Water Challenge-Overview of Stations

  • In this makerspace lesson, students will explore concepts related to water; including: access to water, water conservation, local water issues, water rights, and sustainability of water supply.  We often take our access to water for granted, that is not true in other parts of the world. Students will explore some of these concepts briefly through stations and then explore more in-depth through their chosen activity.

    Depending on your pacing (see pacing guide) you may have students complete all or some of the stations.  Students should work in small groups (may be determined by teacher, random, or student choice). Each student will need access to an iPad, iPads can be left at each station or assigned to each student at the beginning of class.  Please print out and place the QR code for each slide at the correct station so students can scan the code and access the content for each station.

    Station breakdown:

    Hook: Introductory Activity

    • Start by displaying the first slide in the Stations presentation.  Ask students to think about how many hours a day they spend on their smartphones.  Discuss. Ask students how long it takes them to get a drink of water? What do they do to get that water?
    • Then click on the slide again to reveal the image -- “women and girls spend up to SIX HOURS a day collecting water in third world countries.  Discuss.
    • Finally, show students the short YouTube video on Edme’s “long walk to water.” and discuss video then use it to springboard into briefly giving directions on completing the stations below.

    Station 1: Water Cycle

    • Students should learn how the water cycle works by exploring the interactive image on the USGS homepage. 
    • Students should use an index card to write their description of how the water cycle works. 

    Station 2: Access to Water

    • Students can use their smartphone for this activity paired with VR goggles.  If a student doesn’t have a smartphone, they can just watch the YouTube video and use the 360* feature to move around in the video.

    Station 3: Sanitary Water Conditions

    • Have required materials available at this station for the water filtration experiment.  Some supervision at the station might be required. Have enough supplies for each group to complete this activity. 

    Station 3: Sanitary Water Conditions Extended Time

    • If your pacing allows for the full amount of time suggested to complete this unit, use this Station 3 alternative to challenge your students to use the supplied materials to create their own water filtration system without giving them step-by-step instructions.  Reminder to print out the Station 3 QR code for extended time.

    Station 4: Water Conservation

    • This station required students to explore green tips on the WWF and SAWS websites.  They then create a collage as a group of water saving tips. Have small squares of white paper, large pieces of construction paper, markers, pencils, and glue available for students to create their group collage.

    Station 5: Local Water Issues

    • Students will watch a video on how the Edwards Aquifer (our main water supply) works. Afterwards, they will find ways to help conserve water by investigating the SAWS website.

    Station 6: Water Rights

    • This station requires students to read two articles (this can be flipped by having ELAR teachers read and annotate these articles with students in class prior to completing these stations) and create a list of pros and cons about owning water.  Leave paper and pencils at this station for students to complete the activity.

    Station 7: Water Pollution

    • Students will watch the YouTube video on flushable wipes and the havoc they are wreaking on pipes and sewage systems across the country.  Students will then brainstorm ideas about how they can help stop water pollution.

Secondary Ideas