Activity
Day 1 (One class period):
Introduce the lesson by asking students the following
questions:
1.
Write down anything you think you need to survive.
a.
Cross off anything you do not need on a daily basis.
b. What is left on your list? (Have students share
with class and write their responses on the board).
2.
Students should have all agreed that water is one of
the essential items on the list. Continue the discussion:
a.
What would be different in our community if water was
rationed? What activities would you have to modify?
Or give up?
c. Would our food supply be affected? How?
Cooperative
Reading Activity:
Hand out the article; “Will There Be Enough Water?” Tell students
that they will cooperatively read the article up to the section Wiser Management
Means More Water
Have students work in groups of three to actively read the article in
the following manner *:
- Student
1 will read the first paragraph and tell
the group what the main ideas are. The other
students will
add their
own input. Student 2 will sum
up the main idea in one sentence.
- Student
2 will read the second paragraph and tell the group
what the main ideas are. The other
students will add their own input. Student
3 will sum up the main idea in one sentence.
- Student
3 will read the third paragraph and tell the group
what the main ideas are. The other
students will add their own input. Student
1 will sum up the main idea in one sentence.
Students
will continue this process as they read the rest
of the article. Tell them that
it is important that they
all agree on the main idea
and that they
state it in their own words.
Conclude
the activity by having the students share their main
ideas. If necessary,
hold the discussion
on day
two.
*
Teachers may want to mark off the sections/paragraphs
prior to copying the articles for the students.
Day
2 (One class period):
- Students
will address the question: How is water the driving
force in maintaining a peaceful
coexistence among societies?
- The
teacher may want to use the article: “Water Conflict
Chronology Introduction” from
the website: http://www.worldwater.org/conflictIntro.htm to prepare a mini-lecture to introduce the activity.
- Have
students get into the same groups as in the previous
lesson. Give each group one copy of Water Conflict
Chronology1
from the website: http://www.worldwater.org/conflict.htm
- Tell
students that in order to answer the question: How
is water the driving
force in maintaining a peaceful
coexistence among societies?, they must work collaboratively to complete the
following chart:
THE
ISSUE OF WATER SUPPLY AND CONFLICT BETWEEN GROUPS
OF PEOPLE OR SOCIETIES |
Year
|
Water
Issue
|
Groups
Involved
|
|
| Closure |
|
|
Students will complete the lesson by discussing the driving
question:
How is water the driving force in maintaining a
peaceful coexistence among societies?
|
