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Lesson Plans – Water
Earth’s Freshwater Source: National Geographic Seven-Unit Curriculum that explores the importance of water with vivid visuals, maps, and case studies. See especially Chapter 6, “Water and Human Communities.” Grade Level: upper elementary Subject Area: science, social studies
Exploring Downstream: Water Resources Source: Pulitzer Center on Crisis Reporting Lesson Plan with multiple learning activities that uses videos to explore “water wars” between Kenya and Ethiopia, effects of climate change in South Asia, and desertification in China. Extension exercises for math, action, and research. Grade Level: high school Subject Area: Social studies, science, geography, environmental studies
World Water Day Source: Pulitzer Center on Crisis Reporting Lesson Plan with multiple learning activities that uses World Water Day videos to discuss the growing global crisis in access to water. Offers research and action ideas Grade Level: high school Subject Area: Social studies, science, geography
Global Water Supply Kindergarten – Elementary Middle school High school Source: Water.org Multiple lessons that address personal and global issues related to water. Also offers videos of Water.Org’s work here . Grade Level: Preschool – high school Subject Area: environment, science
Human Rights and Sanitation Source: Water-Aid Curriculum with 7 lessons that differentiates between needs and wants and relates human needs to human rights. Links sanitation and water to basic needs. Developed in UK but easily adaptable. Grade Level: middle – high school Subject Area: social studies, science
Pressing Human Rights Issues in Africa Source: HRE USA Students will be introduced to several pressing human rights issues that are occurring in countries in Africa, and then work in groups to research and create a report on possible ways to improve the human rights situation and present their plan of action to their peers. This lesson is intended to be a follow-up after an introductory lesson on human rights has already taken place. Grade Level : high school Subject Area : social studies
Rights to a Clean Environment Toolkit Source: Advocates for Human Rights A multi-faceted educational tools with background information, lesson plans, action opportunities, and resources that analyze the right to a clean environment in the United States. Includes K-2 lesson on the Right to Water. Grade Level : K-12 Subject Area : social studies, current events
A Rights to Safe, Clean Water for Everyone? Source: Pulitzer Center on Crisis Reporting Lesson Plan with multiple learning activities that explore different attitudes toward water as a human right, inviting evaluation of sources and research on global and local water issues. Grade Level: high school Subject Area: Social studies, science, geography
Walking for Water Source: Development a Global Perspective for Educators Lesson plan that incorporates the world water crisis into middle school math curriculum. Examines the accessibility of water in distance and in time and asks students to computer with their walking speed. Reviews the relationship between time, distance, and speed and conversion of units. Grade Level: middle school Subject Area: social studies, environmental studies, math
Water and Environment Source: Teach UNICEF Multiple grade-appropriate lessons focus on water and sanitation as a human necessity and the effects of lack of water on children around the world. Grade Level: pre-K – high school Subject Area: social studies
The Water Crisis: Lesson Plans for All Graces Source: The Water Project See especially the lesson “Dirty Water – So What?” which explores the potential impact of dirty water on hunger, poverty, education, and health. Grade Level: middle – high school Subject Area: social studies, geography, science
Water for All Workshop Source: Grassroots International Two-hour workshop module that examines the roots of the global water crisis and brainstorms what individuals and communities can to do defend their right to water. Grade Level: high school – adult Subject Area: social studies, environmental studies
Water on First Nation Reservation Source: Development a Global Perspective for Educators Using a Manitoba First Nations community news story, considers running water and sanitation as a human rights issue. Easily adapted to US context. Grade Level: middle school Subject Area: social studies, environmental studies, language arts
Water.Org Source: Water.Org Multiple lessons at every level regarding the global water crisis. Grade Level: elementary-high school Subject Area: social studies, science, environmental studies
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The Water Crisis - Lesson Plans for All Grades
We're excited to introduce our comprehensive Water Crisis Lesson Plans for teachers in elementary through high school.
This teacher's guide can be used as a whole or easily as individual lesson plans across a variety of core subjects.
You'll find interactive activities, worksheets, research ideas and resource lists for you and your students. Together you'll discover the water crisis and, most importantly, some of the solutions to solve it for people in need.
Whether you're teaching on international issues, social studies, earth sciences or writing, we think you'll find this guide a useful tool in helping your students explore the most foundational issue facing the developing world today.
In the Teacher's Guide
We have organized the Teacher's Guide into four easy to use sections. You can preview each lesson below and then download the guide.
The Problem
Students will explore issues including water scarcity, the effects of dirty and unsafe water, and the lack of proper sanitation and hygiene in a community. Using our website as a research tool, they'll be led to a deeper understanding of these issues. We've put the information you need right at your fingertips.
- " Water Water Anywhere " illustrates the principal of water abundance versus water scarcity, both physical and economic, by having students move through three stations in which they must fill a water bottle using different rules at each station.
- " Dirty Water... So What? " uses a jigsaw approach to have students teach each other about four potential effects of dirty water: poor health, increased hunger, perpetual poverty, and lack of access to education.
- " Hand Washing Hang Ups " explores the challenges of teaching hand washing and introduces students to the innovative, low cost solution of the tippy-tap before having them get creative in their own solution making.
The Solution
Students will learn about the different methods available to bring clean, safe water to a developing community. They will wrestle with the challenges of competing ideas and technical solutions. Then they'll work as a team to discover the best way forward in a particular setting.
- " Village Voices " is a small-group, role-play simulation activity in which students must use their own skills of deduction, along with The Water Project website to determine which type of water technology is best for four distinct villages.
- " Water Projects Word Search " harness the information found in the Types of Projects section of The Water Project website as students use clues to determine what vocabulary words they must find in the puzzle.
Additional Resources
- " Just the Facts: The Water Crisis by the Numbers " is a list of some of the most commonly used, compelling and interesting facts about the world water crisis. Citations are included.
- " Keep on Digging " is an annotated bibliography highlighting many of the top sources and agencies from across the water and sanitation sector. It is an excellent resource for additional research.
Get Involved
We have found that when teachers introduce these problems and solutions, students are often quite self-motivated to get directly involved in real-world activities to help. The tools provided will spur their creativity and provide tools to take action.
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Social Studies Lessons
Powerful and authentic Social Studies teaching is integral to K-12 curriculum. The field of Social Studies is comprised of history, political science, geography, economics, anthropology, archaeology, and psychology. This section features a variety of Social Studies lessons written by actual teachers from all over the United States. This section will continue to develop as more teachers like you share their lessons. If you would like to share a lesson plan for inclusion on Teacher.org, please contact us . We encourage you!
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Social studies arts lesson plans, chinese new year.
This highly engaging Social Studies lesson on Chinese New Year is integrated with elements of performing arts (drama). This lesson is appropriate for students in K-3, as it can be easily modified.
Chinese New Year - Fan Dance
A hands-on lesson which integrates Social Studies concepts with performing arts (dance). Students will delve into customs of Chinese New Year by exploring traditional artifacts and dance.
Chinese New Year - Lion Dance
This lesson is great for grades K-2. It integrates Social Studies with elements of visual and performing arts as the children create a Chinese lion and a dance.
Christmas Around the World Part 1
This lesson combines Visual Arts with Social Studies. Students will read about how Christmas is celebrated in different parts of the world and draw a scene depicting that location.
Christmas Around the World Part 2
This lesson combines Music and Social Studies. Students will listen to and learn Christmas songs from around the world and analyze.
Friendship - Accepting Differences
This lesson on "Friendship" integrates Social Studies standards along with Music, Dance, and Visual Arts. The lesson focuses on "accepting differences" and is great for grades K-2.
Friendship - Conflict Resolution
This lesson on Friendship and Conflict Resolution integrates Social Studies content along with Visual and Performing Arts (Theater) content. A highly interactive lesson that is great for kindergartners as well as first graders.
Social Studies Environmental Lesson Plans
We must recycle.
Students will use creativity to use something considered trash to create something new.
Social Studies Social Studies Lesson Plans
A city saved by a volcano.
Students will learn how the eruption of Mount Vesuvius in Italy preserved two Roman towns.
A Day in the Life of a Roman Girl and Boy
Students will research the topic of daily life for children of ancient Rome.
A Return to Ancient Rome
Students will research and create a brief power point program about a landmark of Ancient Rome.
Changing History
Students will research a historical event, “change history” by asking a “What if…” question. The students will rewrite new information based on their research using the same era and people involved to realistically alter the outcome of the event(s).
Comparing Countries
Students will research information on places in the world, outside their own country, compile the info and create a display to show the info compared to other countries.
Country to Country
Students will develop a timeline for events in their country and another country over the last 200 years and then compare/contrast the timelines to recognize possible relationships between the events in each country.
Exploring the West
The lesson will teach the students why there was an expansion to what is now the western half of the United States, as well as the displacement of Native Americans.
History of Hanukkah
Students will read a passage about the history of Hanukkah and “talk to the text” to understand the story better. Students will answer questions individually and then with a partner to understand the text better.
Holiday Traditions
This lesson is designed to help students understand what holidays and festivals are important parts culture through multiple activities, discussions and research surrounding holidays.
It’s a Wonder – Filled World
Students will learn about the list of the Seven Natural Wonders of the World compiled by the ancient Greeks.
Kwanzaa Socratic Seminar
Students will discuss the cultural roots of Kwanzaa and analyze why the holiday has been brought to the United States.
Land and Water
This lesson is designed to help kindergarten students “distinguish between land and water on maps and globes”.
Mini Debates
Each student will be assigned, or may choose, an historical figure to research, selecting a speech given by the figure, and then write a rebuttal challenging some of its content backed by facts.
Music and History
Students will cooperatively research music from the past 5 or 10 decades and compare and contrast the lyrics with historical events/culture of the decade, answering the question: How does/did history affect music and lyrics?
President vs. President
Each student will research a past deceased president, review their life, speeches, quotes, term in office, etc., and use it to run for President versus another past President.
Rules and Laws
This lesson is designed to help students evaluate rules. It is important since not all rules are necessarily good or appropriate. Sometimes, school rules are arbitrarily imposed, other times they are arrived at as the result of consensus.
The Articles of Confederation
The students will research the “first rules” of the United States, the Articles of Confederation.
The History of Thanksgiving
Students will research the history of Thanksgiving based on the perspective of the Native Americans and the Pilgrims and then interview each other to learn about each story.
Truth and Consequence
This lesson is designed to help students understand the importance of telling the truth, through lessons from history.
What Year Did That Happen?
Students will research several historic events in history concentrating on the years they occurred and attempt to create pneumonic devices to help match the correct year to the event.
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Hands-on Lessons and Activities About Oceans
Oceans are a broad topic covering physical, earth and space, and life science concepts. Many elementary units focus exclusively on marine mammals, but there is much more to explore!
We’ve divided our lessons into five categories: oceans , waves and currents , marine animals and adaptations , ocean conservation , and ocean-related science, technology, and careers . Rather than pair each lesson or section with a literacy lesson, we’ve included broad suggestions for incorporating literacy into an ocean unit. Many of the science lessons also include literacy in the forms of reading, writing, research, or discussion.
Finally, we’ve aligned all lessons to national science and literacy standards. You can read the entire National Science Education Standards online for free or register to download the free pdf. The content standards are found in Chapter 6 . Standards for the English Language Arts are available from the National Council of Teachers of English web site .
Under the Deep Blue Sea (Grades K-2) This lesson gives students the opportunity to explore oceans and ocean life. After locating the earth’s major oceans on a world map, students will “dive underwater” to discover the plants and animals that live in the sea. Students will listen to stories and poems with ocean settings and learn about the forms of sea life featured in each. They can add their own artwork and text about ocean animals and plants to a cut-away ocean display. Finally, students will engage in various forms of creative writing about the ocean and ocean life. This lesson meets the Life Science and Earth and Space Science content standards of the National Science Education Standards .
Why Is the Sea Salty? (Grades K-3) Students simulate surface runoff with rock salt. They also observe that the salt is left behind when the water evaporates. This lesson meets the Earth and Space Science content standard of the National Science Education Standards .
New Species Found! (Grades 3-5) This article from the National Science Teachers Association journal Science and Children describes an oceanography unit as well as the performance-based assessment that followed it. Articles are free for members and $0.99 for nonmembers. This lesson meets the Life Science content standard of the National Science Education Standards .
WAVES AND CURRENTS
Introduction to Waves (Grades K-2) In this lesson, students experiment with creating waves of varying sizes and learn about wave height and wavelength. This lesson meets the Earth and Space Science content standard of the National Science Education Standards .
Wave Heights (Grades 3-5) In this lesson, students will use hands-on experimentation, maps, discussion, and drawings to learn about the parts of a wave and why wave heights vary. This lesson meets the Earth and Space Science content standard of the National Science Education Standards .
Ducks in the Flow (Grades 3-5) Students learn about ocean surface currents through a story and hands-on exploration. This module meets the Physical Science and Earth and Space Science content standards of the National Science Education Standards .
MARINE ANIMALS AND ADAPTATIONS
For more lessons about marine animals, please see our issues about mammals and birds . Ecosystem lessons will help students understand the relationships between organisms, and between organisms and their environments.
Ocean Discovery (Grade Pre-K)
This interdisciplinary unit helps students learn about the ocean by exploring marine animal adaptations and diversity. This unit meets the Life Science content standard of the National Science Education Standards .
Into the Ocean (Grades K-2) This lesson introduces students to different ocean depths (shore/tide pools, open ocean, abyss) and to the ways in which animals have adapted to live at different depths. This lesson meets the Life Science content standard of the National Science Education Standards .
The Water Column: Where Do Ocean Animals Belong? (Grades 3-5) In this lesson, students will learn about three broad ocean habitats (the intertidal zone, the open ocean, and the abyss) and find out about some specific adaptations animals have made in each of these regions. This lesson meets the Life Science content standard of the National Science Education Standards .
Pair these two lessons with the following activities:
Hold On or Go with the Flow (Grades K-2) Students can listen and sing along to this song about how animals survive in the rough-and-tumble world of the rocky shore.
Dive into the Deep (Grades K-5) Students can create an undersea scene and discover what a remotely operated vehicle (ROV) sees as it dives deep in Monterey Canyon.
SeaWorld Science Activity Guide (Grades K-4) Hands-on lessons help students learn about marine animals and the ecology of the ocean. These lessons meet the Life Science content standard of the National Science Education Standards .
We’re in Hot Water Now: Hydrothermal Vents (Grades 3-5) In this lesson, students learn about hydrothermal vents and uniquely adapted animals that live near them. They create aquarium exhibits showcasing some of these animals and their special adaptations. This lesson meets the Life Science and Earth and Space Science content standards of the National Science Education Standards .
Fish Aren’t Afraid of the Dark! (Grades K-2) In this lesson, students will be introduced to the concept of bioluminescence and, through pictures, collages, and stories, will consider how animals benefit from having their own light sources. This lesson meets the Life Science content standard of the National Science Education Standards .
Lighting Up the Sea (Grades 3-5) Students will explore the adaptation of bioluminescence by conducting a simulation and viewing pictures of bioluminescent marine animals on the web. This lesson meets the Life Science content standard of the National Science Education Standards .
Pair the two lessons above with the following activity:
Lanternfish Sticks (Grades K-5) In this activity, students use glow-in-the-dark paint to create their own bioluminescent fish.
Pilot Whales’ Place in the Ocean (Grades 3-5) Students learn about pilot whales’ sociability and bonding, consider how research tools such as the Crittercam might help scientists learn more about their social behaviors, and formulate research questions. This lesson meets the Life Science and Science and Technology content standards of the National Science Education Standards .
Pair this lesson with the following activity:
Build a Whale of a Crittercam In this activity, students design a video camera and determine how to best attach it to a humpback whale.
Are Sharks as Dangerous as We Think They Are? (Grades 3-5) In this lesson, students conduct research about sharks and give oral presentations. This lesson meets the Life Science content standard of the National Science Education Standards .
Shark School of Art (Grades 3-5) Learn some tips for creating your own shark cartoons and comics.
Ocean Conservation
Taking Care of Our Oceans (Grades K-2) In this lesson, students will consider why so many people live near a coast and learn about the impacts of this trend on ocean animals. Students will make posters to educate coastal residents and visitors about human impacts on marine life. This lesson meets the Science in Personal and Social Perspectives content standards of the National Science Education Standards .
Oil Pollution (Grades 2-5) Students will conduct a hands-on activity to learn why oil pollution is harmful to animals.
Using Photography to Help Save the Oceans (Grades 3-5) In this lesson, students will learn about the importance of ocean conservation. They will think about how photography can help people understand the impact humans are having on the oceans. They will look at animals that are endangered because of human behavior, and choose one to study in depth. Finally, students will draw the animal they choose and describe why it is in peril and how it can be protected. This lesson meets the Science in Personal and Social Perspectives content standard of the National Science Education Standards .
Ocean-Related Science, Technology, and Careers
Echoes: What Animals Can Teach Scientists (Grades K-2) In this lesson, students will learn how scientists use sonar to investigate the depths of the ocean. They will learn that some animals have an unusual way of figuring out what is around them in the dark. They will study the echolocation capabilities of bats and think about how ocean scientists can learn from these animals to develop deep-sea exploration techniques. This lesson meets the Life Science and Science and Technology content standards of the National Science Education Standards .
Submarines: The Classroom Fleet (Grades K-2) This lesson introduces students to the submarine as a means of travel under the sea, and to the challenges humans face when traveling underwater. This lesson meets the Science and Technology content standard of the National Science Education Standards .
Who Sees the Seas as Important? (Grades K-2) In this lesson, students learn about some people who think the ocean is so important that they have devoted their lives to studying it and its inhabitants. This lesson meets the History and Nature of Science content standard of the National Science Education Standards .
Ocean Exploration Museum (Grades 3-5) In this lesson, students will become familiar with some of the latest discoveries in ocean research, including hydrothermal vents and historical shipwrecks. Students will complete their research by creating a “museum” exhibit about ocean exploration and by suggesting questions for future research. This lesson meets the Science and Technology content standard of the National Science Education Standards .
Underwater Study: Marine Biology (Grades 3-5) In this lesson, students learn about marine biology as a career, the types of plants and animals marine biologists study, and how technology helps them in their work. This lesson meets the History and Nature of Science content standard of the National Science Education Standards .
Why is Oceanography Important? (Grades 3-5) In this lesson, students learn about some of the important discoveries that oceanographers have made and some areas that they are still investigating. This lesson meets the History and Nature of Science content standard of the National Science Education Standards .
INCORPORATING LITERACY
Many of the science lessons involve literacy in some form – reading, research, or writing. However, you might want to consider one of these ideas to further integrate literacy and science instruction.
As Slippery as an Eel: An Ocean Unit Exploring Simile and Metaphor (Grades K-2) After reading ocean-themed books, students examine the ways that the books use simile and metaphor, creating their own names and definitions of these figures of speech. Using the picture books as framing texts, students then revise a piece of their own writing to increase its use of figurative language. This lesson meets the following NCTE/IRA Standards: 3, 4, 5, 6, 11, 12 .
Ferocious Fighting Fish: An Ocean Unit Exploring Beginning Word Sounds (Grades K-2) Students explore alliteration (repeated beginning word sounds) in texts then compose their own class book to explore figurative language in their writing. The lesson includes a revision worksheet to apply the technique to another piece of writing. This lesson meets the following NCTE/IRA Standards: 3, 5, 6, 8, 11, 12 .
Integrating Literacy into a Study of the Earth’s Surface (Grades 3-5) In this lesson students learn about the features of the earth’s bodies of water using a variety of literacy genres, culminating with a Readers Theatre performance. This lesson meets the following NCTE/IRA Standards: 1, 3, 4, 5, 7, 11, 12 .
Reading and Writing about Pollution to Understand Cause and Effect (Grades 3-5) This lesson uses a variety of reading and writing strategies and a hands-on experiment to help students learn that pollution in our oceans, lakes, rivers, and streams is a very serious problem. This lesson meets the following NCTE/IRA Standards: 1, 5, 7, 8 .
This article was written by Jessica Fries-Gaither. For more information, see the Contributors page. Email Kimberly Lightle , Principal Investigator, with any questions about the content of this site.
Copyright May 2009 – The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0733024. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. This work is licensed under an Attribution-ShareAlike 3.0 Unported Creative Commons license .
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Understanding Our Water Footprint: High School Lesson Plans
“Lessons for Understanding Our Water Footprint” are a useful part of an environmental science curriculum. These high-school and undergraduate environmental science lessons build student awareness of direct and indirect (also known as virtual) water use . Three free, downloadable lessons encourage students to explore how their food choices and shopping habits have a larger impact on their daily water consumption than they may realize. Designed for high school – upper secondary level, ages 15 to 18 – these interactive lessons can be easily adapted to the undergraduate level.
Environmental science curriculum: high-school and undergraduate lesson plans.
Through free, interactive environmental science lessons, students learn why understanding our water footprint and conserving water resources is so important.
Lesson 1: Water Resources and Water Footprints
Lesson 2: my water footprint, lesson 3: the value of a water footprint.
In the first environmental science lesson, students gain an in-depth understanding of key water issues. They learn about water resources and water footprints, then use the water calculator to analyze their direct and virtual water consumption. Students get a foundation of knowledge and learn why they should care about protecting water resources, which makes it easier for them to make a fundamental shift in attitude about their water use.
Lesson plan 1.
- Lesson Plan (PDF)
Supplements
Session 1: How Do We Use Water?
- Water Resources and Water Footprints Presentation (PDF)
- Water Resources and Water Footprints Teacher’s Notes (PDF)
Session 2: How Do I Use Water?
- My Water Footprint Stats Student Worksheet (PDF)
- My Water Footprint Stats Sample Answers [For Teachers] (PDF)
- Basic Rubric (PDF)
- Participation Checklist (PDF)
In the next environmental science lesson, students are encouraged to articulate and share the concept of a water footprint. Then they investigate the impact of their food consumption habits on water resources and their virtual water use and begin thinking about how their diet is influenced by systems outside of themselves, such as social groups, advertising, and the structures in place at home and at school.
Lesson plan 2, supplements .
- Food’s Water Footprint Research Cards (PDF)
- Food’s Water Footprint: Mini-Lesson Team Rubric (PDF)
- Food’s Water Footprint: Mini-Lesson Group Evaluation (PDF)
In the final environmental science lesson, students are empowered to take action. First, they investigate how the products they buy impact water resources and their virtual water footprint . Then they devise a plan to reduce their personal water footprint. Next, they work together to evaluate their school campus. Finally, they create a Strategic Action Plan to reduce the school’s water footprint and work in groups to get the necessary permissions to enact a water-saving plan for the campus.
Lesson plan 3.
Session 1: Saving Water at Home
- Direct and Virtual Water Use Game Cards (PDF)
- How to Save Water Infographic Poster (PDF)
- How to Save Water Education Campaign Worksheet (PDF)
- My Saving Water Game Plan (PDF)
Session 2: Saving Water on Campus
- School Water Audit: Direct Water Use (PDF)
- School Water Audit: Virtual Water Use (PDF)
- Water Footprint School Project Rubric (PDF)
- Water Footprint School Project Group Evaluation (PDF)
Find the middle-school version of these lessons here and check out our other teacher resources . Also find our lesson plans on Teachers Pay Teachers .
The Center for Global Studies
Water Sustainability Lesson
Adapted from Facing the Future Curriculum www.facingthefuture.org
Teacher: Elizabeth Troxell
I currently teach 10th Grade World History and Your World in the 21st Century elective at Penns Valley Area School District. I have been teaching for six years and created Your World in the 21st Century elective to educate my students about current global issues. When designing this course, I researched many curriculums and found “Facing the Future” curriculums to be the best. The lesson below is an adapted lesson for this curriculum based on water sustainability. I designed this lesson for grades 9-12 but it could be easily accommodated to fit the needs of other ages and educational plans.
Objective: Students will be able to understand that water is a finite natural resource whose quantity and quality must be responsibly preserved, protected, used, and reused.
Essential Questions
- Why is water scarce in some areas of the world?
- How can good choices about water support sustainability?
- improved sanitation
- hydrological cycle
- renewable resource
- water footprint
- virtual water
- water audit
History Connections
World History Connections: Irrigation and the rise of the great civilizations; historical examples of water resource depletion; conflict over water resources
Economics connections: Agriculture, industry, and domestic water use; economic water scarcity; lack of water and economic development; water privatization
Geography connections: Climate change and resource availability; geography and resource distribution; hydrology; physical water scarcity
Civics connections: Personal and structural solutions to water issues
Standards (Explanations Included)
National council for the social studies (thematic standards).
3. People, Places, and Environments: Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of People, Places, and Environments.
7. Production, Distribution, and Consumption: Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of how people organize for the Production, Distribution, and Consumption of goods and services.
National Science Education Standards
E. Science and Technology: Abilities of Technological Design : Identify a problem or design an opportunity. Propose designs and choose between alternative solutions. Implement a proposed solution. Evaluate the solution and its consequences. Communicate the problem, process, and solution. Understandings about Science and Technology: Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanation.Science often advances with the introduction of new technologies.Creativity, imagination, and a good knowledge base are all required in the work of science and engineering. Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world. Technological design is driven by the need to meet human needs and solve human problems.Technological knowledge is often not made public because of patents. Scientific knowledge is made public through presentations at professional meetings and in scientific journals.
F. Science in Personal and Social Perspectives: Personal and Community Health:
Hazards and the potential for accidents exist. Humans can reduce and modify hazards.
The severity of disease symptoms is dependent on human resistance and the virulence of the disease- producing organism.Personal choice concerning fitness and health involves multiple factors. An individual’s mood and behavior may be modified by substances. The abuse of illegal drugs can result in physical dependence and can increase the risk of injury, accidents, and death.Selection of foods and eating patterns determine nutritional balance. Families serve basic health needs, especially for young children.Sexuality is basic to the physical, mental, and social development of humans. Population Growth: Populations grow or decline through the effects of births, deaths, emigration, and immigration. Population growth affects the resources used and environmental pollution.Sociological factors (cultural norms, percentage of women who are employed, birth control methods) influence birth rates and fertility rates. Populations can limit growth.Carrying capacity is the maximum number of people in relation to resources and the capacity of Earth systems to support human beings. Natural Resources: Human populations use resources in the environment in order to maintain and improve their existence.The Earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed. Students should understand the appropriateness and value of basic questions “What can happen?” “What are the odds?” Humans have a major effect on other species. For example, the influence of humans on other organisms occurs through land use, which decreases space available to other species, and pollution, which changes the chemical composition of air, soil, and water.
National EfS Standards
2.2 Ecological Systems: Respect for Nature: Respect for Limits – Students collect data in order to investigate and analyze how personal consumption patterns affect the sustainability of natural and human communities. Respect for Nature – Students participate in outdoor education activities to explore and experience the natural environment and enrich their connection with and appreciation for nature. They read nature-related poetry/writings and discuss and compare the authors’ styles and impact on themselves and society. Biomimicry – Students design a product or service to address a problem or issue using one or more characteristics from a plant or animal. Tragedy of the Commons – Students identify local and global “commons”, choose one “commons” and debate with their peers the question, “How can this commons be managed in a way that ensures future generations have the opportunity to use and enjoy it, indefinitely?”
Environmental Justice – Students identify an environmental justice issue in their community (e.g. location of toxic waste facility in poor neighborhood) and write an article (or blog) for the school or local paper that includes possible solutions to remedy the injustice. Urban Design/Land Management – Students develop a sustainable land-use plan for an un- or under- developed property or place in their community that provides for a healthy environment, economy, and society. Students identify the natural capital of a local or global resource and create graph depicting their relative worth.
2.3 Economic Systems: Ecosystem Services: Poverty – Students explain the history, causes and potential solutions to poverty in the U.S. and around the world through using the context of the United Nations Millennium Development Goals.Ecosystem Services – Students choose an ecosystem and list the existing and potential services (products and processes) that it provides to humans. Alternative Indicators and Indexes of Progress – Students investigate, use, and compare alternative indicators of social and economic progress (e.g. Genuine Progress Indicator) with traditional economic indicators (e.g. Gross Domestic Product) to determine the health and well-being of their local community. Globalization – Students describe the pros and cons of globalization and how a globalized world contributes to and detracts from sustainability.
True (or full) Cost Accounting – Students choose a product or service and list its hidden social and environmental costs. Triple Bottom Line – Students conduct an analysis of a business operation in terms of environmental, economic, and social/cultural factors. Micro Credit – Students investigate a micro-credit organization’s operations in a community and analyze how that operation contributes to the community’s long-term sustainability.
3.1 Personal Action: Personal Responsibility – Students identify and commit to a personal sustainability action and they write about the results of that action. (e.g.: using public transportation, reducing and recycling). Accountability – After completing a thorough ecological footprint or product trail assessment of a product or service that they use, students identify alternate products or strategies for more responsible use. They develop a means for measuring the net progress of the product or strategy alternative. Lifelong Learning and Action – Students write their own “story of learning” in which they describe how best they learn and move to action, where they learn and act both in and outside of school, and their strengths as a learner and doer. Personal Change Skills and Strategies – Students identify what systems and strategies work best at self-motivating planning and action for effective personal change.
3.2 Collective Action: Community-Based and Societal Decision-Making: Local to Global Responsibility – Student describe the difference between a local and global problem, how the problems might be connected and how a potential solution to each could require different actions (at different levels – ranging from the local to the global). Students then take at least one action and analyze the results and lessons learned for future actions. Community-Based and Societal Decision-Making – Students actively participate in local community-based and national and/or international decision-making focused on sustainable development. Public Discourse and Policy – Students communicate their ideas in a public discussion or debate about a topic that furthers local and/or global sustainability, take action on that topic, and reflect upon the results.
Organizational and Societal Change Skills and Strategies – Students identify skills and strategies required to create effective group change for a given issue, take action on that issue and then reflect on lessons learned regarding change strategies.
Personal Water Audit
Time Required: 60-80 minutes
Lesson Questions:
- How do I consume water directly and indirectly?
- How can I reduce my water consumption?
Reading: Background on Water, The Water Process
Hook: Show students 5 gallons of water. Explain that the UN suggests each person needs about five gallons of water to ensure their basic needs for drinking, cooking, and cleaning. Using think-pair-share, ask students to discuss how they would use their 5 gallons of water for one day. Students should list activities they would prioritize and which they would cut.
Teacher Tips: Play devils advocate and ask questions/raise awareness for cleaning dishes, cooling, for food (water crops or feed livestock), and for the manufacture of goods.
Have students order the following products in terms of least to most virtual water used in their production: cotton shirt, pair of jeans, bed sheet, 1 kg of beef, 1 kg of wheat
Share the following information (*Make sure students pay attention to low flow or standard models.):
- 1kg of wheat = 1,300 liters of water
- cotton shirt = 4,100 liters
- bed sheet = 9,750 liters
- pair of jeans =10,850 liters
- 1 kg of beef =15,000 liters
Cross Curricular Option: Have students convert liters to gallons
Activity: Students will complete a water audit by calculating their direct and virtual water use. Students will then take an online quiz to calculate their water footprint. These two calculations will be compared to find out their overall water impact.
Step 1: Have students research the average flow rate for each of the following activities listed below (this may be done as homework):
- automatic dishwasher
- watering yard
- car washing
Step 2: Monitor your water use by timing how long you use the appliance and how many times you use the appliance a day
Step 3: Calculate your total. For all activities simply multiply the rate of water flow with the total time used. For example:
- 1.5 gallons/minute x 15 minutes = 22.5 gallons
- 5.2 gallons/flush x 6 flushes = 31.2 gallons
Step 4: Answer the following questions for reflection:
- What surprised you most about your personal water use?
- What activity do you do that uses the most water? The least water?
- Which activities do you consider necessary to meet your basic needs?
- What are at least three steps you can take to reduce the amount of water you consume?
- How did this audit increase your awareness of water consumption?
- What will your next step be with respect to water conservation?
Virtual Use
Step 5: Using the following link, students will complete a personal water audit to calculate how much water they use on a daily basis.
http://www.watercalculator.org
Have students record the total water consumed. Then instruct students to create a bar graph to compare all categories. Students should summarize and analyze their bar graph in sentence format. Lastly, have students answer the following questions:
- What surprised you most about your virtual water consumption?
- What goods or products do you use that require the greatest amount of water?
- How did you water consumption compare for each of the categories (food, domestic use, industrial) summarized by the Water Footprint’s Extended Calculator?
Summarizer : Using think-pair-share, the following discussion questions can be used:
- How does your water footprint compare with the average daily need?
- What surprised you most about your water footprint?
- How does your direct water use compare with your virtual water use?
- Do you think people are aware of how much water they use?
- Do you think the amount of virtual water should be included on product labels? Whose responsible for monitoring the amount of water being used to produce goods: manufacturers, consumers, or the government?
- How could today’s water consumption affect the water consumption of future generations?
Water Carry Simulation
Lesson Questions
- How can gathering water impact a child’s education
- What factors contribute to the large amounts of time women and children spend gathering water in water scarce regions?
- What are the consequences of water scarcity?
Materials Needed:
- One 5 gallon bucket filled with water
- Five 1 gallon jugs numbered 1-5 (one per group)
- Ten 1-cup containers (two per group)
Preparation: If possible, this lesson should be completed outside. (the football field/track is a perfect location) If you must complete this inside, have towels ready for the students to clean up the halls afterwards. You should also get permission from your administrators. (Students will be making many trips with water filled cups so things could get slippery!)
Hook: Show students the five gallon bucket. Explain to the students that each gallon of water weights 8 pounds. Students should then calculate the weight of the bucket (40 lbs). Let students lift the bucket and walk a few steps with it. Ask students how far they think they could comfortably carry it. Share with students that, on average, women in Africa walk about 3.7 miles per day to fetch water. In some parts of Africa, women and children spend 8 hours a day collecting water.
- If time allows, you can have some fun with students and have each team complete an obstacle course or challenge in groups (each person must go one lap around the track, or whatever team makes it from one end zone to the other on the football field. First team wins.
Step 1: Divide the students into 5 groups and give each group a number. Each group will represent a different household in the African village. Then, distribute two 1 cup container to each group and explain that these will represent their water buckets.
Step 2: Tell the students that each household has about 5 people, so each group needs to gather at least 5 “buckets” of water for survival. However, they would need 10 buckets to maintain good health. Therefore, five buckets may jeopardize someone’s life. Since they only have 2 buckets per household, this will obviously take more than one trip. Explain that each household has a cistern with their group number on it (the gallon jugs, located in the classroom), where they can dump the water when they get back home.
Step 3: Show them the ladle and explain that for sanitation reasons, the community has agreed that this is the only thing that will touch the water. If the water source gets contaminated, everyone gets sick. Also, explain that waiting in line for the well is part of the water-gathering process for many people.
Step 4: Finally, before allowing students to begin carrying water, tell them that their “school day” begins in 5 minutes. • Note: no one should be able to make it to school on time!
Step 5: Direct students to their household’s “cistern” (gallon jug). Count down the time until the start of the school day.
Step 6: Once a group reaches a half full gallon container, they may join the class. However, you can remind students that they are risking death for themselves, or one of their family members, if they only fill up their cistern halfway rather than completely.
- For those that only fill their cistern up half way, have them roll a die to see if everyone lives or dies. Each member should roll a die once. If they roll an even number they live, an odd number they die.
Step 7: As students are finishing up, you should have a school assignment ready for them to complete. This could simply be a reading assignment, or you can have them complete a puzzle based on this concept’s vocabulary and context. (crossword, word search, etc.).
- The assignment will be based on your age group and chosen rigor. This could also be a good time to “Connect to Today” (link to current events) and have students read a recent article relating to water sustainability in Africa or Asia.
If students are done early, have them research projects and organizations that are working to increase access to clean water. (Example: Ryan’s Well Foundation)
Step 8: Once each group is finished collecting their water, have them reflect on this activity by answering the following questions:
- How would your life be difference if you had to walk at least 3.7 miles a day to get water?
- How would this impact you and your family financially? (Long term and Short term)
- The task of water collecting often falls to women and girls. How does this contribute to gender inequality?
Compare & Contrast Journal: Think about your water footprint from yesterday. How do you think this number would change if you had to collect all your water by hand?
Service Learning Project
Time Required: 3 periods
Lesson Question: How can we conserve water at our school?
Overview: Have students estimate water use at your school, using local resources and online water calculators. Then, students can research different products or tools to help with water sustainability. For example, students can go to a local garden center to find out about climate-appropriate landscaping (e.g., drought-tolerant plants, native species), then present their findings to the class, administrators, and/or school board (cross-curricular).
- Twist on a faucet aerator. Installing a WaterSense labeled aerator is one of the most cost-effective ways to save water. You’ll use 30% less water without a noticeable difference in flow
Have students complete a water audit for their school using the links below:
http://www.greeneducationfoundation.org/institute/lesson-clearinghouse/298-Be-Water-Wise-School-Water-Audit.html
Summarizer:
Have students make a public service announcement, or signs to be hung up around the school in order to educate students about water sustainability. For example:
- Just by turning off the tap while you brush your teeth in the morning and before bedtime, you can save up to 8 gallons of water!
- Taking a shower uses much less water than filling up a bathtub. A shower only uses 10 to 25 gallons, while a bath takes up to 70 gallons!
- If your toilet has a leak, you could be wasting about 200 gallons of water every day. That would be like flushing your toilet more than 50 times for no reason!
Additional Facing the Future Lesson: River to the Sea? —Students explore the differing ideas of water as a right and water as a commodity. After learning about the Colorado River and its place in the hydrology of the western United States, students brainstorm reasons for why the river no longer reaches the sea. After learning about the various uses of water in the region, they make recommendations for water use in the future.
*A good follow up documentary is The Colorado River: Running Near Empty
Additional Documentaries: Flow and Tapped
Additional Resources: www.facingthefuture.org
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Bodies of water, view aligned standards, learning objectives.
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Introduction
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water use around the world .
- Educational Technology
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Brief Description
Students compare their water use with water use in other places around the world. Printable work sheet included.
Students
- estimate/calculate their use of water (in gallons) on a weekly basis.
- create a graph comparing their water use with that of people in other countries.
- think critically about the availability of clean water in different countries around the world.
Keywords
water, conservation
- Water Use Around the World work sheet
- index cards
- computer access (optional)
Lesson Plan
The availability of clean water is something that most of our students take for granted. This lesson will explore the availability of clean water throughout the world.
Before the Lesson Use the Per Capita Water Consumption in Selected Countries table (scroll down to page 2) as a source of information.
- Count out index cards equal to the number of students in your class.
The Lesson Begin the lesson by asking students to identify the ways in which they use water at home. Make a list of ideas that students share. The ideas students share might include using water to drink, for cooking, for taking showers, for filling an aquarium, for watering gardens
Ask students to study the chart and to identify the most common uses. You might have students work with a partner or in small groups to identify the ten most common uses on the chart. When the groups have completed that task, determine which uses most groups had on their lists.
Provide students with a list of the most common uses of water and the typical number of gallons used for each use. You might write the list on a board or chart
Washing face or hands: 1 gallon Taking a shower (standard shower head): 50 gallons Taking a shower (low-flow shower head): 25 gallons Taking a bath: 40 gallons gallons Brushing teeth (water running): 2 gallons Brushing teeth (water turned off): gallon Flushing the toilet (standard-flow toilet): 5 gallons Flushing the toilet (low-flow toilet): 1-1/2 gallons Getting a drink: gallon Washing dishes by hand: 10 gallons Running a dishwasher: 15 gallons Doing a load of laundry: 30 gallons Watering lawn: 300 gallons Washing car: 50 gallons
If you have access to a computer(s) in the classroom, you might have students use the Water Consumption Calculator ( alternate calculator ) to get a rough idea of the number of gallons of water they use each week, month, and year.
Provide each student with one of the index cards you created. Each student will represent the country named on the card he or she holds. Display a world map and have each student locate the country.
- If you are using a wall map, have students write the number of gallons of water each person uses each day on a "sticky note." The student can stick the sticky note on the map.
Look at the world map. Talk about the disparity in water use from country to country.
- In which countries do people use the most water?
- In which countries do people use the least water?
Independent Activity Provide each student with a copy of the Water Use Around the World work sheet. Students will study the graph and answer the questions on the work sheet.
ANSWERS See answers to this work sheet in the assessment section below.
Follow-Up Activities
Discuss the difficulties people face in countries where water use is less than where you live.
Have students create a graph showing the water use per year in a handful of countries. Students might gather in groups and use their index card information as their graph data source. You might provide a bar graph template or, if students have computer access, they might use the free online Create a Graph tool to create their graphs. One bar on each student's graph might represent his/her own personal water-use estimate.
Use jellybeans or cottonballs in this activity that simulates global water use: It's a Small World
Assessment
Answers to student work sheet: 1. United States; 2. Malta; 3. 112,000 gallons; 4. less; 5. 215,000 gallons; 6. Belgium, 99 gallons.
Lesson Plan Source
Submitted By
Gary Hopkins
National Standards
MATHEMATICS: Number and Operations GRADES 3 - 5 NM-NUM.3-5.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM-NUM.3-5.3 Compute Fluently and Make Reasonable Estimates GRADES 6 - 8 NM-NUM.6-8.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM-NUM.6-8.3 Compute Fluently and Make Reasonable Estimates GRADES 9 - 12 NM-NUM.9-12.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM-NUM.9-12.3 Compute Fluently and Make Reasonable Estimates
MATHEMATICS: Measurement GRADES 3 - 5 NM-MEA.3-5.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements GRADES 6 - 8 NM-MEA.6-8.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements GRADES 9 - 12 NM-MEA.9-12.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements
MATHEMATICS: Data Analysis and Probability GRADES 3 - 5 NM-DATA.3-5.3 Develop and Evaluate Inferences and Predictions That Are Based on Data GRADES 6 - 8 NM-DATA.6-8.3 Develop and Evaluate Inferences and Predictions That Are Based on Data GRADES 9 - 12 NM-DATA.9-12.3 Develop and Evaluate Inferences and Predictions That Are Based on Data
MATHEMATICS: Connections GRADES Pre-K - 12 NM-CONN.PK-12.3 Recognize and Apply Mathematics in Contexts Outside of Mathematics
MATHEMATICS: Representation GRADES Pre-K - 12 NM-REP.PK-12.1 Create and Use Representations to Organize, Record, and Communicate Mathematical Ideas NM-REP.PK-12.3 Use Representations to Model and Interpret Physical, Social, and Mathematical Phenomena
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SOCIAL SCIENCES: Geography GRADES K - 12 NSS-G.K-12.1 The World in Spatial Terms NSS-G.K-12.2 Places and Regions NSS-G.K-12.5 Environment and Society
TECHNOLOGY GRADES K - 12 NT.K-12.1 Basic Operations and Concepts NT.K-12.3 Technology Productivity Tools
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Transportation: Water
Contributor: Samantha Penna. Lesson ID: 11670
Fish don't have feet, so they can't walk on land. You don't have fins, so you can't swim across the ocean! But there are many ways to travel over (and under!) water. Now watch them, then build a boat!
People and Their Environment
Lesson plan - get it.
- How do ducks and fish travel in water?
- Do you think people could travel in or on water without help?
Learn about some cool ways people travel on water!
In the previous Related Lesson in this Transportation series, found in the right-hand sidebar, you learned about different ways people travel on land.
- What are some ways people get from place to place on land?
Share your answer with your parent or teacher.
- What does the word "transportation" mean?
Share your answers with your parent or teacher.
That's right! Cars, buses, motorcycles, mopeds, trains, and emergency vehicles are just some of the many ways people get around on land. Transportation is a way people get from place to place.
- What happens when people need to travel by water?
- What do they use?
Read on to find out about the different types of water transportation and how they help people get across bodies of water.
One way people travel across bodies of water is by using sailboats . Sailboats are boats with a special part called a sail . A sail almost looks like a large blanket. It's in the middle of the ship, and when a sail is up, it catches the wind. The wind pushes the boat from place to place.
The person driving the ship uses a steering wheel or moves the sail to guide the boat in the right direction. The sails can be turned to move the boat in a different direction. If the driver wants the boat to slow down or stop, he or she will simply put down the sails. If there's no sail to catch the wind, the boat will slow down or completely stop. Check out the sailboats below.
- Have you ever seen a sailboat before?
Share your answer with your parent or teacher:
Ships are much bigger than sailboats. Ships usually have large engines that are used to power and move the ship. There are many different types of ships. Cargo ships transport goods like food, furniture, electronics, and much more over bodies of water. They can be seen with big carrying containers on the top.
- Can you see the cargo ship in the first image below?
Another type of ship is a cruise ship . This type of ship carries people from place to place. Generally, people on cruise ships are on vacation. These ships will bring them to tourist destinations all over the world!
- Can you see the cruise ship pictured in the second image?
People can also travel by submarine . Submarines can travel above or under water. Submarines are used by many different types of people. Sometimes they are driven by soldiers or scientists. Soldiers use submarines to monitor the water surrounding different countries. Scientists can use them to study underwater life.
- Did you know submarines have a special tool called a virtual periscope so the people on board can see what is above the water and in the air while the submarine is completely underwater?
Check out the cool submarines below:
- Wouldn't it be cool to experience different ways people use transportation to get from place to place in the water?
- What are at least two examples of ways people get around in the water?
Share your answer with your parent or teacher, then move on to the Got It? section.
Resources and Extras
- kitchen sponge (small rectangle)
- drinking straw
- hole puncher
Related Lessons
- Transportation: Land
- Transportation: Air
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Abuela Grillo: A Bolivian Legend about the Exploitation of Water
Also included in: South American Legend Bundles for Intermediates!
Natural Resources: The Importance of Water
Also included in: Natural Resources Bundle
Down to Earth with Zac Efron (BUNDLE of All 8 Episodes)
Girl Scout Brownies World of Girls Journey Activity Plan Bundle - All Steps
Investigating Science: A Wonderful World of Water
Cuerpo de agua | Bodies of water (SPANISH)
Bodies of Water in Spanish
Mapping Craft Activity - 3D Globe World Map
World War I Battles Map Activity (Print and Digital)
Also included in: World War I (World War 1) Bundle
Water Drop Lab - CER Practice Investigating Properties of Water
Also included in: Chemistry Activities - Mega Bundle - Back to School Science
The World of Weather Review Stations (NC 5th grade Science EOG)
Bodies of Water Digital Activities for Google and Seesaw - Distance Learning
Also included in: Social Studies Digital Activities for Google and Seesaw Bundle
Exploring our World: Landforms and Bodies of Water
Also included in: Social Studies Power Point Bundle
World Geography Pretest and/or Post Test
Drop Around the World {Water Cycle Mentor Text}
Maps of the World (Control & Blackline Masters) Montessori color-code
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ClassRoom Lesson Notes
Plan lesson notes.
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Social Studies (NVE) Plan Lesson Notes According to the the Lagos State Scheme of Work for Primary 1 (Basic 1) Lesson Notes
SOCIAL STUDIES
NATIONAL VALUES EDUCATION
FIRST TERM, SECOND TERM AND THIRD TERM
PLAN LESSON NOTES
ACCORDING TO THE THE LAGOS STATE
SCHEME OF WORK FOR PRIMARY 1 (BASIC 1)
Table of Contents 1 FIRST TERM SOCIAL STUDIES 2 SECOND TERM SOCIAL STUDIES 3 THIRD TERM SOCIAL STUDIES 4 RELATED POSTS FIRST TERM SOCIAL STUDIES TERM 1 SOS LES9
WEEKLY PLAN LESSON NOTES
WEEK 1 – Meaning of Social Studies and How Man Solved His Problems Primary 1 (Basic 1) Term 1 Week 1 Social Studies
WEEK 2 – Meaning of Family | Members of the Family Primary 1 (Basic 1) Term 1 Week 2 Social Studies
WEEK 3 – Meaning of Nuclear Family | Structure of a Nuclear Family Primary 1 (Basic 1) Term 1 Week 3 Social Studie
WEEK 4 – Meaning of Extended Family and Structure of An Extended Family Primary 1 (Basic 1) Term 1 Week 4 Social Studies
WEEK 5 – Qualities of A Good Family Primary 1 (Basic 1) Term 1 Week 5 Social Studies
WEEK 6 – Meaning and Types of Culture Primary 1 (Basic 1) Term 1 Week 6 Social Studies
WEEK 7 – MID TERM TEST AND BREAK
WEEK 8 – Values that Show Good Moral in Our Society Primary 1 (Basic 1) Term 1 Week 8 Social Studies
WEEK 9 – Values that Show Bad Moral in Our Society Primary 1 (Basic 1) Term 1 Week 9 Social Studies
WEEK 10 – Consequences of Bad Moral and How to Curb or Control Bad Moral Primary 1 (Basic 1) Term 1 Week 10 Social Studies and Civic Education
WEEK 11 – Rewards of Good Morals and Punishment for Bad Morals (Primary 1)
WEEK 12 – REVISION AND EXAMINATION, First Term Examination Social Studies Primary 1 (Basic 1) Exam Questions
SECOND TERM SOCIAL STUDIES TERM 2 SOS LESSONS WEEKLY PLAN LESSON NOTES WEEK 1 – REVISION OF TERM 1 WORKS
WEEK 2 – Meaning of Substances | Reasons For Taking Substances Into Our Body Primary 1 (Basic 1) Term 2 Week 2 Social Studies
WEEK 3 – Substance taken into the Body Primary 1 (Basic 1)
WEEK 4 – Effects of Taking Substances Primary 1 (Basic 1)
WEEK 5 – Meaning, Causes and Symptoms of Overdose Primary 1 (Basic 1)
WEEK 6 – Effects of Taking Substances Primary 1 (Basic 1)
WEEK 8 – Solutions to Over Eating and Drinking Primary 1 (Basic 1)
WEEK 9 – Effects of Overdose Primary 1 (Basic 1)
WEEK 10 – Meaning of Food and Types of Food We Eat in Our Locality
WEEK 11 – Food Safety and Guides to Good Safety
WEEK 12 – REVISION AND SECOND TERM EXAMINATION, Second Term Examination Social Studies Primary 1 (Basic 1) Exam Questions
DOWNLOAD – National Values Education (NVE) Lagos State Unified Scheme of Work for Primary 1 – 3 2021 Edition.pdf
THIRD TERM SOCIAL STUDIES TERM 3 SOS LESSONS WEEKLY PLAN LESSON NOTES WEEK 1 – REVISION OF TERM 2 WORKS, Second Term Social Studies Plan Lesson Notes for Primary 1 (Basic 1)
WEEK 2 – Risk Factors in Food I – Meaning of Risk Factors (Primary 1)
WEEK 3 – Risk Factors in Food II – Examples of Risk Factors in Food (Primary 1)
WEEK 4 – Risk Factors in Food III – Risk Factors in Food Distribution and Preparation (Primary 1)
WEEK 5 – SOURCE AND USES OF WATER, Source of Water (Primary 1)
Uses of Water in Our Home (Primary 1)
WEEK 6 – Uses of Water in Industries (Primary 1)
WEEK 7 – MID TERM BREAK
WEEK 8 – Why we must not waste water? (Primary 1)
WEEK 9 AND WEEK 10 – Source of Dangers and Insecurity and How to Keep Away from Dangers (Primary 1 and Primary 2)
WEEK 11 – REVISION
WEEK 12 – THIRD TERM EXAMINATION, Third Term Examination Social Studies Primary 1 (Basic 1) – Exam Questions
RELATED LESSONS Third Term Scheme of Work and Plan Lesson Note for Social Studies Primary 1, Primary 2 and Primary 3 Links
Third Term Scheme of Work and Plan Lesson Note for Social Studies Primary 4 Primary 5 and Primary 6 Links
RELATED POSTS
SOCIAL STUDIES Social Studies Lessons for First Term, Second Term and Third Term,
Primary 2 Social Studies
Primary 3 Social Studies
Primary 4 Social Studies
Primary 5 Social Studies
Primary 6 Social Studies
Related Posts
Alabi M. S.
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Lesson Plan with multiple learning activities that explore different attitudes toward water as a human right, inviting evaluation of sources and research on global and local water issues. Grade Level: high school Subject Area: Social studies, science, geography Walking for Water Source: Development a Global Perspective for Educators
The Water Crisis - Lesson Plans for All Grades We're excited to introduce our comprehensive Water Crisis Lesson Plans for teachers in elementary through high school. This teacher's guide can be used as a whole or easily as individual lesson plans across a variety of core subjects.
Find water and social studies lesson plans and teaching resources. Quickly find that inspire student learning. ... Learning Explorer An all-in-one learning object repository and curriculum management platform that combines Lesson Planet's library of educator-reviews to open educational resources with district materials and district-licensed ...
Teachers.Net features free social studies lesson plans and lesson plans for social studies teachers. Discover printables, worksheets, thematic units, elementary lesson plans. ... land/water features on a map. Grade Level: Elementary, Subject: Social Studies "It's Okay to be Different" Concepts taught: (can be used in EVERY grade level ) Grade ...
Land and Water Brittany Zae Teacher This lesson is designed to help kindergarten students "distinguish between land and water on maps and globes". Grade Level: K - 1st Subject: Length of Time: About 45 Minutes Featured Programs: Sponsored School (s) Liberty University
Water Pollution Social Studies Lesson Plans & Worksheets We found 163 reviewed resources for water pollution social studies Searching by: water pollution social studies Clear All Sort By: Relevance Videos (Over 2 Million Educational Videos Available) 5:25 Language and Creativity 3:07 Who was Frederick Douglass? 5:10
Lesson Plan Bodies Of Water Lesson Plan Different Communities Lesson Plan All About Landforms Lesson Plan Lost in Native American Lore Lesson Plan Writing Opinions About Sor Juana Inés de la Cruz Lesson Plan The New England Colonies: Economy Lesson Plan Stone Age Lesson Plan The Language of Landforms Lesson Plan 3 Types Of Resources Lesson Plan
Social Studies Environmental Lesson Plans We Must Recycle Length of Time: About 20 Minutes Students will use creativity to use something considered trash to create something new. Social Studies Social Studies Lesson Plans A City Saved by a Volcano Length of Time: 3-4 Class Periods
Oceans. Under the Deep Blue Sea (Grades K-2) This lesson gives students the opportunity to explore oceans and ocean life. After locating the earth's major oceans on a world map, students will "dive underwater" to discover the plants and animals that live in the sea. Students will listen to stories and poems with ocean settings and learn ...
Lesson 1: Water Resources and Water Footprints In the first environmental science lesson, students gain an in-depth understanding of key water issues. They learn about water resources and water footprints, then use the water calculator to analyze their direct and virtual water consumption.
Hook: Show students 5 gallons of water. Explain that the UN suggests each person needs about five gallons of water to ensure their basic needs for drinking, cooking, and cleaning. Using think-pair-share, ask students to discuss how they would use their 5 gallons of water for one day.
This learning plan has the followig objectives, among others: 1. Identify some sources of pollution of the environment, including the seas and oceans. 2. Define the terms 'pollution', 'marine' and 'biodiversity'. 4. Work in pairs to create posters outlining things that can be done to save the seas and oceans. 5.
WHY IS THE DEPARTMENT PROVIDING SAMPLE GAP UNIT PLANS? To support social studies instruction in Tennessee and in response to feedback from educators over gaps between the current (2014) and . revised (2019) Tennessee Academic Standards for Social Studies, the department has created sample gap unit plans for grades 3 and 4.
The participation and completion of a global water crisis or water-awareness portfolio will give students. access to knowledge and awareness of current water conditions in developing nations, an increased. awareness of the need for conservation practices and the value of water as a shared global resource. Found in: 10th Grade • 11th Grade ...
This lesson plan will guide you to helping your students answer these questions and more through a text lesson, discussion, artistic expression, active games and research. Learning Objectives...
Use this lesson plan to teach students about the role water plays in our lives. Students will watch or read a lesson telling what water is and explaining how humans and plants use...
Download lesson plan Grade Fifth Grade Subject Social studies Geography View aligned standards No standards associated with this content. Learning Objectives Students will be able to identify the major bodies of water and describe examples of the major bodies of water. Introduction (10 minutes) PPTX Bodies Of Water slideshow DOCX
A science-math lesson in three steps with daily log and activity sheets, sample calculations, and discussion Q&A included Grade Level and Subjects: Grades 5-8 science, math, social studies, health Length: 1-2 class periods Purposes: • To calculate total daily water consumption and average daily water consumption
Back to Geography Lesson Plan Where Did Foods Originate? (Foods of the New World and Old World) Subjects Arts & Humanities --Language Arts Educational Technology Science --Agriculture Social Studies --Economics --Geography --History ----U.S. History ----World History --Regions/Cultures Grade K-2 3-5 6-8 9-12 Advanced Brief Description Students explore how New World explorers helped change the ...
Social Studies Lesson Plan on Water ( Water Cycle, Water distribution, Ocean Circulation, etc.) for Secondary, Senior Secondary and Higher Secondary school teachers. For More Lesson Plans Click Here Brief Overview of the Lesson Plan Subject: Social Science Topic: Water Duration: 35 to 45 Minutes Class/Grade: Middle/High School Language: English
Social Studies learning style Kinesthetic, Visual personality style Lion Grade Level PreK/K, Primary (K-2) Lesson Type Quick Query Lesson Plan - Get It! Audio: How do ducks and fish travel in water? Do you think people could travel in or on water without help? Learn about some cool ways people travel on water!
Complete Set of Girl Scout inspired Brownie Badge, Pin & Journey Certificates V2. by. iamstrawjenberry. $25.00. Zip. ***Updated June 2022*** This listing is for a full set of Brownie badge, pin and journey certificates. This is a fillable pdf file. Simply print a set out for each girl and give them a certificate for every award they complete!
Sample Social Studies Learning Plan . Georgia Department of Education ... 8.15.2020 Page 2 of 18 Instructional Design *This lesson has a flexible timeline and will cross over several days. This lesson is intended to reach students in a virtual setting, whether plugged or unplugged. ... Land and Water Forms Around the World, River Organizer (use ...
Third Term Scheme of Work and Plan Lesson Note for Social Studies Primary 1, Primary 2 and Primary 3 Links; Third Term Scheme of Work and Plan Lesson Note for Social Studies Primary 4 Primary 5 and Primary 6 Links; REFERENCE - Social Studies Scheme of Work and Plan Lesson Notes for Primary 1 (Basic 1)
THIRD TERM SOCIAL STUDIES TERM 3 SOS LESSONS WEEKLY PLAN LESSON NOTES. WEEK 1 - REVISION OF TERM 2 WORKS, Second Term Social Studies Plan Lesson Notes for Primary 1 (Basic 1) WEEK 2 - Risk Factors in Food I - Meaning of Risk Factors (Primary 1) WEEK 3 - Risk Factors in Food II - Examples of Risk Factors in Food (Primary 1)