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Water Conservation Pictionary) Becoming Water Wise Calculating our Water Use Learning Environment: • In Classroom Prep Time: 15 minutes (printing + distributing paper handouts; Worksheets in kit) Length of Lesson: 1 hour: 45 minutes for Activity #1 (Water Footprint) and 15 minutes for Activity #2 (Water Conservation Pictionary) Key Vocabulary: Conservation, water footprint, efficient, inefficient, consumption Staffing: 1 educator (United States Environmental Protection Agency, 2012) Resources: • Student worksheet Description • Graph paper • Pictionary Cards Students will gain awareness about the ways water is • White board and markers or used in the Canadian economy. They will learn about the blackboard and chalk amount of water Canadians consume and how this is divided within the home. Students will compare their own Groupings: family’s and community’s water use to averages by calculating the water use of their individual families and • Whole class using the cumulative data from the class to analyze the • Individual work water needs of their town. • Teams of 3 – 4 (depending on class size) Students will grasp the concept of water conservation through recognizing ways in which water is wasted and Teaching/Learning Strategies: how they can save water through easy things they can do at home and at school. During The game of Water • Presentation of information Conservation Pictionary, Student teams will draw • Demonstration of issue pictures of water saving and water wasting activities to be • Discussion guessed by their team members. Class discussion will • Individual problem solving help students build a deeper appreciation of the importance of conserving water for themselves and their communities. Lessons in a Backpack Grade 5: Water Conservation Based on the Georgian Bay Biosphere Reserve Lessons in a Backpack program Expectations: Grade Five Science Curriculum: Grade Five Math Curriculum: Understanding Earth and Space Data Management and Probability Systems Overall 1. Analyse the immediate and long- Collect and organize discrete or continuous Expectations term effects of energy and resource primary data and secondary data and display use on society and the environment, the data using charts and graphs, including and evaluate options for conserving broken-line graphs; energy and resources Specific 1.1 analyse the long term impacts Collect and organize discrete or continuous Expectations on society and the environment of primary data and secondary data and display human uses of energy and natural the data in charts, tables, and graphs resources, and suggest ways to (including broken-line graphs) that have reduce these impacts appropriate titles, labels (e.g., appropriate units marked on the axes), and scales that suit the range and distribution of the data Background: How Much Water Do We Use? Protecting water is very important. We need fresh water for a variety of purposes. For one thing, water is necessary for the economy. In Canada, the largest amount of fresh water use is by agriculture, at 66%, followed by electricity generation at 12%. Roughly 10% of the fresh water we consume is used by manufacturing and industry; 8% by residences and businesses in cities, towns and rural areas, with the remaining 4% being used by mining and petroleum industries. Growth of cities and industry, and changes in our climate mean that there is more and more pressure on our ability to supply enough water to households. This is why having enough water is a growing concern for many communities. Without a reliable supply of clean, fresh water, plant, animal and human life, could not continue. Canada contains 7% of all the fresh water in the world. But thinking that we have more than enough water leads people to abuse and waste it: from polluting our water bodies with sewage, to washing water down the drain with inefficient appliances. While human survival requires a minimum of 5 liters of water a day, in 2012, the average Canadian daily domestic water use per person was 326 liters. This is double the amount used per capita in France and Germany. Lessons in a Backpack Grade 5: Water Conservation Based on the Georgian Bay Biosphere Reserve Lessons in a Backpack program Water Conservation – Every Drop Counts How Can We Save Water? • Take a quick shower instead of a bath – We can help solve the problem of our high water consumption by better managing the you’ll save over 37 liters of water way we use water and reducing the amount • Fill the tub half full if you take a bath of water we waste. The answer is water • Save 7.5 liters by turning the water off conservation. Water conservation means while brushing your teeth or washing cutting back on our water use where we your hands can, and using water more efficiently to do • the same tasks with less water. This will Fix leaky faucets and toilets. More help us to protect water for present and than 25 L per day, or 10 000 L per future generations. Wise water use will also year, of water is wasted by a tap that lower pollution levels and health risks, to leaks one drop per second. A leaky humans and wildlife, and save money. toilet could fill up a large swimming Making small changes to our equipment and to how we use water can help us reduce the pool with the amount of water it wastes amount we use in homes and businesses in a year (up to 200 000 L ) by more than 40 percent! We can begin by • Wait to run appliances like the identifying where we use water in our dishwasher and washing machine until homes. Then we can decide on how to they are full. Also, try rinsing dishes less reduce on the water we use by cutting out before you put them in the dishwasher, our wasteful habits or installing more efficient fixtures and water equipment. and see if they get just as clean (they probably will). Where is our water going? Showers and • Install water saving fixtures like low-flow baths account for 35% of our water use, shower heads and low volume toilets while flushing the toilet accounts for 30 percent. We use 20% of water consumed References for laundry, 10% in the kitchen and for Environment Canada. (2013). Water Withdrawal and drinking water, and 5% for cleaning. Consumption by Sector. [Online]. Accessed March 15, 2015, from https://www.ec.gc.ca/indicateurs- indicators/default.asp?lang=en&n=5736C951-1 Environment Canada. (2013). Wise Water Use. [Online]. Accessed March 12, 2015, from https://www.ec.gc.ca/eau- water/default.asp?lang=En&n=F25C70EC-1#s3 Grace Communications Foundation (2015). Water Footprint - Concepts and Definitions. [Online]. Accessed March 14, 2015, from http://www.gracelinks.org/1336/water-footprint- concepts-and-definitions UAF Geophysical Institute. (2008). Water Wise. [Online]. Accessed March 14, 2015, from http://www.arcticclimatemodeling.org/lessons/acmp/ac mp_58_WaterCycle_WaterWise.pdf How domestic water use is divided in Canada (Environment Canada, 2013) Lessons in a Backpack Grade 5: Water Conservation Based on the Georgian Bay Biosphere Reserve Lessons in a Backpack program Teaching and Learning Activity #1 Calculate Your Water Footprint – 45 minutes 1. Ask students if they know where their water comes from (municipal water, water from a well). 2. Have students brainstorm how water is used in the Canadian economy (e.g. agriculture, electricity production, industries, use by homes and businesses, mining and oil and gas industries). 3. Ask students to brainstorm ways that they use water at home and at school every day. Have them estimate how much water they might use during one day and compare their guesses with the average Canadian per capita daily water use of 326 litres. 4. Compare this with the minimum amount of water required to maintain life: 5 litres a day. Ask students if they think Canadians use too much water. Why or why not? 5. Introduce the idea of measuring our water consumption, or ‘water-footprint’ and hand out the Water Wise Student Worksheet. 6. Explain to students that they will be calculating the water footprint of their family and then their community. 7. Have students complete Section I of the worksheet on their own (calculating and graphing their family’s water footprint). Then work together as a class to complete Section II (calculating the water usage of the community and average water footprint per person using class data). 8. Have a class discussion about how to conserve water using the post activity discussion questions provided. Activity # 2 Water Conservation Pictionary – 15-20 minutes 1. Divide the class into teams of 3 – 4 students (depending on class size), and ask them to give themselves a water conservation themed names (e.g. Every Drop Counts, Water Savers, etc.). 2. Have one student from each team select a card from the Water Conservation Pictionary Deck. Cards will contain a water saving or a water wasting activity. Cardholders will take turns drawing the activity on the whiteboard or blackboard, for their team to guess. 3. Teams will have one minute to guess what the picture means. If they are unable to guess, other teams can steal the point if they can guess the correct answer. 4. After each team has had a chance to play one round, have a different student from each team select a card and play another round. Continue playing until desired time has passed or cards are used up. Lessons in a Backpack Grade 5: Water Conservation Based on the Georgian Bay Biosphere Reserve Lessons in a Backpack program Vocabulary Consumption – Consumption means to use something up. When we talk about water consumption, we mean the water that we use up and don’t return to its source. Efficient – to prevent the wasteful use of a resource. Inefficient – to be wasteful of resources.
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