Lesson Name or Number: ​4: Uses of Water: 1-3

Classes
Name: _______________________ Subject: ​Science ​ Grade: ​10 ​ Date:

Estimated time required: minimal 3 classes. 1 for introduction and beginning research. 1 to
construct poster and 1-2 classes to present their findings and complete assessment.

Rationale:
● To be able to identify different uses of freshwater and how much their daily life is
affected by its availability.

Prescribed Learning Outcome(s):

● Construct, analyze, and interpret graphs (including interpolation and extrapolation),
models, and/or diagrams ​(water consumption chart​)
● Contribute to finding solutions to problems at a local and/or global level through inquiry
(​finding ways to reduce water consumption​)

Instructional Objective(s):

● The students will be able to describe multiple uses of freshwater (drinking, agriculture,
sanitation, generating power, ecosystems)
● The students will develop an awareness of their personal water consumption and to
develop possible ways to reduce personal water consumption

Preparation:
Teacher Students

● Divide the class into groups of no

more than four.
● Make cards labeled: aquaculture,
domestic, industrial, irrigation,
livestock, mining, public supply,
and thermoelectric power.
Lesson Activities:

Introduction

● There are many uses of freshwater Brainstorm as a class what the uses of
such as for drinking, agriculture, freshwater are. Record class results.
sanitation, and generating power.

Body

● Explain the project; creating a

poster explaining the uses of
freshwater. Generate criteria that
will be used to assess their poster.
Record criteria on chart paper and
post in classroom so students can
refer to it.
The class will divide separate into their pre-
chosen groups. One student from each group
will randomly draw a topic card.
Using resources such as laptop, phone, library
etc. each group will research their topic and
construct their poster.

Closure

● After class presentations and
assessment, provide each group
with feedback on the strengths of
their poster as well as an area that
could be improved.
Display the poster in different areas of the
classroom. The class will visit each poster where
the group responsible for its construction will
present it to the class. The class will be able to
ask questions and complete an assessment on
the poster.
Assessment and Evaluation:
1. Peer and self assessment of poster

2. Google Blog reflection

● What was the use of water that you investigated?

● Reflect on how your topic affects your daily life.
● What is the main threat to the use of water that your group investigated?
● Choose two posters different from your own and describe the effect on your daily life if
the water required for the uses described in each poster were unavailable or difficult to
acquire.

Materials and Resources: (including organizational and/or behavioural management strategies).

● http://water.usgs.gov/edu/

● computers, cell phones for research

● poster paper, scissors, glue, pencil crayons

Extensions:

● Each student could record their daily water use and record it on a chart. Groups could
then combine their individual use and create a large chart summing up their average
daily water use. The groups could decide on reasonable ways to reduce their daily
consumption.

Adaptations:

Reflections (if necessary, continue on separate sheet):

● Google Blogger.