Learning to Give, Curriculum Division of The LEAGUE
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Unit Overview:
Unit Purpose:
Watershed S.O.S. concerns gaining knowledge and discovering ways to protect the watershed. This unit includes lessons about the water cycle, how the watershed works, pollutants of the watershed, uses of water and water as a nonrenewable resource. The unit is interdisciplinary with science, English, social studies and philanthropic components. Scientific experiments and demonstrations are included in the lessons. The unit lends itself to advocacy. Students would educate, take action through the political process by contacting local governmental agencies (DNR, contact state or U.S. Representatives, or write letters to the editor of a local newspaper concerning protecting their watershed. In order to be a good citizen, one must protect their environment and advocate for the protection of their watershed. This unit includes lessons about the importance of water, the watershed, water as a nonrenewable resource and ways that learners can be advocates and protectors of their watershed. The unit is interdisciplinary and has many hands on activities as well as experiments included in the lessons.
Unit Objectives:
The learner will:
- identify local sources of water.
- list several uses of water.
- explain why water is important.
- explain why water is a nonrenewable resource.
- explain why it is important to be a good steward of water and how this relates to the Core Democratic Value – Common Good.
- write a definition for watershed.
- draw a picture of their watershed.
- write a short story detailing at least one way their watershed could become polluted.
- list three reasons why it is important to protect their watershed.
- tell the story of Poseidon.
- write a letter to Poseidon concerning good stewardship of their local watershed.
- tell in their own words the difference between the literary term, myth, and reality.
Service Experience:
Have the learners conduct a survey of their community to determine the conditions of a local water supply. The water supply can be as simple as a small stream near the school or a local park. Learners will create a list of environmental problems associated with the body of water and then develop a plan to clean the area. Learners should create a letter to a local governmental agency asking for help and advice about the project. If possible learners will plan an “action” day to go to the water source and clean the area.
Unit Assessment:
Here are several options for assessment/reflection.
- Students should write on the following topic, and should include details from the unit study. Encourage creativity (Ex. Give them a name and tell what kind of fish they are and in what water source they live.) If you were a fish and could talk, what would you say to people about protecting the watershed? Would you be thankful for the efforts that have made to make others aware of the need to protect water?
- After getting a response from their class letter, have students write responses to the following question: How does it make you feel that your voice / activity may / may not lead to change for the common good? If you did not get a response from your letter, what could be a next step to take? If you got a response, what will be your follow up activity?
- Share a written and oral plan of what your family is doing to conserve water. Have you noticed any difference in the amount of water used? How does it make you feel? Have you gone a step further and talked to any other family members or friends about taking care of our water supply? Consider how an unhealthy watershed someplace else in the country might affect ours. What further steps could we take to make a difference?
School/Home Connection:
“Copy-and-Paste” Class/School Newsletter Information Insert:
Our class has been studying about the water cycle and watersheds. They have learned that water is a nonrenewable resource and must be protected. The learners have gained knowledge on how to be good stewards of the watershed and advocates for its protection. In their studies they have discovered that washing a car uses a hundred gallons of water, on average a person uses a hundred gallons of water a day and that a meal at a fast food restaurant can take 1,400 gallons of water to make burgers, fries and a drink! Is it any wonder that we should protect our watershed for the Common Good?Interactive Parent / Student Homework:
The learners will write a letter home to parents explaining our study of the watershed and asking them to help devise a plan to reduce water use in their household.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed and Piloted By:
Nicole Blower
St. Charles Community Schools
Anna M. Thurston Middle School
893 W Walnut St
St. Charles, MI 48655
Pat Grimley
St. Charles Community Schools
Anna M. Thurston Middle School
893 W Walnut St
St. Charles, MI 48655
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