{"id":4484,"date":"2023-08-09T11:06:42","date_gmt":"2023-08-09T11:06:42","guid":{"rendered":"https:\/\/stweizmann.proj.ac.il\/grand-challenges\/?post_type=lesson_page&p=4484"},"modified":"2023-10-15T13:02:38","modified_gmt":"2023-10-15T13:02:38","slug":"how-much-water-do-we-use","status":"publish","type":"lesson_page","link":"https:\/\/stweizmann.proj.ac.il\/grand-challenges\/lesson_page\/how-much-water-do-we-use\/","title":{"rendered":"2.2 How Much Water Do We Use?"},"content":{"rendered":"\t\t
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Teacher & Student Materials > Quenching a Thirsty Planet<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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2.2 How Much Water Do We Use?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Lesson Overview<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Guiding question:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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How much water do we use?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/i>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tTime Estimate:<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    1 hour<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    Purpose:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    Students will understand that we use water in more ways than we think.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    Overview:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    The students will calculate their visible and virtual water use and reflect on their overall consumption. The students will compare their daily use to 13 gallons (the daily allowance for Cape Town during the height of the water crisis).\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    Design Principles:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    • Public Data<\/li>
    • Investigation<\/li>
    • Social Justice<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Background Knowledge:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Units of measurement and calculation and data analysis skills<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      Common Misconceptions:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Seemingly innocent things use a lot of water.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      Safety:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      \u00a0NA<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      Unit Connections:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      NA<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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      • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/ellipse><\/circle><\/path><\/path><\/path><\/path><\/g><\/rect><\/clipPath><\/defs><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tMaterials<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        Teacher<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        • Teacher Slides: 2.2 How much water do we use?<\/li>
        • Answer Keys<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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          Student<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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          • Device to access internet<\/li>
          • Student Worksheet: 2.2 How much after do we use?<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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            Instructional Sequence<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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            Materials:\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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            • Teacher Slides 2.2 How much water do we use?\u00a0<\/li>
            • Student Worksheet 2.2 How much water do we use?<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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              Student Activity: How much water do we use?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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              Introduce that there are visible ways we use water, such as drinking water, swimming pools, and washing our cars. And there are invisible ways we use water, such as the amount of water needed to produce products that we use every day. To explore our visible and invisible uses of water, students will complete a water audit.\u00a0<\/p>

              The point of the audit is only to get an idea of how much water is used every single day on Earth. It is not a competition to see who uses less water.\u00a0<\/p>

              Part 4 of the activity connects the lesson to Cape Town\u2019s water restrictions. The students will plan out how they would use their weekly water allowance if the Cape Town restrictions were posed here. This is not to suggest that students should limit their showers.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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              There are several ways to modify this lesson that encourage home and community connections as well as inquiry. For example, instead of giving students the estimated amount of water each activity uses, have students devise a way to calculate it on their own. Or, after completing Part 4, have students sit down with their parents and review their water bill to see where they can cut back water uses.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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              DP – Social Justice<\/p>

              Comparing water use across countries highlights the social justice and equity issues associated with water access and distribution. Students can critically examine the disparities in access to clean water and sanitation, considering the impact on health, education, and overall well-being. This awareness promotes a sense of social responsibility and may inspire students to take action to address water-related inequities.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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              Information for Planning & Teaching <\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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              • Background Knowledge<\/li>
              • Lesson Timing<\/li>
              • Student ideas & Experiences<\/li>
              • Science Practices<\/li>
              • Teaching Cases<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Background Knowledge:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Understanding both visible and invisible water use is crucial for effective water management and conservation efforts. It helps in identifying opportunities to reduce water consumption, improve efficiency, and promote sustainable practices across various sectors. Water use encompasses both visible and invisible aspects, referring to the various ways in which water is utilized and consumed.<\/p>

                1. The difference between visible and invisible water use lies in the nature of water consumption and its visibility in the context of different activities and processes.<\/p>

                  Visible Water Use:<\/p>

                  1. Direct Consumption: Visible water use refers to the direct and immediate consumption of water that is easily observable and quantifiable. This includes activities such as drinking, bathing, washing clothes, and watering plants, where water is visibly consumed or utilized.<\/p><\/li>

                  2. Tangible and Measurable: The amount of water used in visible water consumption is typically quantifiable and can be directly measured or estimated. It is often associated with personal or immediate usage and is relatively easier to track and monitor.<\/p><\/li><\/ol>

                    Invisible Water Use:<\/p>

                    1. Indirect Consumption: Invisible water use refers to water consumption that is not immediately apparent or observable. It includes water used in the production, manufacturing, or supply chain of goods and services. This water is embedded in products and processes, making it less visible to end consumers.<\/p><\/li>

                    2. Embedded Water: Invisible water use is sometimes referred to as “embedded water” or “virtual water.” It represents the amount of water required to produce a particular product or to support a specific activity, including the water used in growing, processing, manufacturing, and transportation.<\/p><\/li>

                    3. Cumulative and Complex: Invisible water use is often cumulative, considering the entire lifecycle of a product or activity. It involves a complex assessment of water consumption throughout multiple stages, making it challenging to measure precisely. Virtual water calculations aim to estimate this hidden water consumption.<\/p><\/li><\/ol>

                      While visible water use is more immediate and easily identifiable, invisible water use highlights the indirect and often unnoticed water consumption associated with the production and supply chain of goods and services. Both aspects are important to consider in water management and conservation efforts to ensure a comprehensive understanding of water usage and its environmental implications.<\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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                      Lesson Timing<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                      This lesson is important in establishing that individuals can play a meaningful role in water conservation. It connects the issue to students in a personal way. However, there are many ways to make that connection that can take varying amounts of time.<\/p>

                      If students are designing their own experiments to assess their water usage, the teacher may prefer to have students design their experiments in class and get the teacher\u2019s approval. Then as homework, students conduct their experiments and complete a post-lab that is only parts 1 and 4 in class the next day.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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                      Student ideas & Experiences<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                      Students might have their own ideas about how to asses their visible water use. For example, they might come up with something similar to the below procedures.<\/p>

                      Materials Needed:<\/p>

                      1. Large container (e.g., a bucket or a gallon-sized container)<\/p><\/li>

                      2. Stopwatch or timer<\/p><\/li>

                      3. Measuring cup or scale (optional)<\/p><\/li><\/ol>

                        Procedure:<\/p>

                        1. Set up the container: Place the container beneath the showerhead, ensuring that it can collect all the water that flows during the shower.<\/p><\/li>

                        2. Measure the container: If the container doesn’t have volume markings, students can measure its capacity by filling it with a known quantity of water using a measuring cup or a scale. This step helps in accurately determining the amount of water collected later.<\/p><\/li>

                        3. Start the shower: Turn on the shower and adjust the water flow to the desired setting.<\/p><\/li>

                        4. Begin timing: Start the stopwatch or timer as soon as the shower starts.<\/p><\/li>

                        5. Shower as usual: Students should take their shower as they normally would, making sure to keep the water flow consistent.<\/p><\/li>

                        6. Stop timing and measure: When they finish showering, stop the timer and carefully collect all the water from the container. They can use a measuring cup or a scale to determine the precise amount of water collected.<\/p><\/li>

                        7. Calculate the water usage: Subtract the initial volume of the container (measured in step 2) from the final volume of water collected. This will give the amount of water used during the shower.<\/p><\/li>

                        8. Analyze and track usage: Students can record their water usage in a journal or spreadsheet and track it over time. They can set goals to reduce their water consumption and compare their usage from shower to shower.<\/p><\/li><\/ol>

                          Encourage students to follow their own inquiry using what they know about accuracy and evidence.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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                          Science Practices<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                          Planning and carrying out investigations is an essential science practice for middle school students, aligned with the Next Generation Science Standards (NGSS). By engaging in this practice, students are provided opportunities to develop and refine their inquiry skills. They learn how to ask meaningful questions, make predictions, design procedures, gather data, and draw evidence-based conclusions. These skills foster a scientific mindset and help students think critically and analytically. Additionally, investigations provide opportunities for students to connect scientific concepts to real-world contexts. By planning and conducting investigations related to relevant issues, students can see the practical applications of science and develop a deeper appreciation for its role in addressing societal challenges.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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                          Teaching Cases<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                          • \n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t<\/i>\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tOctober 15, 2023\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

                            Teacher & Student Materials > Quenching a Thirsty Planet Lesson Overview Guiding question: How much water do we use? Time Estimate: 1 hour Purpose: Students will understand that we use water in more ways than we think.\u00a0 Overview: The students will calculate their visible and virtual water use and reflect on their overall consumption. The […]<\/p>\n","protected":false},"featured_media":0,"parent":0,"menu_order":0,"template":"","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false},"categories":[],"tags":[],"class_list":["post-4484","lesson_page","type-lesson_page","status-publish","hentry"],"yoast_head":"\n2.2 How Much Water Do We Use? - grand-challenges<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/stweizmann.proj.ac.il\/grand-challenges\/lesson_page\/how-much-water-do-we-use\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"2.2 How Much Water Do We Use? - grand-challenges\" \/>\n<meta property=\"og:description\" content=\"Teacher & Student Materials > Quenching a Thirsty Planet Lesson Overview Guiding question: How much water do we use? Time Estimate: 1 hour Purpose: Students will understand that we use water in more ways than we think.\u00a0 Overview: The students will calculate their visible and virtual water use and reflect on their overall consumption. 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