Teacher & Student Materials > Quenching a Thirsty Planet
What do we use water for?
1 hour
Globally, water use is categorized into three sectors: agricultural, industrial, and municipal uses.
Students will compare public data from four different countries to draw their own conclusions about the uses of water.
How to access data using the provided links (a guide is provided on the teacher slide deck).
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Materials: 3.1 What do we use water for? & 3.1 Uses of Water Card Sort
In small groups, have students sort the 8 cards into necessary vs. luxury uses of water. It is up to them to decide what are necessary uses of water.
As time allows, have students share their decisions with other groups or the class.
Small group discussion
Discussing the relationship between types of water use and developing/developed countries
DP: Public Data
Public real-world data reflects actual situations and phenomena occurring in the world. By utilizing such data, students can work with authentic information and explore real-life scenarios, making their learning experience more relevant and practical.
Class Discussion
Introduce CER and ask students to identify the claim, evidence, and reasoning in the sample argument on slide 11.
Introduce the CER method to support an explanation. You will need to introduce and model it for them explicitly, and students will need support throughout the year as they get better at writing explanations.
We believe it is important to take the time now to show the class how to use the CER model because at the end of this lesson, they will be asked to do it independently.
If your school or district values another method of organizing an argument, replace the CER method with that one.
Materials: 3.1 Per Capita vs. Total Withdrawal
Notes in blue are recommendations for timing. The recommendations offer additional activities or point out areas that can be cut if time is limited.
Water use distribution can vary significantly between developed and developing countries due to factors such as infrastructure, access to resources, economic development, and population dynamics. Water use in developed countries is distributed differently than in countries that are still developing. This is most obviously seen through the high use of water for agriculture in developing countries and the higher use of water for industry in developed countries.
Developed Countries:
Developing Countries:
It is important to note that these descriptions are generalizations, and water use distribution can vary widely within both developed and developing countries. Socioeconomic factors, regional differences, and specific water management practices can significantly influence water use patterns. Understanding these differences helps inform discussions about water scarcity, sustainability, and the need for equitable access to clean water and sanitation services worldwide.
Water sources & Access affected by population increase:
An increase in population can have several effects on water sources and access.
Addressing the challenges related to water sources and access in the face of population growth requires comprehensive planning, sustainable water management practices, and investment in infrastructure and technologies. Strategies such as water conservation, efficient agricultural practices, watershed management, water reuse and recycling, and improved governance and policies can help ensure sustainable water resources for present and future populations.
This lesson can be implemented flexibly in several different ways. The point of this lesson is for students to gain experience looking at data, drawing a conclusion, and using the data to support their conclusion. Additionally, the data provides more context to learners about water usage across the world. To save time, this lesson can be cut down to a class discussion about water uses and teaching the CER framework without asking students to complete 3.1 Per Capita vs. Total Withdrawal worksheet. Or, if there is a type of argumentation method or approach that is common in your school, it can replace CER.
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Argumentation is considered a science practice in the Next Generation Science Standards (NGSS) because it plays a critical role in scientific inquiry and the development of scientific understanding.
By including argumentation as a science practice, the NGSS aims to develop students’ scientific reasoning, critical thinking, and communication skills. It encourages students to engage in evidence-based discussions, evaluate scientific claims, and actively participate in scientific inquiry, fostering a deeper understanding of scientific concepts and the nature of science.
The CER method is a framework commonly used to teach argumentation in science education. CER stands for Claim, Evidence, and Reasoning. It provides a structured approach for students to construct scientific arguments and communicate their understanding. Here’s an overview of each component of the CER method:
For more information, see this article: https://www.modelteaching.com/education-articles/writing-instruction/claim-evidence-reasoning-cer
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