Open Course Library Envs100 Learning Activitiesreadings For Module Iv ✓ Solved

Open Course Library ENVS&100 Learning Activities READINGS FOR Module IV: The Hydrosphere: Fresh Water The Habitable Planet Textbook • Unit 8: Water Resources Earth's water resources, including rivers, lakes, oceans, and underground aquifers, are under stress in many regions. Humans need water for drinking, sanitation, agriculture, and industry; and contaminated water can spread illnesses and disease vectors, so clean water is both an environmental and a public health issue. In this unit, learn how water is distributed around the globe; how it cycles among the oceans, atmosphere, and land; and how human activities are affecting our finite supply of usable water. 
 1. Introduction 2. The Global Water Cycle 3.

Distribution of Freshwater Resources 4. Groundwater Hydrology: How Water Flows 5. World Demand for Water 6. Depletion of Freshwater Resources 7. Water Salinization 8.

Water Pollution 9. Water-Related Diseases 10. Major Laws and Treaties 11. Further Reading The Water Footprint • Read these 2 short articles. Take notes.

Define unfamiliar terms. (The main site has lots of interesting facts and figures!) o o The Story of Bottled Water • View this short film. Take notes. Pause when needed. Two related resources are: o Bottled Water FAQs: o Footnoted, Annotated Script: Poisoned Waters • View the entire film. Take notes.

Pause when needed. Consider viewing with captioning/subtitles on. ➢ Why are America's waterways in peril? ➢ What warning signals does nature give us? ➢ What is the biggest polluter of water? ➢ How can communities fight industrial pollution? ➢ How can we save habitat for endangered species? ➢ Why is stormwater runoff a major new threat? ➢ What's in your drinking water? ➢ How does land use affect water quality? ➢ What are the costs of sprawl? ➢ Is there a smarter way to grow? 
 • NOTE: You will be journalling in detail about the Poisoned Waters film this week (Journal #4), so you need only address this film briefly in Q&A #4 (for example, something in it may be your “most interesting/relevantâ€).

Supplemental • Environmental Science: A Self-Teaching Guide, by Barbara W. Murck – Ch.3: The Hydrosphere and the Atmosphere; Ch.12: Water Resources; Ch.13: Water Pollution and Soil Pollution • Earth Science CK12 Flexbook ( – Ch.13: Earth’s Fresh Water; Ch.21: Human Actions and Earth’s Waters • Environmental Science in the 21st Century – The Hydrological Cycle; Water Issues: Groundwater ( • Life Science CK12 Flexbook ( – Ch.25: Environmental Problems • ESA Issues in Ecology: Water in a Changing World – • Free Course: Water Use & the Water Cycle – • Sustainable Solutions for Water Resources – • Clearing the Waters: A Focus on Water Quality Solutions – %20-Clearing%20the%20Waters-A%20focus%20on%20water%20quality%20solutions.pdf/view 
 Last update: 10/15/17 gj Open Course Library ENVS&100 Learning Activities Additional Readings (related to specific module-level objectives) – REFRESH/RELOAD if a page doesn’t load properly Introduction and overview • You may find it useful to refer to a geology textbook’s water chapters (I have a few on reserve at the library.) • Good introduction to water – • Nice diagram – • U.S.

Geological Survey (USGS) – • U.S. Environmental Protection Agency (EPA) – • What you can do to help – • Safe Water (now called “Ground Water & Drinking Waterâ€) – • Kids’ Stuff – • Global Water Resources & International Disputes – • Climate, agriculture, and food security – Washington/Pacific Northwest: • • • • • Climate change – o Climate Change: Effects in Washington – o Facing the Challenge of Climate Change – o Economic Impacts of Climate Change – Rivers and watersheds and groundwater • Real-time data – • Surf Your Watershed – • Surf Your Watershed Activity – • Groundwater infiltration - Flooding • (the examples are from our area) • (podcast) • (published in 2000) Water pollution and source protection • Protecting Your Drinking Water – • NIEHS water pollution info/activities – Water conservation • Water: Use It Wisely – • National Geographic Fresh Water – • A Water Footprint Calculator – • (and “view interactiveâ€) • o Interactive graphic: o Poster: Several towns’ water information (You may need to phone your utility providers) • Kirkland: • Bellevue: • Redmond: • Bothell: • Renton: Several towns’ Annual Water Quality Reports (You may need to phone your water provider) • Kirkland: • Bellevue: • Redmond: • Bothell: • Renton: Bottled water and tap water • Water on Tap: What You Need to Know – • Drinking Water and Health: What You Need to Know – • The Story of Bottled Water – • WI’s annual bottled water report – • Video – • OER Commons PDF – Last update: 10/15/17 gj GCU College of Education 5E LESSON PLAN TEMPLATE Revised Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I.

Planning Lesson Summary and Focus : In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study. Instructional Materials, Equipment, and Technology: List ALL materials, equipment, and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II.

INSTRUCTION. Classroom and Student Factors : Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. National / State Learning Standards: Identify the relevant grade level standards, including the strand, cluster, and standards by number and its text. Specific Learning Targets/Objectives: Specify exactly what the students will be able to do after the standards-based lesson. Lesson Focus Question: Write a question which is aligned to the learning target and which demonstrates the overall “big idea†students should learn through this lesson.

Academic Language: Key Vocabulary: Include the content-specific terms you need to teach and their meanings according to this lesson. Instruction and Development: Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms. Summative Assessment: Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives. Differentiation Strategies Instruction Activities Assessment Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students.

Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students. Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned. II. Instruction The 5Es Probing Questions Engage Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic.

Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit. Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson. Explore Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines.

Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary. Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning. Explain Activity: Students are introduced more formally to the lesson’s concepts.

Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced. Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target. Elaborate Activity: Students expand on what they have learned and apply their newfound knowledge to a different situation.

They test ideas more thoroughly and explore additional relationships. Closure: Providing closure to the lesson and verifying student understanding is critical at this point. Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here. Evaluate Formative Assessment: The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions.

More formal evaluation - traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports - can be conducted at this stage. The assessment should be aligned with the content of the learning experience. © 2016. Grand Canyon University. All Rights Reserved.

Paper for above instructions

Assignment Solution: Understanding Water Resources

Introduction

Water is an essential resource for human survival, economic development, and environmental sustainability. With 71% of the Earth’s surface covered by water, it may appear abundant. However, less than 3% of this water constitutes freshwater, and most of it is trapped in glaciers, ice caps, and groundwater aquifers (USDA, 2021). Human activities exacerbate pressures on these finite water resources, leading to depletion, pollution, and salinization, which pose significant environmental and public health challenges (Murck, 2016). This paper will discuss the global water cycle, the distribution of freshwater resources, demand and depletion of these resources, and the various forms of water pollution and their impacts on health and the environment.

The Global Water Cycle: A Crucial System

The water cycle, or hydrological cycle, describes the continuous movement of water within the Earth and atmosphere (EPA, 2021). The cycle consists of several processes, including evaporation, condensation, precipitation, infiltration, and runoff. Water evaporates from oceans and surface water, condenses in the atmosphere to form clouds, and eventually returns to the land and bodies of water as precipitation.
Understanding the water cycle is essential for grasping how freshwater resources are replenished. However, human activities, such as urbanization and deforestation, impact this cycle, altering natural flow patterns and contributing to water scarcity (Murck, 2016).

Distribution of Freshwater Resources

Freshwater resources are not evenly distributed across the globe. It is estimated that rivers and lakes constitute only about 0.3% of the Earth's freshwater (UNICEF, 2021). The distribution highlights significant inequality: countries with ample freshwater resources include Brazil, Canada, and Russia, whereas regions like the Middle East and North Africa struggle with chronic water shortages (Gleick, 2019).
Groundwater, which constitutes about 30% of the world's freshwater, is a critical source for many regions, particularly in agriculture (USGS, 2021). However, groundwater aquifers are being depleted faster than they can be recharged, leading to decreased water availability and quality.

World Demand for Water

Global water demand continues to rise, primarily due to agricultural, industrial, and domestic needs (UN, 2019). Agriculture accounts for approximately 70% of worldwide freshwater use, and with increasing food production demands, efficient water usage in agriculture is paramount (FAO, 2020). Industrial activities consume about 20% of global water resources, while the remaining 10% is used for domestic purposes (Gleick, 2019).
Inefficient water management practices, such as over-extraction of water for agriculture and urban demand, exacerbate the depletion of already stressed freshwater resources (Murck, 2016). This highlights the need for innovative solutions and sustainable management practices that promote fair access and prudent use of water resources.

Depletion and Pollution of Freshwater Resources

Water depletion and pollution represent two interlinked crises impacting the global water supply. Depletion of freshwater resources occurs when extraction exceeds recharge rates or when contamination diminishes usable water. Groundwater depletion, particularly in agricultural regions, leads to an increased dependency on distant water sources and further stresses hydrological systems (EIA, 2021).
Water pollution arises from industrial discharge, agricultural runoff, and domestic waste, significantly harming ecosystems and human health. Chemical pollutants and pathogens contaminate sources, leading to diseases such as cholera and diarrhea (WHO, 2020). The impacts are particularly pronounced in developing countries, where sanitation infrastructure is inadequate, and contaminated water sources exacerbate health disparities.
The phenomenon of water salinization—which refers to the increase of salt concentration in freshwater supplies—also presents a growing concern. It results primarily from agricultural irrigation practices and can render groundwater sources unfit for use (Postel, 2020). Mitigating salinization and reducing pollution requires integrated watershed management strategies that consider holistic water-related issues.

Water-Related Diseases and Public Health Implications

Inadequate access to clean water contributes directly to widespread water-related diseases. Globally, contaminated water is responsible for an estimated 485,000 deaths annually from diseases such as cholera and dysentery (WHO, 2020). Particularly in low-income countries, the burden of disease is exacerbated by a lack of sanitation systems and health education.
Efforts to improve access to clean water, sanitation, and hygiene (WASH) initiatives significantly improve health outcomes among vulnerable populations (UNICEF, 2021). Investments in clean water technologies, water treatment, and infrastructure development can dramatically decrease the prevalence of waterborne diseases.

Conclusion

The issues surrounding freshwater resources are complex and require collaborative solutions that encompass environmental sustainability, social equity, and public health considerations. As global demand for water continues to escalate, it is critical for stakeholders—governments, industries, and communities—to engage in responsible water management practices. By prioritizing sustainable use, pollution prevention, and equitable distribution, society can work towards preserving this invaluable resource for future generations.

References

1. EIA. (2021). Water use in the United States. Energy Information Administration. Retrieved from [https://www.eia.gov/tools/faqs/faq.php?id=95&t=3](https://www.eia.gov/tools/faqs/faq.php?id=95&t=3)
2. FAO. (2020). Water for Sustainable Food and Agriculture. Food and Agriculture Organization. Retrieved from [http://www.fao.org/3/i7959e/i7959e.pdf](http://www.fao.org/3/i7959e/i7959e.pdf)
3. Gleick, P. H. (2019). The World’s Water Volume 9: The Biennial Report on Freshwater Resources. Island Press.
4. Murck, B. W. (2016). Environmental Science: A Self-Teaching Guide. Wiley.
5. Postel, S. (2020). Water for Food Security in a Changing Climate. World Resources Institute. Retrieved from [https://www.wri.org/research/water-food-security-changing-climate](https://www.wri.org/research/water-food-security-changing-climate)
6. UNICEF. (2021). Water, Sanitation and Hygiene. United Nations Children’s Fund. Retrieved from [https://www.unicef.org/wash](https://www.unicef.org/wash)
7. U.S. Environmental Protection Agency (EPA). (2021). The Water Cycle. Retrieved from [https://www.epa.gov/water-research/water-cycle](https://www.epa.gov/water-research/water-cycle)
8. U.S. Geological Survey (USGS). (2021). Groundwater Depletion. Retrieved from [https://www.usgs.gov/special-topic/water-science-school/science/making-sense-water-groundwater-depletion](https://www.usgs.gov/special-topic/water-science-school/science/making-sense-water-groundwater-depletion)
9. WHO. (2020). Water, sanitation and hygiene: Key facts. World Health Organization. Retrieved from [https://www.who.int/news-room/fact-sheets/detail/water-sanitation-and-hygiene-(wash)](https://www.who.int/news-room/fact-sheets/detail/water-sanitation-and-hygiene-(wash))
10. UN. (2019). United Nations World Water Development Report: Leaving No One Behind. United Nations. Retrieved from [https://unesdoc.unesco.org/ark:/48223/pf0000367306](https://unesdoc.unesco.org/ark:/48223/pf0000367306)