Water needs to be close.
Intent : Understand that water is an important resource and understand the difference between renewable and non-renewable resources
What is a natural resource ?
A natural resource is something that is found in nature and can be used by people. Earth’s natural resources include light, air, water, plants, animals, soil, stone, minerals, and fossil fuels.
A natural resource is something that is found in nature and can be used by people. Earth’s natural resources include light, air, water, plants, animals, soil, stone, minerals, and fossil fuels.
Watch the video and then write in your book a definition and example of a
- Renewable resource
- Non- renewable resource
Water and its value
List the five most valuable uses of water in their lives
Compile a list of class responses on a visible space or board using tally marks
Data collected is quantitative and qualitative in nature. Write down the meaning of each..
Create a bar graph using excel
Create a word cloud. link1 link2
Write a succinct explanation of the 2 graphic representations.
Copy into your online books the excel graph and the word cloud.
On the post-it notes from my desk
Yellow • To benefit my learning the better of the 2 graphic representations developed was…because… ( i liked the graph / word cloud because... )
Blue • In regard to the value of water, our class thinks… ( we think ......)
Pink • One finding from the class data I found interesting was.. ( it was interesting that.._
Potable water and how we access it
Watch the video All the Water on Earth, which animates the aforementioned content.
• How much of the world’s water is fresh water compared to salt water? Students provide percentage estimations and then present evidence and figures that demonstrate the proportion of the world’s water that is fresh (2.5%), versus salt water (97.5%).
Describe the 3 states of water. Ask the students to consider the question:
• When we discuss access to available freshwater how might the states of water be a factor? Allow students to link the 3 states of water to the forms fresh water can take, and record examples that are relevant on a shared space. Have students pair up, before providing them with Resource 1 – Where is our water? which contains source and definition cards. Explain that printed on each source card, is a natural or manufactured source of fresh water. Ask students to cut out the cards and match each definition card to a source card. Explain to students that they are allowed to contribute additional fresh water sources and definitions to blank cards, as they see fit. After appropriate wait time, invite students to share as a class their definitions, clarifying through discussion any unfamiliar SSL, such as reservoir, bore, public standpipe, ice shelfs, glaciers, aquifer and desalination plant. Work through each source allowing students to make necessary changes, while calling for interesting additions they made from the floor. Ask the students to consider the question: • Which of the freshwater resources examined is closest to us and which would be the furthest? Have students respond to the question by using their resource examples from the previous exercise, and taking into consideration factors such as accessibility and local availability. Provide students with Resource 2 – Ovals of access. For each freshwater source, ask students to record an example of a place they know of, in which each of these water sources exist. Have students record the names of each source on Resource 2, in a school, local (e.g. local government area or greater Adelaide, district), national, and global context.
• How much of the world’s water is fresh water compared to salt water? Students provide percentage estimations and then present evidence and figures that demonstrate the proportion of the world’s water that is fresh (2.5%), versus salt water (97.5%).
Describe the 3 states of water. Ask the students to consider the question:
• When we discuss access to available freshwater how might the states of water be a factor? Allow students to link the 3 states of water to the forms fresh water can take, and record examples that are relevant on a shared space. Have students pair up, before providing them with Resource 1 – Where is our water? which contains source and definition cards. Explain that printed on each source card, is a natural or manufactured source of fresh water. Ask students to cut out the cards and match each definition card to a source card. Explain to students that they are allowed to contribute additional fresh water sources and definitions to blank cards, as they see fit. After appropriate wait time, invite students to share as a class their definitions, clarifying through discussion any unfamiliar SSL, such as reservoir, bore, public standpipe, ice shelfs, glaciers, aquifer and desalination plant. Work through each source allowing students to make necessary changes, while calling for interesting additions they made from the floor. Ask the students to consider the question: • Which of the freshwater resources examined is closest to us and which would be the furthest? Have students respond to the question by using their resource examples from the previous exercise, and taking into consideration factors such as accessibility and local availability. Provide students with Resource 2 – Ovals of access. For each freshwater source, ask students to record an example of a place they know of, in which each of these water sources exist. Have students record the names of each source on Resource 2, in a school, local (e.g. local government area or greater Adelaide, district), national, and global context.