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Hummel Title of Lesson: Earths Water Distribution and Water Consumption Grade: 7th Grade STANDARDS Social Studies, Concept 1: Foundations of Economics, Grade 7, PO1, Explain how limited resources and unlimited human wants cause people to choose some things to give up. Social Studies, Concept 1: Foundations of Economics, Grade 7, PO5 , describe the impact of the availability and distribution of natural resources on an economy LESSON SUMMARY/OVERVIEW This lesson will provide a good visual picture of how we use water and how much is actually available for use. OBJECTIVES SWBAT gain a visual perspective on global water distribution and average U.S. water consumption. SWBAT understand the limited supply of fresh water that exists on the earth. SWBAT explore the need for not polluting and conserving our fresh water supply. ASSESSMENT/EVALUATION Students will do the exercise and complete questions to be turned in for a grade. MATERIALS Two 1000-ml beakers per group One 100-ml graduated cylinder Access to tap water One quart of vegetable oil One bottle of blue food coloring One stirring rod per group VOCABULARY/KEY WORDS Freshwater- naturally occurring water on the Earth's surface in ice sheets, ice caps, glaciers, icebergs, bogs, ponds, lakes, rivers and streams, and underground as groundwater in aquifers and underground streams. Saltwater- water from the ocean or sea Groundwater- the water located beneath the earth's surface in soil pore spaces and in the fractures of rock formations. TEACHING PROCEDURES Students will begin the lesson by reading the packet from this website ( about water and conservation and watching the YouTube video about the Water Cycle from NASA. Activity: 1. 2. 3. 4. Students should do this exercise in pairs, possibly in groups of three. Collect two 1000 mL beakers and label them beaker 1 and beaker 2. Beaker 1 will represent the world's water distribution in terms of fresh US salt water. First, measure out and pour into the beaker 970 ml of water. Add 2 drops of blue food coloring to the water and stir. This represents the ocean portion. Next, students will pour 30 ml of vegetable oil into the beaker. This portion will float representing the world's fresh water portion.

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Next, the student will get beaker 2 and add prospective portions of water to represent average US water use. Add water to beaker 2 according to the following format and notice how full the beaker becomes with each water use addition: Water Additions Use Ml of Water Dishwasher 30 ml Toilet Leaks 50 ml Baths 90 ml Faucets 120 ml Showers 210 ml Washing Machines 220 ml Toilet Flush 280 ml

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Set the beakers aside and now answer the question on the worksheet (attached) Student must wash beakers and put away when finished.

RESOURCES NASA Goddard. (2012). Nasa-earth's water cycle [Web]. Retrieved from White, J. (2013). Earth water distribution and water consumption. Retrieved from Earth Water Distribution and Water Consumption WAYS OF THINKING CONNECTION Students will need to use strategic and futures thinking for this lesson. For strategic thinking, the students will be able to comprehend the impact of local problems on the global scale, and vice versa after making the model of the Worlds water distribution. For futures thinking, the students will need to anticipate the potential future consequences of inaction in the present and make the connection that there is a limited amount of water on the Earth. Students will also be discussing how people in the past affected our options today and how we are now effected the people of the future by the decisions we make today.