| Acid
Rain Reactions |
|
Through
simulations and experimentation, students explore the
effects of acid precipitation on the urban environment.
|
157
|
| AfterMath
|
|
By
calculating economic loss that results from flooding in
a specific area, students investigate how people are affected
by floods and other weather events.
|
263 |
| A-maze-ing
Water |
|
Students
guide a drop of water though a maze of "drainage
pipes" to learn how actions in the home and yard
affect water quality. |
167
|
| Aqua
Bodies |
|
Students
trace their bodies and color portions to represent the
amount of water their bodies contain. How does their water
content compare to that of a cactus, lettuce, or a whale?
|
69
|
| Back
to the Future |
|
Students
analyze streamflow monitoring data to determine the safest
location for a future community. |
267 |
| Best
Use for Brownfields (The) |
|
Acting
as members of a "neighborhood association,"
students propose a plan for cleaning up and redeveloping
a brownfield site. Then they apply that experience to
looking at brownfields in their own community. |
274 |
| Capture,
Store, and Release |
|
Students
use a household sponge to simulate how wetlands capture,
store, and release water. |
111
|
| Check
It Out! |
|
Through
teacher observations and student feedback, student learning
via the activities in this guide can be assessed. |
3
|
| Choices
and Preferences, Water Index |
|
Students
rank and compare different uses of water. The class develops
a water index , an indication of the group's feelings
and values about water and its uses.
|
355 |
| Color
Me A Watershed |
|
Through
interpretation of maps, students observe how development
can affect a watershed. |
171
|
| Common
Water |
| |
Student
analyze the results of a simulation to understand that
water is a shared resource and is managed. |
180
|
| Design
Away Floods |
|
After
observing one way that development affects flooding, students
work in small groups to design an urban community that
reduces the risk of flooding. |
286 |
| Dilemma
Derby |
|
Students
debate the pros and cons of different solutions to water
management issues. |
361 |
| Drop
in the Bucket (A) |
|
By
estimating and calculating the percent of available fresh
water on Earth, students understand that this resource
is limited and must be conserved. |
186
|
| Energetic
Water |
|
Students
invent devices or create activities that demonstrate how
moving water can accomplish work. |
190
|
| Environmental
Justice For All |
|
Students
propose actions to address environmental justice problems
and then research neighborhoods in their community to
uncover possible environmental justice issues. They also
conduct a survey investigating people's perceptions of
their community's environmental health. |
366 |
| Every
Drop Counts |
|
Students
identify and implement water conservation habits to learn
how this essential resource can be shared with other water
users of today and tomorrow. |
293 |
Fishable
Waters |
|
| |
Investigate
the impact that human activity and natural processes have
on water quality and fish populations. |
247 |
| From
Source to City |
|
Students
explore the unique route of their drinking water from
its source to release. |
194
|
| Get
the Groundwater Picture |
|
Students
will learn about basic groundwater principals as they
create their own geologic cross section or earth window.
|
114
|
| Grave
Mistake (A) |
|
Students
analyze data to solve a mystery and identify a potential
polluter. |
297 |
| Great
Water Journeys |
|
Using
a global map and a set of clue cards, students locate
some significant water journeys. |
207
|
| H20
Heroes |
|
Students
identify, research, and write about local people who have
contributed to the conservation and health of their community's
water resources. |
377 |
| H2Olympics
|
|
Students
compete in a Water Olympics to investigate two properties
of water, adhesion and cohesion. |
39
|
| Hangin'
Together |
|
Students
mimic the water molecule's special ability to hold onto
other water molecules; they also present four properties
of water that are critical to life on Earth. |
44
|
| Hot
Water |
|
Using
debate strategies, students learn how to present a valid
argument regarding a water-related issue. |
381
|
| Idea
Pools |
|
This
teaching strategy involves using a network of ideas to
pool (categorize) students' interests, thoughts, feelings,
and experiences related to water and water concepts. |
7
|
| In
Water We Trust |
|
Working
in small groups, students study their water supplier's
water quality report (or "consumer confidence report")
to find out about potential contaminants in their city's
drinking water. After doing research to learn more about
these contaminants, they test their knowledge about drinking
water contamination in a friendly contest. |
302
|
| Incredible
Journey (The) |
|
With
a roll of the die, students simulate the movement of water
within the water cycle. |
122
|
| Is
There Water on Zork? |
|
Students
describe the unique characteristics of water and design
investigations to distinguish water from other clear liquids.
|
52
|
| Leadbusters
|
| |
Students
read a letter written in 1786 by Benjamin Franklin that
describes his observations of how lead can affect people.
They then research, create, and perform a drama about
the hazards and health effects of lead from water and
other sources, including ways to prevent lead poisoning.
|
311 |
| Let's
Work Together |
|
While
conducting the activities in the WET in the City Curriculum
and Activity Guide , students working in small groups
use cooperative learning strategies to build teamwork
skills. |
9
|
| Life
in the Fast Lane |
|
Through
a scavenger hunt and investigations of temporary wetlands
in their neighborhood, students learn the benefits of
and challenges to organisms living in temporary wetlands.
|
72
|
| Long
Haul (The) |
|
Students
work in teams to compete in a water-hauling game. |
215
|
| Money
Down the Drain |
|
Through
observation and simple calculations, students learn that
a dripping faucet wastes a valuable resource. |
320 |
| No
Bellyachers |
|
Students
will participate in a series of demonstrations and a game
of tag to show how illness-causing bacteria and viruses
are spread by water. |
78
|
| Pass
the Jug |
|
Students
simulate and analyze different water rights policies to
learn how water availability and people's proximity to
the resource influence how water is allocated. |
385
|
| Perspectives
|
|
Students
analyze public values toward water issues to help them
evaluate approaches to managing water resources. |
390 |
| Poison
Pump |
|
Through
a series of clues, students solve a mystery to discover
that water can also produce negative effects for people.
|
82
|
| Price
Is Right (The) |
|
Students
learn about economics and environmental planning as they
calculate the cost of building a water development project.
|
325 |
| Raining
Cats and Dogs |
|
Students
analyze and interpret water sayings - through a card game,
skits, pantomime, and creative writing - to compare figures
of speech across cultures and climate zones. |
413
|
| Rainstick
(The) |
|
Students
build a rainstick out of materials in their own environment
and, like people of ancient cultures, imitate the sound
of rain. |
420
|
| Rainy
Day Hike |
|
Students
are introduced to the concept of watersheds by collecting
data about water flowing over school grounds. |
127
|
| Reaching
Your Limits |
|
Through
a game of "limbo," students experience the effort
involved in meeting drinking-water quality standards.
|
330
|
| Recipe
For Clean Water (A) |
|
Students
examine labels of household products to learn what hazardous
chemicals they may contain. They also try less toxic alternatives
to some of these chemicals to reduce the amount of toxins
that go down the drain. |
217
|
| Sparkling
Water |
|
Students
develop strategies to remove contaminants from "wastewater."
|
334 |
| Sum
of the Parts |
|
Students
demonstrate how everyone contributes to the pollution
of a river as it flows through a watershed and recognize
that everyone's "contribution" can be reduced.
|
226
|
| Super
Bowl Surge |
|
Students
do in-depth research and present action plans to solve
the problem of increased demands on a community's wastewater
treatment plant. |
339
|
| Super
Sleuths |
|
Students
learn about the diversity of waterborne disease control
by searching for others who have been "infected"
with the same waterborne illness as they have. |
88
|
| Thirsty
Plants |
|
Through
demonstration and field studies, students learn about
transpiration and the significant role plants play in
the water cycle. |
97
|
| Thunderstorm
(The) |
|
Students
simulate the sounds of a thunderstorm through an aerobics
activity and generate precipitation maps through a mock
monitoring network. |
132
|
| Urban
Water Safari |
|
While
taking a "safari" around the classroom, schoolyard,
or neighborhood, students create an urban field guide
and discover that local water sources meet the needs of
wildlife in their neighborhood. |
137
|
| Urban
Waterway Checkup |
|
Students
learn about characteristics that are used to gauge the
health of streams and rivers, and then apply their knowledge
in analyzing the health of a hypothetical urban waterway.
|
230
|
| Water
Actions |
|
Investigating,
analyzing, and participating in projects that address
water resource issues give students a sense of accomplishment
and provide motivation to help manage and protect water.
|
11
|
| Water
Address |
|
Students
identify plants and animals and their habitats by analyzing
clues that describe water-related adaptations of aquatic
and terrestrial organisms. |
103
|
| Water
Celebration |
|
Students
plan a water celebration. |
424
|
| Water
Concentration |
|
Through
the familiar game of Concentration, students make connections
between modern and past water use practices and discuss
how attitudes toward water changed as water use practices
evolved. |
393
|
| Water
Court |
|
Students
learn how conflicts involving water quality and quantity
(and other issues) can be resolved through mediation and
litigation. |
399 |
| wAteR
in moTion |
|
Students
create artwork to help them appreciate the movement and
sound of water in their environment. |
428
|
| Water
Log |
|
Students
use a water log (journal or portfolio) to write or illustrate
their observations, feelings, and actions related to water.
The log serves as an assessment tool to monitor changes
over time related to knowledge of and attitudes toward
water. |
18
|
| Water
Match |
|
Students
match up pairs of water picture cards and in the process
learn to distinguish the three states of water - solid,
liquid, and gas. |
56
|
| Water
Meter |
|
Students
construct a "Water Meter" to keep track of their
water use. |
238
|
| Water
Models |
|
Students
construct models of the water cycle to illustrate its
major components and processes, and adapt their models
to show how they think water would cycle in various ecosystems.
|
143
|
| Water
Work Shuffle |
|
Students
lean about different water resource occupations and place
them in sequence-from water's source, to its delivery
into homes, to its return to the environment. |
346 |
| Water
Works |
|
Students
create a "water web" to illustrate the interdependence
among water users and producers. |
242
|
| Wet
Vacation |
|
After
plotting annual precipitation and average temperatures,
and researching climatic conditions of places around the
country, students design attractive travel brochures.
|
148
|
| What's
the Solution? |
|
While
investigating the dissolving power of water, students
solve a crime. |
60
|
| Who
Wants to Be a Water Champion? |
|
Through
a simulated game show, students test their water knowledge
and can work as a class to further that knowledge. |
22
|
| Whose
Problem Is It? |
|
Students
analyze the scope and duration of a variety of water related
issues to understand the relationship between local and
global issues. |
407
|
| Wish
Book |
| |
Using
catalogue selections from the late 1800s and the present,
students compare and contrast the role of water in the
leisure time of people, past and present. |
432
|
| |
|
|
