Lesson+A+Game+Plan


 * Lesson A:**


 * “How Much is Too Much”**

__ Objective for the Lesson __

 * Students will describe the difference between gallons/liters and tell why they are important.
 * Students will be able to explain using a Venn Diagram, why flow rate is important.
 * Students will be able to discuss the difference between a slow pace and high pace water flow and its importance.

Have the materials distributed to each group of 4. Hold up each container and have the groups to discuss in 2 minutes, what they think of the items in Step 2. After they discuss, proceed to steps 3-5 and summary.

(The kids don’t know it’s a gallon container.) Once they’ve decided or been told it’s a gallon, proceed to step 2.
 * STEP 1:** Using a clear plastic gallon container, fill it up with water. Have the students estimate or predict how much water is in the gallon container.


 * STEP 2:** Take a look at the gallon container and ask how many gallons they think it would take to complete the following:

wash your hands brush your teeth take a shower flush the toilet take a drink water the lawn wash the car


 * STEP 3:** Begin to pour the gallon container out into the sink while timing how long it takes to empty. Record the time and place the container under the sink and begin filling. Record how long it takes to fill the container. Ask the students how much water the container may hold after only a minute under the faucet at a slow pace and make the prediction. Empty out the container once again recording the time and begin filling until the timer is at 1 minute. Stop and begin to make predictions on how much water maybe in the container. Empty out the container, turn the faucet on high and repeat activity. Discuss the differences between the “slow pace” and the “high pace” water faucet. Discuss what the class may believe the flow rate maybe and why there’s a difference.


 * STEP 4: IS FLOW RATE IMPORTANT?** Think about the two flow rates you observed in step 3. What if you were going to wash a dirty dish? Take a shower? Wash your hands? What rate would you use and why would you use that particular one. Do you think the flow rate is important for determining how much water is used?


 * STEP 5: COMPARING GALLONS AND LITERS.** Here in the U.S. we still use gallons to measure the quantity of many liquids. However, that is starting to change. Can you think of any other things which maybe measured in liters instead of gallons? If you would like to convert gallons to liters or vice versa-use a conversion chart online or the following website.

http://www.lemelange.com/conversion_chart.htm

http://www.teaching-english-in-japan.net/conversion/gallons

__ Technological Resources to Research and to help in the aide of teaching water conservation. __

http://conservewater.melbournewater.com.au/content/water-wise_gardens/water-wise_gardens.asp

http://www.waterinfo.org/

http://cfpub.epa.gov/surf/locate/index.cfm

Upon viewing these resources, you'll find many examples of water conservation, ways you can incorporate it on a small-bigger level and the importance of conserving water.

__ Video Resources: __

http://www.youtube.com/watch?v=GOLf2RbxmzE

http://www.youtube.com/watch?v=4MDLpVHY8LE

__ Assessment of the Objectives: __

Venn Diagram, discussion and summary will be used as an assessment of acquired knowledge.

__ SUMMARY __

Students will discuss what the flow rate may or may not be with a bigger container vs. a small container. Students will notice the flow rate difference between the 2 size openings and begin a Venn Diagram of what they see. They will determine the imporatance of the flow rate and how much is used based on their Venn Diagram and their discussion.