Lesson 4 – A Water Plan for the Future
This project-based FFA lesson (“A Water Plan for the Future,” Lesson 4 of 4) challenges students to apply their water conservation knowledge to real-world scenarios by creating personalized, actionable water conservation plans for their household, school agriculture facilities, or a local business. Through research, collaboration, presentation, and reflection, students use a “Let’s Make a Plan” graphic organizer and rubric to identify current water use, conservation strategies, measurable goals, resources, timelines, and expected outcomes. The lesson deepens students’ understanding of how individual actions can significantly impact conservation of this vital resource.
At a glance
- Learning objectives
-
- Apply knowledge of water conservation to create a personalized or community-based plan.
- Time required
- 90 minutes (*Time requirements may vary based upon student understanding and class schedule.)
- Grade level
- Grades 9 and 10
- Materials
-
- A copy of the "Let's Make a Plan" student activity sheet for each student
- Student devices with internet access
- Vocabulary
- Conservation
- Cross-Curricular Connections
- English/Language Arts: Write a water conservation plan for personal use, the school's agriculture facilities or a local business. Present the plans in small groups. Social Studies: Explore how water conservation strategies impact the community.
- SAE and FFA Connections
- Environmental and Natural Resources CDE; Agricultural Proficiency Areas: Environmental Science and Natural Resources Management; Foundational SAE Connections: Agricultural Literacy
- Partnership for 21st Century Skills
- Communication; Critical Thinking and Problem Solving; Environmental Literacy; Global Awareness; Information, Communications, and Technology Literacy; Initiative and Self-direction; Leadership and Responsibility; Technology Literacy; Think Creatively
Downloads & Links
Lesson plan
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.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
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 – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
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.
- CCSS.ELA-LITERACY.W.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
FFA Precept
- FFA.CS-NDecision Making: Analyze a situation and execute an appropriate course of action.
- 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-CVision: Visualize the future and how to get there.
- FFA.PL-EAwareness: Understand personal vision, mission and goals.
- FFA.PL-FContinuous Improvement: Accept responsibility for learning and personal growth.
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.