1. identify the various sources of fresh water.
2. utilize various geographic tools to gather information.
3. apply graphic organizers to the information provided.
4. evaluate the scarcity of water globally as well as locally.
5. evaluate and justify the need for water conservation methods.

1. Students demonstrate stewardship of Earth's resources for the present and future through an understanding of society.

1. Geography Standard 1: Compile information from various media and then transform the primary data onto a map.
   
2. Geography Standard 14: Develop a list of potential global effects to the environment of human changes currently in progress and devise strategies that could lessen the impact.
   
3. Geography Standard 16: Evaluate the geographic impacts of policy decisions related to the use of resources.

1. Acquiring geographic information
2. Interpreting and analyzing geographic information

1. Relationships within Places: Human and Environments

1. Natural Resources of the World and Hawaii
2. Hawaii's Future
3. Problems Around the World
4. Conservation

1. Demonstration = eye dropper, 1 liter bottle filled with colored water, 5 clear containers, graduated cylinder or a measuring tool that measure mL
   
2. Jigsaw = readings and homework sheet

1. Show them the 1 liter (1000 mL) bottle of water.
2. Tell them that you will be taking 28 mL out and do so by placing it into one of the five containers. Have them take note of the difference.
3. From the 28 mL take 23 mL out and put it into one of the four containers left.
4. Again from what's left of the 28 mL container take another 4 mL out and place it into one of the 3 containers left.
5. Again from what's left of the 28 mL container take another 1 mL out. This time divide that 1 mL into 2/3 mL and 1/3 mL by dropping the two amounts into the two containers left.
6. Have the class take note of the differences between the amounts.
7. As a class start to fill in the empty chart by asking them the following generic question: what do you think the _____ mL of water represents?
8. After the chart is filled out have them change the amounts to percentages. I told my class that I knew mL meant nothing to them so let's change them into percentages. I asked them how to do it and prompt them until someone got it right. Ask them questions as to what a percent is and how do you calculate them, etc... (For those who are unsure simply divide the number by 1000)
9. Start a fast discussion as to:
   1. Why can't we use salt water as a drinking source? (Desalinization is too expensive at this point)
   2. Why can't we use glaciers and ice caps as water sources?
      Hint to them about where these items are found and how close are they to cities and the populous? (Too car away)
   3. Go through what ground, surface and atmospheric water is. (ground = under the surface sources, surface = lakes, streams, rivers, and atmospheric = water vapor)

3. Jigsaw: (35 min = 10 min for reading and 25 min for assignment & home) Directions:

1. Have the class break up into groups of five. This is their home groups.
2. Give each group one of the reading packets and then have them sit with those who have the same reading. This is their expert groups.
3. Once in their expert groups give them their instructions which will be to: 1. read the article given to them; 2. complete the assignment attached (go over the assignments and how to do it); 3. discuss the reading and assignment with their expert group)
4. Take the information they have gained and share with their home groups. Those in the home groups will need to take notes for their homework assignment.

4. Closure Discussion: (10 min)

Discussion = Talk about what they learned, their feelings, attitudes, etc...

HW = Water usage and letter to the governor. The letter to the governor needs to be a page long and it needs to address the problems we are having now and their solutions to these problems.

1. Menton, Linda and Eileen Tamura. A History of Hawaii.
2. E Magazine (Sept/Oct 1998)
3. Honolulu Advertiser (5-10-99)