executive Summary of “Costs and benefits of water and sanitation improvements at the global level.)

d The United Nations estimates that Sub-Saharan Africa alone loses 40 billion hours per year collecting water; that’s the same as a whole year’s worth of labor by the entire workforce in France. (United Nations Development Programme. “Resource Guide on Gender and Climate Change.” 2009)

d 60% of body is composed of water: Brain: 70% water, Lungs: 90% water, Muscle Tissue: 75% water, Fat Tissue: 10% water, Bone: 22% water Blood: 83% water.


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d In Africa alone, people spend 40 billion hours every year just walking for water. (http://www.un.org/womenwatch/downloads/Resource_Guide_English_FINAL.pdf)

d The average North American uses 400 liters of water every day. The average person in the developing world uses 10 liters of water every day for their drinking, washing and cooking. (Water Supply and Sanitation Collaborative Council (WSSCC))

d 443 million school days are lost each year due to water-related diseases. (http://www.wateraid.org/us/the-water-story/the-crisis/statistics)

d Every year, more than 200 million tons of human sewage goes uncollected and untreated, fouling the environment. Each gram of feces can contain 10 million virus particles, 1 million bacteria, 1,000 parasite cysts and 100 parasite eggs. (UN)

d Surveys from 45 developing countries show that women and children bear the primary responsibility for water collection in the majority of households. This is time not spent working at an income-generating job, caring for family members, or attending school. (WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation. (2010))

d An estimated 200 million hours are spent each day globally collecting water. This is equivalent to building 28 Empire State buildings in one day. (Estimated with data from: WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation. (2010))

d People living in informal settlements (i.e. slums) often pay 5-10 times more per liter of water than wealthy people living in the same city. (United Nations Development Programme (UNDP) (2006))

d The water needed to manufacture the following products: 1 egg – 400 gallons 1 slice of bread – 10 gallons 1 lb. of chicken – 500 gallons 1 cup of coffee – 35 gallons 1 lb. of corn – 110 gallons 1 lb. of beef – 4,000 gallons 1 cotton shirt – 700 gallons 1 pair of jeans – 1,800 gallons 1 car – 100,000 gallons 1 lb. steel – 25 gallons 500 sheets of paper – 1,300 gallons $1 worth of computer chips – 8.5 gallons (National Geographic)


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LESSON 10INFOGRAPHICSGRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

STANDARDS MET

OBJECTIVES

NS.9-12.6 Science in Personal and Social Perspectives: Personal health/Populations, resources, and environments/Risks and benefitsNSS-G.K-12.5Environment and Society: Understand how human actions modify the physical environment/ Understand how physical systems affect human systems/ Understand the changes that occur in the meaning, use, distribution and importance of resources.NL-ENG.K-12.12 Applying Language Skills: Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information).

Students will be able to recognize and produce basic infographics.

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d Global Water Crisis Statistics Sheetd Projectord Screend Examples of different water infographics for inspiration

Water shortage infographics: Google Image Search [https://www.google.com/search?q=water+shortage+infographic&espv=2&biw=1920&bih=959&tbm=isch&tbo=u&source=univ&sa=X&ei=nQsHVYroMoK0ogTqwYHgDg&ved=0CB0QsAQ]

Water conservation infographics: Google Image Search[https://www.google.com/search?q=water+conservation+infographics&espv=2&biw=1920&bih=959&tbm=isch&tbo=u&source=univ&sa=X&ei=1QsHVZTGLND0oATH9YCwCg&ved=0CB0QsAQ]



d Paper and art materials (glue, scissors, markers, colored pencils) d Global Water Crisis Statistics Sheet

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ESSENTIAL QUESTIONS

d What are some other ways in which information can be passed on to readers other than through text?d How else can art that is not an illustration or a photograph be used on a page?

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I. INTRODUCTION: 15 MINUTESb

z What is an infographic?Information graphics or infographics are graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly. They can improve cognition by utilizing graphics to enhance the human visual system’s ability to see patterns and trends. The process of creating infographics can be referred to as data visualization, information design or information architecture.

z Look at an example of an infographic together as a class and discuss it using these questions:

d What is the the purpose of visual displays such as charts, maps, graphs, timelines, etc.?d How can we evaluate an infographic? Is there such a thing as a “bad” infographic?d What are some of the principles behind successful infographics?

DEMONSTRATION

z Use this statistic:

“Globally we use 70% of our water sources for agriculture and irrigation, and only 10% on domestic uses.”

z Break the process of creating an inforgraphic into steps. Ask students to identify the important facts of this statistic and to think about how they can represent it visually. Options include creating illustrations to scale - for instance juxtaposing a drawing a house that is one inch with a drawing of a plant that is 7 inches. Ten houses can be placed next to 70 plants.

z The graphics should be simple, legible images without a lot of detail so that it can be easily duplicated by hand. The images can be abstract or representational

ACTIVITY

z Working individually or in pairs

1. Choose a statistic from the Global Water Crisis Statistics Sheet.2. Think of ways to make these facts and evidence tell a story.3. Illustrate your data (timelines, flowcharts, graphs, diagrams, size comparisons, show familiar objects/size/values)4.Keep it simple.5.Present your infographic.

Infographics can be simple or complex, but they allow students to demonstrate deeper meaning while teaching them about design thinking. The use of infographics helps reinforce the idea that facts are fine, but placing them in context creates meaning and leads to learning.

LESSON 10 / INFOGRAPHICS

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LESSON 11SOCIAL JUSTICE: DOMESTIC WATER ISSUESGRADE LEVEL: 9TH - 12TH TIMING: 45 MINUTES

STANDARDS MET

OBJECTIVES

GLOSSARYJ

NS.9-12.6Science in Personal and Social Perspectives: Personal health/Populations, resources, and environments/Risks and benefitsNSS-G.K-12.5Environment and Society: Understand how human actions modify the physical environment/ Understand how physical systems affect human systems/ Understand the changes that occur in the meaning, use, distribution and importance of resources.NSS-C.9-12.5 Roles of the Citizen: What are the responsibilities of citizens?/ How can citizens take part in civic life?NL-ENG.K-12.12 Applying Language Skills: Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

A. Students will understand the ways in which water issues have motivated social activism in the UnitedStates.B. Students will explore the impact of the production and consumption of bottled water.C. Students will evaluate their consumption of bottled water and consider alternate sources.D. Students will be introduced to the issues surrounding hydraulic fracturing, – or ‘hydrofracking’ – a method of natural gas extraction.

d WATERBORNE DISEASE A disease caused by pathogenic microorganisms that is transmitted through contaminated fresh water

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d 1 plastic water bottle filled one quarter with “oil” (cooking oil or a substance that looks like crude oil, such as coffee)d New York State Watershed imaged Bottled Water: Fact or Fiction PowerPoint presentationd Projector



d Bottled Water: Fact or Fiction Activity sheetd Bottled Water Fact sheetd Hydraulic Fracturing Process imaged Hydraulic Fracturing Homework sheetd Article:

“Some Scientists Say Hydrofracking Benefits Outweigh Risks” by Nicholas McCrea on syracuse.com (May 2nd, 2010): http://www.syracuse.com/news/index.ssf/2010/05/some_scientists_sat_hydrofrack.html

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ESSENTIAL QUESTIONS

d How does our use of bottled water impact our local and global communities? Is hydrofracking a viable method of extracting our natural gas resources?

Q

d HYDRAULIC FRACTURING The process of creating fissures in underground rocks by introducing liquid at high pressure in order to extract oil or natural gas supplies. Also known as ‘hydrofracking’.

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I. BOTTLED WATER ACTIVITY: 20 MINUTESb

z Begin by asking students to raise their hands in response to the following questions: How many of you drink bottled water? How many of you drink one bottle a day? Two bottles? More than two bottles?

z Explain to students that bottled water is a commonly consumed product in our society. We are going to explore some facts about bottled water.

BOTTLED WATER: FACT VS. FICTION ACTIVITY:z Divide the room into two sections, one for “Fact” and one for “Fiction”. Distribute the “Bottled Water: Fact or Fiction” sheet (or use the PowerPoint presentation to introduce the statements). Have a student read the first statement aloud.

z Ask the students to decide whether they believe the statement is fact or fiction. After they have decided, tell them to move to either the “Fiction” or “Fact” side of the room. After students have chosen sides, have the groups discuss why they made their decision and select one person in the group to share with the class.

z After students explain their reasoning, you will confirm whether the statement is fact or fiction and share reasoning that is listed after each statement below. Continue the activity with the remaining statements.

FACT OR FICTION STATEMENTS:1. Bottled water has fewer contaminants, so it is safer to drink than tap water.[Fiction: Laboratory tests conducted for Environmental Working Group (EWG) at one of the country’s leading water quality laboratories found that 10 popular brands of bottled water, purchased from grocery stores and other retailers in nine states and the District of Columbia, contained 38 chemical pollutants altogether, with an average of eight contaminants in each brand.] (Bottled Water Quality Investigation: 10 Major Brands, 38 Pollutants Bottled water contains disinfection byproducts, fertilizer residue, and pain medication. October 2008)

2. Most of the plastic water bottles produced are recycled. [Fiction: Only 13% of the plastic bottles of water end up in the recycling stream where they are turned into products like fleece clothing, carpeting, decking, playground equipment and new containers and bottles. Only eleven states in the nation have a bottle bill law, so there is little incentive for bottles to be returned. Almost 87% of all plastic water bottles go into landfills or become litter. That is seven of every eight bottles.] (http://www.container-recycling.org/index.php/issues/bottled-water)

3. It is impossible to get a waterborne disease from drinking bottled water. [Fiction: Outbreaks of illness from contaminated bottled water have occurred and are well documented by the Center for Disease Control (CDC) and others in the scientific literature. For example, in a published 1996 study of waterborne disease in the United States, the CDC reported a 1994 outbreak of cholera associated with bottled water that occurred in Saipan, U.S. territory in the Marianas Islands in the Pacific.] (M.H. Kramer, et al., “Surveillance for Waterborne-Disease Outbreaks -- United States, 1993-1994,” Centers for Disease Control & Prevention Surveillance Summaries, Morbidity and Mortality Weekly Report, vol. 45, no. SS-1, pp. 1-31 (April 12, 1996).)

4. $1.50 spent on tap water gives you the same amount of water as nearly 3,500 bottles of water (20 oz. bottles) [Fact: Consumer price for 20 oz. tap water is $0.0004] Did you know that if you purchased 3 plastic water bottles a day, you would spend about $140 a month? That is almost $1700 a year that you could be saving.] (United States Environmental Protection Agency, ‘Water on Tap: What You Need to Know’)

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5. Bottled water companies must abide by the same EPA regulations as tap water. [Fiction: According to National Resources Defense Council (NRDC) research, “in-depth review indicates that, with few exceptions, federal bottled water regulation is weaker than the tap water regulations facing city water supplies.”] (http://www.nrdc.org/water/drinking/bw/exesum.asp)

6. It takes almost three times as much water to produce the amount in one bottle of water. [Fact: Clean, potable water is wasted in the process of bottling water.] (http://pacinst.org/publication/bottled-water-and-energy-a-fact-sheet/)

7. Americans use more than 17 million barrels of oil every year to support their bottled water habits. (Enough fuel for 1,000,000 cars for one year) [Fact: Present students with a plastic water bottle filled one-fourth of the way with “oil.” Explain that you brought in this bottle to illustrate that drinking a bottle of water is like using this amount of fossil fuels. One-fourth of a bottle of oil or other energy source is embedded in the production costs of a bottle of water.] (“The Pacific Institute estimates that the total amount of energy required for every plastic bottle is equivalent, on average, to filling each plastic bottle one quarter full with oil.” National Geographic,” Drinking Water: Bottled or From the Tap?; Catherine Clarke Fox; 2011)

8. It takes 100 years for a plastic bottle to photodegrade in a landfill. [Fiction: It actually takes over 500 years for plastic to break down in a landfill] (U.S. National Park Service; Mote Marine Lab, Sarasota, FL.)

9. Bottled water is natural. It only comes from springs, glaciers or mountain rivers. [Fiction: 40% of all bottled water is taken from municipal sources, aka tap water.] (http://savethewater.org/education-resources/water-facts/)

10. Bottled water companies remove water from ecosystems within proper and safe limits. [Fiction: Nestle prefers to market water from springs. The pumping can have a significant environmental impact, sucking water from underground aquifers that are the source of water for nearby streams, wells, and farms. In Mecosta County, Michigan, a judge has ruled that Nestle stop pumping from a site that was threatening the surrounding ecosystem.] (http://www.sierraclub.org)

REFLECTION: 10 MINUTESb

z After the completion of the activity ask students to take a moment to reflect on information about bottled water. Hand out a “Bottle Water Fact Sheet” which has additional facts about bottled water use. How can students become activists in terms of the issues surrounding bottled water?

z Ask the students if any of them would consider changing their habits by drinking tap water and not purchasing bottled water.

z Brainstorm some alternatives to using bottled water: Use a reusable glass or stainless water bottle Advocate for water resources such as fountains that accommodate reusable water bottles

z Have students calculate how much they spend on water each week. Are they willing to save this money and instead donate it to an organization that provides clean water to people in need?

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II. HYDROFRACKING: 15 MINUTESb

z Ask students if they have heard the term “hydrofracking”. After listening to their responses, share the following definition with students:

Hydraulic fracturing, as used for natural gas extraction, is the process by which water, frequently mixed with proppants – solid material such as sand or ceramic pellets – and chemicals, is forced down a well at extremely high pressure in order to create or expand fractures to release gas from the rock formation in which it is trapped.

z Hand out the hydrofracturing image and briefly go over the hydrofracturing procedure with the students. Use the following website for background information on hydrofracturing:

http://www.earthworksaction.org/issues/detail/hydraulic_fracturing_101

z Tell students that this process is highly controversial. In order to explore this issue, students will read an article for homework and complete a worksheet.

z Distribute the article and worksheet. Tell students they should read the article for homework and complete the worksheet.

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BOTTLED WATER FACTS

1. In 1976 Americans drank an average of 1.6 gallons of bottled water every year. Roughly 30 years later consumption increased to 30 gallons per person, according to the Earth Policy Institute. (Earth Policy Institute: Food and Agriculture --- Bottled Water Consumption in the United States 1976-2007)

2. Bottled water can cost anywhere from 240 to 10,000 times more than tap water, which is brought right to your home for pennies a gallon. The $1.50 spent on tap water gives you the same amount of water as nearly 3,500 bottles of water (20 oz. Bottles). Did you know that if you purchased 3 plastic water bottles a day that would be about $140 a month. That is almost $1700 a year that you could be saving. (Natural Resources Defense Council; Bottled Water; 2008)

3. According to National Geographic,s Americans drink more bottled water than any other nation, purchasing an impressive 29 billion bottles every year. Making all the plastic for those bottles uses 17 million barrels of crude oil annually. That is equivalent to the fuel needed to keep 1 million vehicles on the road for 12 months. If you were to fill one quarter of a plastic water bottle with oil, you would be looking at roughly the amount. (National Geographic; “Drinking Water: Bottled or From the Tap?”; Catherine Clarke Fox; 2011)

4. The recycling rate for those 29 billion bottles of water is low; only about 13 percent end up in the recycling stream where they are turned into products like fleece clothing, carpeting, decking, playground equipment and new containers and bottles. In 2005, that meant approximately 2 million tons of water bottles ended up in U.S. landfills, according to the National Resources Defense Council. Only 11 states in the nation have a bottle bill law so there is low incentive for returns of bottles. Almost 87% of all plastic water bottles go into landfills or become litter. That is 7 of every 8 bottles (Natural Resources Defense Council; Bottled Water; 2008)

5. Bottled water often takes a long journey to U.S. markets. In 2006, the equivalent of 2 billion half-liter bottles arrived in U.S. ports, according to the NRDC. Fiji shipped 18 million gallons of bottled water to California, releasing about 2,500 tons of transportation-related pollution. Western Europe’s shipment of bottled water to New York City that year released 3,800 tons of pollution. The energy used to pump, process, transport and refrigerate bottled water is over 50 million barrels of oil annually. (Natural Resources Defense Council; Bottled Water; 2008)

6. Bottled water is not always as safe as tap water. Roughly 22 percent of the water tested contained contaminant levels that exceeded strict state health limits. Laboratory tests conducted for EWG at one of the country’s leading water quality laboratories found that 10 popular brands of bottled water, purchased from grocery stores and other retailers in 9 states and the District of Columbia, contained 38 chemical pollutants altogether, with an average of 8 contaminants in each brand

7. In theory, bottled water in the United States falls under the regulatory authority of the Food and Drug Administration. In practice, about 70 percent of bottled water never crosses state lines for sale, making it exempt from FDA oversight. NRDC research - “Our in-depth review indicates that, with few exceptions, federal bottled water regulation is weaker than the tap water regulations facing city water supplies”.

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8. It is possible to get a water-borne disease from drinking bottled water. Outbreaks of illness from contaminated bottled water have occurred and are well documented by CDC and others in the scientific literature. For example, in a published 1996 study of waterborne disease in the United States, the CDC reported a 1994 outbreak of cholera associated with bottled water that occurred in Saipan, U.S. territory in the Marianas Islands in the Pacific. (M.H. Kramer, et al., “Surveillance for Waterborne-Disease Outbreaks -- United States, 1993-1994,” Centers for Disease Control & Prevention Surveillance Summaries, Morbidity and Mortality Weekly Report, vol. 45, no. SS-1, pp. 1-31 (April 12, 1996))

9. It takes almost 3 times as much water to produce the amount in one bottle of water. Clean, potable water is wasted in the process of bottling water. (http://savethewater.org/education-resources/water-facts/)

10.It takes over 500 years for plastic to break down in a landfill (U.S. National Park Service; Mote Marine Lab, Sarasota, FL.)

11. Nestle prefers to market water from springs. The pumping can have a significant environmental impact, sucking water from underground aquifers that are the source of water for nearby streams, wells, and farms. In Mecosta County, Michigan, a judge has ruled that Nestle must stop pumping from a site that is threatening the surrounding ecosystem. (http://www.sierraclub.org/)

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BOTTLED WATER: FACT OR FICTION?

1. Bottled water has fewer contaminants so it is safer to drink than tap water.

2.Most of the plastic water bottles produced are recycled.

3. It is impossible to get a waterborne disease from drinking bottled water.

4. $1.50 spent on tap water gives you the equivalent of 3,500 - 20 oz. bottles of water.

5. Bottled water companies must abide by the same EPA regulations as tap water.

6. It takes almost 3 times as much water to produce the amount in one bottle of water.

7. Americans use more than 17 million barrels of oil every year to support their bottled water habits.

8. It takes 100 years for a plastic bottle to decompose in a landfill.

9.Bottled water is natural. It only comes from springs, glaciers or rivers.

10. Bottle water companies remove water from ecosystems within proper and safe limits.

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HYDRAULIC FRACTURING HOMEWORK ANSWER SHEET SOME SCIENTISTS SAY HYDROFRACKING BENEFITS OUTWEIGH RISKS

BY NICOLAS MCCREA

The following are possible responses for the Venn diagram worksheet:

Pro-Hydrofracking Ideas

· Reduce carbon emissions by 17%

· Cleanest of all fossil fuels

· Alternative to energy source due to opposition of nuclear power and wind farms

· Only one or two accidents out of tens of thousands of wells – low risk

· Supply New York with necessary energy

· Energy source that is local

· Chemical additives only make up 1% of total fracking fluids too dilute to pose significant risk

· Fracking fluids can be reused in new wells

Anti-Hydrofracking Ideas

· Potential risk to groundwater supplies

· Scarring of natural landscape

· Contamination of drinking water in homes – needed to install permanent water treatment systems

· Environment can be damaged by high salt content of back up fluids

· Need to store fracking fluids in secure landfills

Common Ideas

· General process of hydraulic fracturing

· Industry needs to be heavily regulated

· Use of isolated area of Southern Tier as testing ground

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LESSON 12GLOBAL WATER ISSUES: WATER DIPLOMACYGRADE LEVEL: 9TH - 12TH TIMING: 3 × 45 MINUTES

STANDARDS MET

GLOSSARYJ

NSS-C.9-12.5 Roles of the Citizen: What are the responsibilities of citizens?/ How can citizens take part in civic life?NL-ENG.K-12.12 Applying Language Skills: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).NSS-G.K-12.4Human Systems: Understand the characteristics, distribution, and migration of human populations on the earth’s surface/ Understand the characteristics, distribution, and complexity of the earth’s cultural mosaics/ Understand the patterns and networks of economic interdependence on the earth’s surface/ Understand the processes, patterns, and functions of human settlement/ Understand how the forces of cooperation and conflict among people influence the division and control of the earth’s surface. NSS-EC.9-12.1 Productive Resources: ScarcityNSS-G.K-12.2 Places and Regions: Understand the physical and human characteristics of places/ Understand that people create regions to interpret the earth’s complexity/ Understand how culture and experience influence people’s perceptions of places and regions.

d CONFLICT RESOLUTION The methods and processes involved in facilitating the peaceful ending of conflict. Often, committed group members attempt to resolve group conflicts by actively communicating information about their conflicting motives or ideologies to the rest of the group (e.g., intentions; reasons for holding certain beliefs), and by engaging in collective negotiation.[1]Ultimately, a wide range of methods and procedures for addressing conflict exist,

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d Mock diplomatic discussion guidelines



d Water Journald Roles Description Worksheetd Debrief Worksheetd Articles:

“Severe Water Crisis Ahead for Poorest Nations in Next 2 Decades” by Barbara Crossette in The New York Times (August 10th, 1995): http://www.nytimes.com/1995/08/10/world/severe-water-crisis-ahead-for-poorest-nations-in-next-2-decades.html“Age-Old Fixes for India’s Water” by Cheryl Colopy in The New York Times (October 8th, 2012): http://www.nytimes.com/2012/10/09/opinion/age-old-fixes-for-indias-water.html“A Global Problem: How to Avoid War Over Water” by Kevin Watkins and Anders Berntell in The New York Times (August 23rd, 2006): http://www.nytimes.com/2006/08/23/opinion/23iht-edwatkins.2570814.html?pagewanted=all

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including but not limited to, negotiation, mediation, diplomacy, and creative peace-building. Forsyth, D. R. (2009). Group dynamics (5th ed.). Pacific Grove, CA: Brooks/Cole.

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OPENING WRITING: 5 MINUTES

OPENING WRITING: 5 MINUTES

b

b

b

z Write on the board:

“Whisky is for drinking, water is for fighting over.” − Mark Twain

z Ask students to take five minutes and write a reflection on this quote in their Water Journal.

z Ask students:

d What causes violent conflicts? Can water scarcity cause war? Why?(Examples include lack of water, unclean water, certain parts of the population are not given the water they need, etc.) d They are called water wars, hydrological warfare, water conflicts.d What are some ways to avoid violent conflict?

z Tell students that one way to avoid violent conflict is through conflict resolution.

z Tell students that they are going to take on different roles in a water conflict and participate in a Mock Diplomatic Discussion. The goal is to work together to cooperate and share resources rather than fight over water. The outcome is not decided by the teacher and completely depends on the success of their discussion. Ask students: Can you help your community avoid a major crises?

1.Have all students read the articles and underline points of interest. [15 minutes]2.Hand out the Roles description worksheet and Debrief worksheet and tell them to read through the roles. [5 minutes]3.Divide students into groups of 3 or 4 and assign roles for the Diplomatic discussion. [5 minutes]4. Tell the Discussion Moderator group that they will lead the diplomatic discussion later in class. They must try to stay impartial and help the community reach consensus.5. Each group should select a spokesperson. [5 minutes]6. Distribute the Debrief Worksheet. Have students read it and let them know they will begin to research their positions and form their arguments during the next class.

MOCK DIPLOMATIC DISCUSSION ACTIVITY PART 1: 35 MINUTES

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b

1.Ask students to sit in their assigned groups2.Working in groups the students should begin filling out their Diplomatic Discussion WS3.Allow students to refer to articles or use computers to do additional research to complete their Discussion WS


b

1.Students divide into groups and prepare materials. [5 minutes]2.Review the procedures for role play. [5 minutes]3.Each group reads their opening statement. [10 minutes]4.Discussion moderators should keep track of timing and facilitate the process5.Allow discussion to continue using the protocol. [20 minutes]6.Debrief as a whole class on the discussion. [5 minutes]


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DIPLOMATIC DISCUSSION GUIDLINES PROCEDURES FOR THE ROLE PLAY

In designing the role-playing activity, the instructor should judge the extent to which students are ready for greater freedom in the activity. The following steps will help teachers in designing effective role-play activity.

BEFORE THE MOCK DIPLOMATIC DEBATE

Design the role-play so that there are no right or wrong answers. The final outcome will depend on the persua¬siveness of the participants and the rationale of their arguments.

Also make it clear that each student must participate in the preparation of the enactment, speak during the enactment, and actively participate in the analysis and discussion.

The students that are assigned the Discussion Moderator group will be the leaders of the Town Hall style discussion. These students have the responsibility of making sure the discussion happens fairly and they will decide if the community reached its goal of coming to an agreement and avoiding conflict.

Assign the roles to student groups. Distribute the briefing sheets that contain information on the various roles.

Prior to the mock debate, each group must research its respective community to determine which facts to pres¬ent to support its argument and prepare its materials for presentation.

Students should use their journals and notes from this curriculum to add to their research. On the day before the actual meeting, let each group meet privately to work on sharpening strategies.

Encourage your students to practice their opening and closing statements and their key arguments beforehand. This is important in developing public speaking skills and in delivering smooth and coherent statements and arguments.

It is important to establish the proper environment for serious debate. Arrange the classroom to resemble a formal meeting hall or courtroom.

DISCUSSION PROTOCOL

Begin by reviewing the common goalsAllow each group to read their opening statements.Allow each group to bring up one point or question.Allow one group to respond to the point or question.Choose another group to bring up a point or question.Allow discussion to continue organically or continue to prompt groups.Questions, arguments or rebuttals should be kept to two minutes maximum.

Make sure to have a debriefing and reflection process on the mock diplomatic discussion. Were the outlined common goals of the discussion achieved? Why or Why not?

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ROLES DESCRIPTION WORKSHEET

The Scenario: You live in a community about 100 miles from a large city. You are facing a water crisis that involves pollution, water shortage and the economy of your town. Groups have been arguing with each other and things have started to get pretty heated. A Town Hall meeting has been called to see if the different groups can come together to find a common solution to this huge problem. Can you help lead your community and avoid the water crisis?

YOUR ROLES

Industry / Big Business / ShippingYou are polluting the waterways and the water table but are bringing money and jobs to the area. If you are forced to abide by the new environmental regulations you will lose money and be forced to lay people off. This could cause thousands of people to lose their jobs and livelihood.

Large Industrial Agriculture FarmersInadequate regulation has led you to deplete untold groundwater supplies. In some places the water table is so low it no longer helps sustain roots, so even more water must be pumped up. In addition, soils have been degraded by chemical fertilizers, so they require even more water. If you could get the government to approve your new dam, you would not have to deplete groundwater and could grow more crops.

Small Independent FarmersAs farmers you are struggling to survive financially. Some officials from the Industrial business sector have offered to buy your water rights but the river cannot satisfy all the needs of both the town and irrigation systems in farms nearby. This means you wouldn’t be able to grow crops any more but at least you would have some financial stability. The problem is that there is already not enough food being grown in the region and some of the children and elderly citizens are suffering from malnutrition.

Public Health OfficialsYou are concerned because many people have been getting sick from not having proper indoor plumbing and flush toilets. Girls are often dropping out of schools because of lack of proper sanitary indoor bathrooms. Disease could be drastically reduced if the government would agree to supply flush toilets for more of the rural towns and villages. In addition medicine for treating waterborne illnesses are running dangerously low.

City PlannersYou have noticed that because of the extreme increase in population growth over the past decade the sewage system is already overburdened. Much of the waste from the city’s overwhelmed sewage treatment system ends up in rivers and streams. Combined with under-regulated industrial effluents, urban waste has turned rivers into cesspools. Your main priority is to help raise the citizens out of poverty by maintaining and creating more jobs.

Environmental ScientistYou are pressuring government officials to enforce stricter regulations onto industries. It’s not just pollution that is the problem. The farmers want to build a dam to create more water storage for their farming but the dam is hurting the ecology of the watershed. You are having a hard time gaining support from the government but you are strongly supported by the citizens who are affected by waterborne illness.

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Water Rights Advocacy GroupYou work for a non-profit group that helps people advocate for themselves. You believe that dirty, diseased water leads to a cycle of sickness, lack of education, poverty and lost hope. Your organization is committed to helping the community find a peaceable solution to their community’s problem.

Discussion ModeratorsIt is your responsibility to facilitate this discussion and help the community come to some type of agreement so that they can avoid the crisis worsening and possibly turning into a violent conflict. None of you actually live in the community. One of you is a citizen of a nearby town. Your town has been through similar problems so you are familiar with this situation. One of you is an overseas diplomat who views these types of issues around water to be a global concern. One of you is an expert geologist who knows about water tables, drilling wells, and sustainable solutions for creating community access to water sources.


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PLANNING WORKSHEET FOR QUESTIONS AND ARGUMENT

Water Crisis Diplomatic Discussion to Avoid Violent Conflict: 2013

Each group (committee) must submit a written opening statement and a few key questions that need to be raised during the debate to the instructor.

Group Name:

The main objective or desired outcome for this group is:

Opening Statement:

Key Questions / Points to be raised during discussion:

1.

2.

3.

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POST DISCUSSION DEBRIEF WORKSHEET

If your discussion is successful that means you will have avoided violent conflict. You will know if you are successful if you reach one or more of the following goals. The big goals of the discussion are to: · Find a peaceable solution · Balance power · Focus on exchange · Resist aggression

Reaching an agreement depends on establishing some common goals across the groups differences. Depending on how your discussion goes you may or may not come to an agreement on some of the following goals: · Conservation in homes, agriculture, and manufacturing · Share clean water sources with other entity instead of fighting · Find new and innovative way of dealing with water shortage · No polluting our watersheds, wells · Not taking fresh water for granted and paying attention to ecological stability · Create water dialogue between leaders before there is a crisis · Consult experts when available and employ the help of outside entities


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FIELD TRIP GUIDETHE WATER TANK PROJECTGRADE LEVEL: 9TH - 12TH TIMING: VARIABLE

Hi Educators, we’re glad you are taking your class to see some of the fantastic works of art from the Word Above the Street project. Providing the students with some context around the project is going to create the opportunity for students to have a deeper understanding and richer experience.

Giving some background information on the artists who created the work will help the students gain some insight into the artists’ process and choices. The two articles in this packet give some history and trivia about the water towers themselves. The articles also discuss the physical principles of how the tanks are built and how they operate. The articles can be assigned for homework before the field trip or they can be read on the bus or subway while you are in transit to the tanks.

The Field notes worksheet is a structured way for the students to record what the notice and wonder about the tanks. Provide the students with one worksheet per watertank that you plan to view. The students can fill the worksheets out in pairs or small groups. Their answers to the questions on the worksheet will also enable them to have a more meaningful discussion about the project when they are back in the classroom.

Have fun!

d Field Notes Worksheetd Articles:

“Getting Water to New Yorkers Is a Family Business” by Elizabeth Harris in The New York Times (December 17th, 2012): http://www.nytimes.com/2012/12/18/nyregion/for-3-families-wooden-water-tanks-are-in-the-blood.html“Water Towers: NYC’s Misunderstood Icons” by Sean Joseph in AM New York: City Living (April 7th, 2009): http://www.amny.com/real-estate/city-living/water-towers-nyc-s-misunderstood-icons-1.6982696

MATERIALS FOR STUDENTSG NOTE TO INSTRUCTORSo

THE WATER TANK PROJECT / FIELD TRIP GUIDE

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FIELD NOTES

Complete one worksheet for each tank you visit on your field trip.

Name of artist:

What do you notice about the image on the tank?

Do you notice the use of any symbols or specific imagery in the piece?

If so what do you see?

Does the image remind you of anything else?

Does the image tell a story or contain information about the water crises?

What do you think the artist wants the viewer to think or feel when looking at the piece?

What questions (if any) would you like to ask the artist about this project?

FIELD TRIP GUIDE: RESOURCES / THE WATER TANK PROJECT

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GLOSSARYActivismConsists of efforts to promote or effect social, political or environmental change. Activism can take a wide range of forms from writing letters to newspapers or politicians, political campaigning, boycotts, marches or protests.

CondensationConversion of water from vapor to liquid

Conflict ResolutionThe methods and processes involved in facilitating the peaceful ending of conflict. Often, committed group members attempt to resolve group conflicts by actively communicating information about their conflicting motives or ideologies to the rest of the group (e.g., intentions; reasons for holding certain beliefs), and by engaging in collective negotiation.[1]Ultimately, a wide range of methods and procedures for addressing conflict exist, including but not limited to, negotiation, mediation,diplomacy, and creative peace-building.

CultureA modern concept based on a term first used in classical antiquity by the Roman orator, Cicero: “cultura animi”. The term “culture” appeared first in its current sense in Europe in the 18th and 19th centuries, to connote a process of cultivation or improvement, as in agriculture or horticulture. In the 19th century, the term developed to refer first to the betterment or refinement of the individual, especially through education, and then to the fulfillment of national aspirations or ideals. In the mid-19th century, some scientists used the term “culture” to refer to a universal human capacity.

EvaporationConversion of water from liquid to vapor

Fresh WaterWater with less than 500 parts per million (ppm) of dissolved salts

GroundwaterWater stored in underground caverns and porous layers of rock and soil

Human RightsFundamental rights to which a person is inherently entitled simply because she or he is a human being

Hydraulic FracturingCreating fissures in underground rocks by introducing liquid at high pressure, in order to extract oil or natural gas supplies

InfiltrationSeepage of water into underground porous layers of rock and soil

PollutantMaterial that contaminants water, air or soil

PollutionPresence or introduction into the environment of a substance or thing that has harmful or poisonous effects

Potable WaterWater which is safe for human consumption

PrecipitationAny form of water falling to the Earth’s surface

Public ArtWorks of art in any medium that have been planned and executed with the specific intention of being sited or staged in the public domain usually outside and accessible to all.

ReservoirBody of water

Residence TimeAverage length of time that a water molecule will remain in a reservoir

RitualA ritual is a set of actions, performed mainly for their symbolic value. It may be prescribed by the traditions of a community, including a religious community.

TRACE THE TAP / GLOSSARY

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RunoffWater which runs along the Earth’s surface

SalinityMeasures the dissolved salt content in a body of water

Surface WaterFreshwater on Earth’s surface; rivers, streams, ponds, lakes, wetlands

SymbolismThe practice of representing things by symbols, or of investing things with a symbolic meaning or character. A symbol is an object, action, or idea that represents something other than itself, often of a more abstract nature. Symbolism creates quality aspects that make literature like poetry and novels more meaningful.

TranspirationRelease of water vapor from vegetation

GLOSSARYUniversal Declaration of Human RightsA document drafted by the United Nations Commission on Human Rights after World War II. The document was intended to more clearly define the rights mentioned in the Charter of the United Nations, while also providing a clear and general definition of human rights for all nations. The Declaration has since been translated into over 300 languages, and is widely referenced around the world.

United Nations Resolution 64/292On 28 July 2010, the United Nations General Assembly explicitly recognized the human right to water and sanitation and acknowledged that clean drinking water and sanitation are essential to the realisation of all human rights.

Waterborne DiseaseA disease caused by pathogenic microorganisms that is transmitted through contaminated fresh water

GLOSSARY / TRACE THE TAP

Documents

TRACE THE TAP - New Water Culture · Trace the Tap is designed to maintain class flow, even if learning is conducted on a weekly or bi-weekly basis. A personal Water Journal, Trace