# ALEX Learning Activity

## Global Water Distribution

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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This learning activity provided by:
 Author: Emily Fogleman System: Hoover City School: Brock's Gap Intermediate School
General Activity Information
 Activity ID: 1625 Title: Global Water Distribution Digital Tool/Resource: Water Distribution Interactive Web Address – URL: https://www.pbslearningmedia.org/asset/ess05_int_waterdist/ Overview: Although over 70% of Earth's surface is covered with water, only a small portion of this water is available for human consumption. Students can use this interactive tool to view sources of fresh water.This learning activity was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
Associated Standards and Objectives
Content Standard(s):
 Science SC2015 (2015) Grade: 5 15 ) Identify the distribution of freshwater and salt water on Earth (e.g., oceans, lakes, rivers, glaciers, ground water, polar ice caps) and construct a graphical representation depicting the amounts and percentages found in different reservoirs. NAEP Framework NAEP Statement:: E4.10: The supply of many Earth resources such as fuels, metals, fresh water, and farmland is limited. Humans have devised methods for extending the use of Earth resources through recycling, reuse, and renewal. Unpacked Content Scientific And Engineering Practices:Using Mathematics and Computational ThinkingCrosscutting Concepts: Scale, Proportion, and QuantityDisciplinary Core Idea: Earth's SystemsEvidence Of Student Attainment:Students: Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.Teacher Vocabulary:Fresh water Salt water Oceans Lakes Rivers Glaciers Ground water Polar ice caps Reservoir GraphKnowledge:Students know: Nearly all of Earth's available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.Skills:Students are able to: Graph the given data (using standard units) about the amount of salt water and the amount of fresh water in each of the following reservoirs, as well as in all the reservoirs combined, to address a scientific question: Oceans. Lakes. Rivers. Glaciers. Ground water. Polar ice caps. Use the graphs of the relative amounts of total salt water and total fresh water in each of the reservoirs to describe that: The majority of water on Earth is found in the oceans. Most of the Earth's fresh water is stored in glaciers or underground. A small fraction of fresh water is found in lakes, rivers, wetlands, and the atmosphere.Understanding:Students understand that: Standard units are used to measure and describe physical quantities such as the amounts of salt water and fresh water in various reservoirs.AMSTI Resources:AMSTI Module: Dynamics of Ecosystems Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.5.15- Identify the distribution of freshwater and saltwater on Earth (e.g., oceans, lakes, rivers, glaciers, ground water, polar ice caps). Science SC2015 (2015) Grade: 5 16 ) Collect and organize scientific ideas that individuals and communities can use to protect Earth's natural resources and its environment (e.g., terracing land to prevent soil erosion, utilizing no-till farming to improve soil fertility, regulating emissions from factories and automobiles to reduce air pollution, recycling to reduce overuse of landfill areas). NAEP Framework NAEP Statement:: E4.10: The supply of many Earth resources such as fuels, metals, fresh water, and farmland is limited. Humans have devised methods for extending the use of Earth resources through recycling, reuse, and renewal. Unpacked Content Scientific And Engineering Practices:Obtaining, Evaluating, and Communicating InformationCrosscutting Concepts: Systems and System ModelsDisciplinary Core Idea: Earth and Human ActivityEvidence Of Student Attainment:Students: Combine information from two or more sources to provide and describe evidence about: the positive and negative effects on the environment as a result of human activities as well as how individual communities can use scientific ideas and a scientific understanding of interactions between components of environmental systems to protect a natural resource and the environment in which the resource is found.Teacher Vocabulary:Natural Resource Scientific idea Individual Community Terracing Erosion Soil No-till farming Fertility Emissions Pollution Recycling LandfillKnowledge:Students know: Human activities in agriculture, industry, and everyday life can have major effects, both positive and negative, on the land, vegetation, streams, ocean, air, and even outer space. Individuals and communities are doing things to help protect Earth's resources and environments. Skills:Students are able to: Obtain and combine information from books and/or other reliable media to explain how individuals and communities can protect Earth's natural resources and its environment.Understanding:Students understand that: Individual communities interact with components of environmental systems and can have both positive and negative effects.AMSTI Resources:AMSTI Module: Dynamics of Ecosystems Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.5.16- Identify a human action that can help the environment.
Learning Objectives:

• Students will identify sources of fresh water available for consumption.
• Students will understand the need for water conservation due to the limited fresh water supply.
• Students will explore strategies for conserving water at home.
Strategies, Preparations and Variations
 Phase: During/Explore/Explain Activity: This learning activity can be used to provide students with a visual resource of the available freshwater on earth. The teacher can display this interactive for all students to view and discuss as a whole group, or students may use this graphic independently to analyze and interpret the data for other related activities. Possible discussion topics are noted below. After exploring the graphic, the teacher may choose to cover some or all of the topics below or discussion/exploration using information from the graphic.Water conservation- Why is it important that we protect our natural resource of freshwater? (limited freshwater supply) What is the source of the majority of our fresh water?Students can evaluate their own water usage and impact on surrounding freshwater sources by charting their water usage throughout the day and estimating how many liters/gallons are used for each activity. (The teacher may provide approximate data for things like brushing teeth or flushing the toilet and have students analyze their daily usage data.)Identify freshwater sources within the local community--How can we protect them? You may use this final question/exploration to connect this activity to strategies for preservation of Earth's natural resources (Standard 16) if desired. Students may choose to create mini-posters for school/public bathrooms that remind users to turn the water off while scrubbing hands, brushing teeth, etc. in order to promote awareness of the limited resources of freshwater available.**This activity incorporates personally relevant projects, life sciences, and opportunities for students to use 21st Century skills such as communication and critical thinking. Assessment Strategies: This activity can be used to provide students with data on freshwater sources on Earth. In order to assess student understanding the teacher may ask students to produce a different type of graph to display this information (example: a pie chart within a pie chart). Advanced Preparation: *Make sure the interactive is compatible with your browser before beginning the learning activity.*Identify local freshwater sources to discuss with students. Variation Tips (optional): Notes or Recommendations (optional):
Keywords and Search Tags
 Keywords and Search Tags: