Water: The Indispensable Resource

Author: Sylvia Kniest

Time: / 2 class periods
Preparation Time: / Copy articles for students
Prepare lecture for second class period
Materials: / Articles “Will There Be Enough Water”
& “Water Conflict Chronology”

Abstract

Water is a resource that is essential for the survival of all species. Water supply impacts human and animal habitats, economic prosperity, the food supply, human migration and domestic and international relations. This lesson will make students aware of how precious water is and build an understanding of the impact it has on the development of societies.

Objectives

Students will be able to:

1.  Explain why water is an indispensable resource within a written response and a class discussion.

2.  Identify at least three examples of where water has been a source of conflict between societies from a reading and display in a chart form.

National Geography Standards:

NSS-G.K-12.4 Human Systems

·  Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface.

NSS-G.K-12.5 Environment and Society

·  Understand how physical systems affect human systems.

·  Understand how human actions modify the physical environment.

Teacher Background

A good site for background information is:

http://earthtrends.wri.org/features/index.cfm?theme=2

Select the following articles

Earth Trends article: “Will There be Enough Water?”

Earth Trends article: “Freshwater Biodiversity in Crisis”

·  Note you may be asked to register; there is no fee though.

Related and Resource Websites

http://earthtrends.wri.org/features/index.cfm?theme=2 Select article: “Will There Be Enough Water?”

http://www.worldwater.org/conflictIntro.htm article: “Water Conflict Chronology Introduction”

http://www.worldwater.org/conflict.htm Water Conflict Chronology Activity

Activity

DAY ONE (One class period):

Introduce the lesson by asking students the following questions:

1. Write down anything that you think you need in order to survive.

a.  Cross off anything that you do not need on a daily basis.

b.  What is left on your list? (Have students share with the class and write their responses on the board).

2.  Students should have all agreed that water is one of the essential items on the list. Continue the discussion:

a. What would be different in our community if water was rationed? What activities would you have to modify?

Or give up?

c.  Would our food supply be affected? How?

Cooperative Reading Activity:

Hand out the article; “Will There Be Enough Water?” Tell students that they will cooperatively read the article up to the section Wiser Management Means More Water

Have students work in groups of three to actively read the article in the following manner *:

·  Student 1 will read the first paragraph and tell the group what the main ideas are. The other students will add their own input. Student 2 will sum up the main idea in one sentence.

·  Student 2 will read the second paragraph and tell the group what the main ideas are. The other students will add their own input. Student 3 will sum up the main idea in one sentence.

·  Student 3 will read the third paragraph and tell the group what the main ideas are. The other students will add their own input. Student 1 will sum up the main idea in one sentence.

Students will continue this process as they read the rest of the article. Tell them that it is important that they all agree on the main idea and that they state it in their own words.

Conclude the activity by having the students share their main ideas. If necessary, hold the discussion on day two.

* Teachers may want to mark off the sections/paragraphs prior to copying the articles for the students.

DAY TWO (One class period):

·  Students will address the question: How is water the driving force in maintaining a peaceful coexistence among societies?

·  The teacher may want to use the article: “Water Conflict Chronology Introduction” from the website: http://www.worldwater.org/conflictIntro.htm to prepare a mini-lecture to introduce the activity.

·  Have students get into the same groups as in the previous lesson. Give each group one copy of Water Conflict Chronology1 from the website: http://www.worldwater.org/conflict.htm

·  Tell students that in order to answer the question: How is water the driving force in maintaining a peaceful coexistence among societies?, they must work collaboratively to complete the following chart:

THE ISSUE OF WATER SUPPLY AND CONFLICT BETWEEN GROUPS OF PEOPLE OR SOCIETIES

YEAR WATER ISSUE GROUPS INVOLVED_____

Closure

Students will complete the lesson by discussing the driving question: How is water the driving force in maintaining a peaceful coexistence among societies?

Embedded Assessment

1.  In class discussion and in a written response to the question: “How is water the driving force in maintaining a peaceful coexistence among societies?” students can be assessed for their comprehension of the importance of water.

2.  Students’ ability to identify from a reading the role of water in conflict can be assessed in their notes within the chart.