LESSON 2 ACTIVITY: OK...Just Whose Water Is It, Anyway?
Introduction: To whom does water belong? Does everyone deserve to have access to clean, safe water?
National Science Education Standards: Content Standard F:
Science in Personal and Social Perspectives: Population, Resources, and Environments
Concepts & Principles:

Everyone should have access to clean, safe drinking water.
There are many issues and many different perspectives to consider when determining water usage.

Objectives:

To recognize that each person has a right to clean, safe drinking water. To understand that changes in behavior may be necessary when considering water usage.
To realize that water usage issues are so important and complex that they demand consideration of all perspectives.
Cross-Curricular Connections:

Language Arts:
• oral communication
• speech making
Process Skills:

Communicating
Organizing
Modeling
Inferring
Analyzing
Investigating

Lesson Description:

 

 A land parcel of 1000 acres of prime, water-rich real estate is for sale in an area that routinely experiences water shortages. Offers to purchase the land have come from all sectors of the community. Many of the offers are very lucrative, but the city council will ultimately determine what restrictions may be placed on the land use. A hearing is set and the council will decide the fate of the land after considering the issues and perspectives of all involved.
Materials: Per Group:
Chart paper or poster
Markers

Per Class:
Overhead transparency (detailing problem)
Task cards (assigning at least two students to a particular group to represent:
Water Conservation District Representatives
Mayor and Executive Assistant
Native American Tribal Members
Nature Conservancy Board Members
Owners of Adjoining Property
Petroleum Company Plant Manager and Consultant
Farmer and Agricultural Representative
Recreational Park Developers
Judge
Jurors
Suggested Time Frame: Two to four 45-minute class periods.

Procedure:

 

 

 

 

 

 
  1. Provide the description of the problem to the class and discuss “water rights issues.”

  2. Introduce group categories and allow students to choose which group they would prefer to represent (blank cards are available for additional groups that students may feel are appropriate) and distribute task cards.
    Note:     The judge and jurors receive a copy of each card as evidence to assist them in making an equitable decision as to who gets possession of the water.

  3. Each group discusses their task and prepares to state its case and make convincing arguments.

  4. Each group chooses a creative name for itself and graphically represents its principal arguments on a chart for use during its presentation.

  5. Each group presents its side of the issue, giving as many reasons as possible why it should be chosen to control the water.

  6. The jurors discuss the issues and forward their decision to the judge, who then informs the participants.

 
Further Investigations:

Investigate local concerns where land use may affect the water supply. Consider agricultural, industrial, recreational and municipal concerns.
Research areas in the United States or other countries where water rights have become a primary issue for residents, i.e. Los Angeles, California, or the land adjoining the Nile River.
Career Opportunities: Public Servant
Chemical/Civil/Environmental Engineer
Executive Director of Non-Profit Organization

Assessment Procedures:

 

 Performance during debate
Journal responses

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