{"id":395,"date":"2012-03-07T17:40:29","date_gmt":"2012-03-07T17:40:29","guid":{"rendered":"http:\/\/learn.uppersouthplatte.org\/?page_id=395"},"modified":"2014-12-15T16:09:38","modified_gmt":"2014-12-15T16:09:38","slug":"do-we-drink-the-same-water-as-the-dinosaurs","status":"publish","type":"page","link":"https:\/\/uppersouthplatte.org\/learn\/do-we-drink-the-same-water-as-the-dinosaurs\/","title":{"rendered":"Do we drink the same water as the dinosaurs?"},"content":{"rendered":"

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Thank you very much for being a teacher and participating in this module on water. Water – we cannot live without it. We cannot use up the Earth’s water, but we can make the small percent we can drink non-potable.<\/p>\n

It has been said we are a water literate state. Please take a bow. Elementary teachers have done a great job of teaching about water.\u00a0 Education is the key. A major drought, water rationing, wildfires, and previous state standards tended to elevate the importance of water.<\/p>\n

\u201cThe world’s water is vital to life. Both minor and major changes in Earth’s water can have profound effects on human existence. In order to preserve both the quality and quantity of water for daily living, wise management of water resources is crucial. Knowledge of Earth’s oceans is important for an understanding of how they affect weather, climate, and life. Knowing the properties and circulation of water, their influence on weather and climate, and the availability to ecosystems is necessary for understanding its importance to life\u201d – Previous State Standards.<\/p>\n

The new standards simply ask \u201cWhat would happen if water were removed from an ecosystem?\u201d<\/p>\n

I encourage you to keep up the good work. I ask kids \u2018Do we drink the same water as the dinosaurs? All that think yes raise your hand.\u2019 \u00a0Then I ask the same group whether or not they were born in Colorado. The majority of students who answer yes are from Colorado. Keep up the good work. Here are a few activities that will fit into the new geography standards. Paring this curriculum with a CUSP volunteer service project <\/a>will give students a first-hand look at their own watershed and will encourage them to be good stewards of their environment in the future.<\/p>\n

With Great Appreciation,<\/p>\n

Theresa Springer<\/p>\n

Theresa@uppersouthplatte.org<\/a><\/p>\n

Service opportunities through CUSP that would complement this curriculum include stream bank stabilization, willow planting, trail restoration, trail closures, and exclusionary fencing. To schedule a service learning activity please click here<\/a>.<\/p>\n

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Teacher’s Guide\u00a0<\/strong><\/span>
1. Print and administer the pre-test<\/strong>
2. Activity: Build a Watershed<\/strong>
3. Activity: Mapping – Follow the River<\/strong> A lot of extra information is contained in the teacher’s
directions compared to the student handout.
4. Activity: Sum of the Parts<\/strong>
5. Print and administer the post-test<\/strong><\/p>\n

 <\/p>\n

Time<\/strong><\/span>
Students should work on the module in the classroom before going out into the field for a service learning activity.
Pre and post assessments:<\/strong> 15 minutes each
Build a Watershed:<\/strong> 45 minutes
Mapping – Follow the Rivers:<\/strong> 60 minutes; this activity can be broken into two sessions
depending on how well the students understand maps.
Sum of the Parts:<\/strong> two 50 minute sessions<\/p>\n

 <\/p>\n

Objectives<\/strong><\/span>
Students will: (1) be able to explain what a watershed is; (2) understand that their water
comes from a watershed, of which they are a part; (3) use maps to explore the Missouri
watershed; (4) recognize everyone contributes to and is responsible for water quality.<\/p>\n

Critical thinking question:<\/em> The water students use goes down stream to many towns and
cities, eventually ending in the ocean. Who are the downstream users? Don\u2019t forget the
ocean animals.<\/p>\n

Teacher Guide: Time & Objectives<\/a>\u00a0in pdf<\/strong> format
Standards & STEM Connections<\/a>\u00a0in pdf<\/strong> format<\/p>\n

 <\/p>\n

Supplies<\/strong><\/span>
1. Build a Watershed
\u00a0 \u00a0 \u00a0 Per group or individual:
\u00a0 \u00a0 \u00a0 \u2022 butcher paper (one side shiny) cut into 12 inch or more lengths
\u00a0 \u00a0 \u00a0 \u2022 water-based markers (blue, black, brown, & red)
\u00a0 \u00a0 \u00a0 \u2022 paper towels
\u00a0 \u00a0 \u00a0 \u2022 spray water bottle
\u00a0 \u00a0 \u00a0 \u2022 colored pencils (1 per student)
2. Mapping – Follow the Rivers
\u00a0 \u00a0 \u00a0 \u2022 computer
\u00a0 \u00a0 \u00a0 \u2022 projector
\u00a0 \u00a0 \u00a0 \u2022 white board
\u00a0 \u00a0 \u00a0 \u2022 dry erase markers
\u00a0 \u00a0 \u00a0 \u2022 printouts of maps and student directions
\u00a0 \u00a0 \u00a0 \u2022 color pencils or markers
3. Sum of the Parts
\u00a0 \u00a0 \u00a0 \u2022 large piece of poster board or newsprint (butcher paper will work too)
\u00a0 \u00a0 \u00a0 \u2022 drawing pens and pencils
\u00a0 \u00a0 \u00a0 \u2022 items from students\u2019 desk (e.g. pencil, paper clip, book)
\u00a0 \u00a0 \u00a0 \u2022 Project WET – Sum of all the Parts (addendum)<\/p>\n