Who Is Responsible for Clean Water?

Grades: 
6, 7, 8

The students will write a "Safe Water" pledge and may choose to sign it indicating action they will personally take to assure sustainable, safe water. They will create persuasive products to share their knowledge of issues around safe drinking water.

Photo Credit: Flint River by Sarah Razak is licensed under CC BY 2.0

Lesson Rating 
0
Duration 
PrintOne 45-Minute Session
Objectives 

The learners will:

  • communicate with others about the environmental cost of polluted water.
  • create a poster or other persuasive product for promoting responsible water use for a sustainable future.
Vocabulary 
  • environmental stewardship: the careful and responsible management of our environment.
  • sustainability: a method of using resources so they are not damaged permanently (preserved for future generations)
Reflection 

Do you think teens feel peer pressure to have a casual attitude toward the environment? How difficult is it to have a profoundly positive influence on our peers? Ralph Waldo Emerson is quoted as saying, “Do not go where the path may lead, go instead where there is no path and leave a trail.” How can this quote be of encouragement to those of us who are experiencing negative peer pressure? How can we use this quote to encourage our peers to take care of themselves as well as their environment?

 

Bibliography 

Instructions

Print
  1. Anticipatory Set

    Review the Flint Water Crisis and the factors that led to contamination of the water. This includes a decision to change the water source from Detroit water to the local Flint River, which was not adequately cleaned. The water corroded pipes, which caused the water distributed to homes to have unsafe lead levels. Share with the students the damage caused by drinking and bathing in polluted water, and the steps Michigan (and philanthropists all over the country) took to restore clean water. Ask, "Why is having access to clean water important?" Discuss, "What different actions can or should be taken by the government, business, and nonprofits (including citizens)?"

  2. Define sustainability as a method of using resources so they are not damaged permanently (preserved for future generations). Display this quotation: "There's only one corner of the universe you can be certain of improving, and that's your own self. So you have to begin there, not outside, not on other people. That comes afterward, when you've worked on your own corner." Aldous Huxley, Time Must Have a Stop

    Define environmental stewardship as the careful and responsible management of our environment.

  3. Ask students to brainstorm what they personally can do to conserve and sustain safe water. The bibliography provides resources to research water issues and ideas for conservations and sustainability.

  4. Create a "Safe Water Pledge" and ask others to sign as their commitment to assuring and maintaining global safe water for the common good. The pledge may include that brainstormed list for students to check those things they pledge to do. This may include advocating for community resources locally or globally. 

  5. Students may create informational and persuasive posters (or another artistic expression) to display around the community. The product should inform and encourage others to get involved in promoting sustainable water-use practices (avoid pouring toxic chemicals in the drains, use environmentally friendly soaps, conserve water, recycle “gray water,” harvest rainwater).

  6. Determine the best places to display the information, and ask others to sign their safe water pledge.

Cross Curriculum 

Students will write and may choose to sign a personal safe water pledge. Students may communicate their advocacy for water sustainability to others through social media, posters, artistic expression, or other method. They may start a campaign to promote the drinking of tap water in reusable bottles rather than drinking from disposable water bottles. Youth may spread the word through posters and other advertisements, or they may try to ban disposable water bottles for sale at their school.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark MS.2 Discuss a public policy issue affecting the common good and demonstrate respect and courtesy for differing opinions.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.1 Define and give examples of the motivations for giving and serving.
      2. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.
  3. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark MS.1 Identify a need in the school, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark MS.1 Select a service project based on interests, abilities and research.
    3. Standard VS 03. Providing Service
      1. Benchmark MS.1 Provide a needed service.