“Graph our Problems”
Materials: The Betrayal of Man Book, pencils, paper/graph paper
Objective: Students will create graphs and a summary essay based off of the reading of the book. The graphs will be science and statistical based with a focus on showing information with visual aids.
Key Vocabulary: dispersal, concentration
Helpful Prior Knowledge: Graphing techniques; writing skills, small group dynamics
Procedures:
This
lesson should be used concurrently in math, and language arts. Starts with a 30 min discussion session followed by
small group compilation of findings for approximately 15minutes. The graphing
session should require about 30-40 minutes depending on media used, and the
writing component should require about 30-40 minutes so the teacher may need to
allow more than one session.
1.
Hand out a copy of Information sheet 2c.
2.
Read pages 8 through 13 aloud in the “facts and figures” section of the book.
3.
Have the students point out and highlight on sheet 2c numerical data for use
later in the lesson. It is important to go slow through this section.
4.
Explain the vocabulary terms dispersal and concentration
5.
Have students site examples of areas in their community of how water is
concentrated. Have students point out local sources of water such as lakes,
rivers, bays, mountains with ice and snow etc. It would be helpful if you also
had a local map, at least a state map.
6.
Instruct students to evaluate the information and data presented on worksheet 2c. They will need to create
a 1-2 paragraph essay covering:
a.
where most water is located
b.
how easily accessible water is in the different forms and places
c.
how communities access water from these different places
d.
any ethical implications of taking water from these various sources
e.
their evaluation of the accessibility of fresh water
7.
Create a graph based off of water usage or where water is located. The graphing
can include bar graphs and pie graphs. It is important to include a legend and
to use colors if possible.
Assessment:
Ø
Check
graph for 1. accuracy of numbers (10 points), 2. proper layout (10 points), 3. style
and neatness (5 points), 4. title and format of legend.(5 points).
Ø
Graphing
websites such as http://nces.ed.gov/nceskids/createagraph/are helpful. Use of
computer graphing programs such as Microsoft Excel to help to integrate
technology standards.
Ø
Score
the writing assignment on a 4,3,2,1 scale according to grade level writing
standards.
GATE:
Have
students research and add into the writing component TRENDS in water usage in the
local area. What is the BIG IDEA behind the distribution of salt and fresh water.
How has the RELATIONSHIP OVER TIME changed between fresh water usage locally,
statewide and worldwide?
- these can be
substituted in place of the above mentioned writing tasks in the essay
section
- these can be given
as talking points for future follow up lessons or at the conclusion of the
unit
EL:
Be sure
to include photos and pictures of the different water sources and places where
water is located. Allow EL students to draw a picture of where the water
sources are located.
Follow
up activities for research, presenting and journaling:
:
Explore
the use of water in your home/school, where it comes from and inquire about the
water bill for the school
:
Does
your home/school have water saving faucets? Water saving toilets?
:
When
was the last time the pipes were checked
:
Are
there filtration systems on your home/school water systems
:
How
reverse osmosis works for changing salt water to fresh water
Nathan Gibbs 2006©