Groups analyze and share with the class the information they received from the organizations associated with water issues. By listening to and reading a story about John Muir, students determine some values he held about the environment. Students listen to the biography of Marjory Stoneman Douglas and identify some value descriptors that apply to her actions. Students identify changes they can make in their lives that would have a positive affect on aquatic ecosystems. Groups rank water use based on the amount of water needed.
Groups identify and explain which water uses they can give up for a specific amount of time.
Students survey, list, and categorize potential water polluting products in their homes. They learn about nontoxic substitutes and implement at least one action to reduce the amount of water pollutants generated in their homes. They design a commercial in which they promote water conservation or describe how to keep water from becoming polluted. Students design and implement a water-related project in their community. Evaluation Students evaluate their knowledge about water through written and pictorial assessments and through an analysis and discussion of the changes they have observed in their own thinking.