Lesson 3 – Exploring Local Water Use and Conservation
This is the third lesson in a four-part National FFA sustainability series, “Exploring Local Water Use and Conservation.” Students learn where water comes from and how it reaches local users, research water sources and usage patterns in their state or community, and participate in a simulated water allocation discussion using role cards to advocate and negotiate for water resources during a drought scenario. The resource includes a lesson plan, student activity sheets, an informational article on water sources, water-user role cards, and answer keys.
At a glance
- Learning objectives
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- Define the various sources of water.
- Explore water sources and use within their local community.
- Advocate for water needs and conservation practices within a simulated water resource allocation discussion.
- Time required
- 90 minutes
- Grade level
- Grades 9 and 10
- Materials
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- A copy of the "Water, Water Everywhere" student activity sheet for each student
- A copy of "Appendix 1: Where Does Our Water Come From? Understanding Water Sources" article for each student
- A copy of the "Our Community, Our Water" student activity sheet for each student
- A copy of the "Let's Talk About Water" student activity sheet for each student
- Copies of "Appendix 2: Water User Role Cards" for each group of students
- Internet access to play the video in real time or embed in a PowerPoint ahead of time
- Student devices with internet access
- Description of Lesson
- Water conservation is not just a global or national issue, it is a local one. In this lesson, students will learn about where water comes from and how it gets to where it needs to go for local use. They will explore the usage patterns in their state or community and think about ways in which they can advocate for conservation on a local level. Finally, students will participate in a simulated water allocation discussion and make decisions for how to best allocate limited water resources within a community, advocating for their own needs while negotiating for ways in which the needs of everyone in the community may be met.
- Vocabulary
- Aquifer; Drought; Grey Water; Groundwater; Precipitation; Rainwater; Reservoir; Surface Water
- Cross-Curricular Connections
- English/Language Arts: Define water resource vocabulary terms; Participate in a collaborative discussion about water resource allocation within a community. Technology: Use local or state resources and websites to explore water sources and usage in the area. Mathematics: Create a pie chart representing water usage in the area. Social Studies: Explore the patterns and issues surrounding water resources in the local area or state; Simulate how different groups' interests and needs must be balanced when allocating common resources.
- SAE and FFA Connections
- Agricultural Issues Forum LDE; Environmental and Natural Resources CDE; Agricultural Proficiency Areas: Environmental Science and Natural Resources Management; Foundational SAE Connections: Agricultural Literacy
- Resources/References
- USGS Groundwater Information; EPA Water Topics; National Geographic Freshwater Resources; Alliance for Water Efficiency, "Greywater Reuse"
Downloads & Links
Lesson plan
Lesson 3 – Exploring Local Water Use and Conservation (DOCX)
Lesson 3 – Exploring Local Water Use and Conservation (PDF)
Worksheet
Aligned Standards
AFNR Career Ready Practices
- CRP.02Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive.
- CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.
- CRP.05Consider the environmental, social and economic impact of decisions.
- CRP.06Demonstrate creativity and innovation.
- CRP.08Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.
- CRP.11Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems.
AFNR Cluster Skills
AFNR Performance Element
- NRS.01Explain interrelationships between natural resources and humans necessary to conduct management activities in natural environments.
- NRS.02Analyze the interrelationships between natural resources and humans.
- NRS.04Demonstrate responsible management procedures and techniques to protect, maintain, enhance, and improve natural resources.
Common Career Technical Core
- AG-NR1Plan and conduct natural resource management activities that apply logical, reasoned, and scientifically based solutions to natural resource issues and goals.
- AG-NR2Analyze the interrelationships between natural resources and humans.
- AG-NR4Demonstrate responsible management procedures and techniques to protect or maintain natural resources.
- AG3Examine and summarize the importance of health, safety, and environmental management systems in AFNR businesses.
- AG4Demonstrate stewardship of natural resources in AFNR activities.
Common Core – Language
- CCSS.ELA-LITERACY.L.9-10.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Common Core – Literacy in Science & Technical Subjects: Writing
- CCSS.ELA-Literacy.WHST.9.10.1Write arguments focused on discipline-specific content.
Common Core – Math Practices
- CCSS.Math.Practice.MP1Make sense of problems and persevere in solving them.
- CCSS.Math.Practice.MP2Reason abstractly and quantitatively.
- CCSS.MATH.PRACTICE.MP4Model with mathematics.
Common Core – Reading in Science and Technical Subjects
- CCSS.ELA-Literacy.RST.9.10.4Determinar el significado de símbolos, términos clave y otras palabras y frases de dominio específico según se usan en un contexto científico o técnico específico correspondiente a los textos y temas de los grados 9-10.
Common Core – Science & Technical Subjects
- CCSS.ELA-LITERACY.RST.11-12.9Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon or concept, resolving conflicting information when possible.
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Common Core – Writing
- CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
FFA Precept
- FFA.CS-MCommunication: Effectively interact with others in personal and professional settings.
- FFA.CS-NDecision Making: Analyze a situation and execute an appropriate course of action.
- FFA.CS-OFlexibility/Adaptability: Be flexible in various situations and adapt to change.
- FFA.PG-HSocial Growth: Successfully interact with others and adapt to various social situations.
- FFA.PL-AAction: Assume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
- FFA.PL-BRelationship: Build relationships, work as a team player and appreciate the talents of others.
- FFA.PL-CVision: Visualize the future and how to get there.
- FFA.PL-DCharacter: Conduct oneself appropriately in relation to others regardless of the situation.
- FFA.PL-EAwareness: Understand personal vision, mission and goals.
Green/Sustainability Knowledge and Skill Statements
- AFNR Career Cluster-Natural Resources Systems Pathway, Statement 2Develop strategies to influence natural resource management and utilization policies and practices through application of sustainability principles.
- AFNR Career Cluster, Statement 1Apply understanding of ecosystems and systems thinking to the management of natural resources to maximize the health and productivity of the environment, agriculture, communities, and society.
- AFNR Career Cluster, Statement 3Communicate the impact of green and sustainability principles on agriculture, food and natural resource systems.
- AFNR Career Cluster, Statement 7Demonstrate an understanding of green and sustainability trends that are impacting processes and markets in AFNR.
NASDCTEc
- AGPE01.01Conduct system management activities in natural habitats to demonstrate recognition of the important relationships between natural resource preservation and human intervention.
- AGPE01.03Apply scientific principle and processes when planning and conducting natural resource management activities to determine the need, feasibility and application of logical, reasoned solutions to natural resource system problems and issues.
- AGPE01.05Practice responsible control and management procedures and techniques to protect or maintain natural resources in a variety of settings.
Next Generation Science
- HS-ETS1-3Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.