# CTE Resource Center - Verso - Introduction to Agriscience Task 1444152589

CTE Resource Center - Verso

Virginia’s CTE Resource Center

List methods for conserving water in home use.

Definition

List should include
  • laundry
    • wash full loads of clothes
    • use smaller load setting, if available
  • shower and bathtub
    • use the shower rather than the tub
    • take shorter showers
    • use flow restrictors on shower heads and faucets
    • for baths, only fill the tub one-quarter full
    • turn off faucets when not in use
  • toilets
    • replace old toilets with ones designed to conserve water
    • place a brick or other object in the toilet tank to displace water and reduce the amount used in each flush
    • check for leaks and replace faulty parts
  • kitchen
    • avoid letting water run while washing dishes
    • fix leaky faucets
    • collect cold water that runs while waiting for hot and save it for drinking or for watering pets and plants
  • around the home
    • water lawns in the early morning when there is less evaporation but not in the evening because it can encourage grass diseases
    • use sprinklers that are low to the ground, such as soaker hoses, to prevent evaporation
    • mulch around plants and in gardens to conserve moisture
    • conserve water when washing the car
    • collect rainwater and use it later to water plants, pets, etc.
    • collect gray water and reuse it

Process/Skill Questions

  • What steps can you use to conserve water?
  • What steps can you share with your family to help conserve water?
  • What are some examples of water conservation practices you currently do to help conserve water?
  • How could students in your school help conserve water during the school day?
  • What are some ways to conserve household water?
  • What is “gray water” and how can it be used to conserve water?
  • How can you conserve water?
  • What has the largest impact on water usage?

Related Standards of Learning

English

6.5

The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.
  1. Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
  2. Describe cause and effect relationships and their impact on plot.
  3. Explain how an author uses character development to drive conflict and resolution.
  4. Differentiate between first and third person point-of-view.
  5. Describe how word choice and imagery contribute to the meaning of a text.
  6. Draw conclusions and make inferences using the text for support.
  7. Identify the characteristics of a variety of genres.
  8. Identify and analyze the author’s use of figurative language.
  9. Compare/contrast details in literary and informational nonfiction texts.
  10. Identify transitional words and phrases that signal an author’s organizational pattern.
  11. Use reading strategies to monitor comprehension throughout the reading process.

6.6

The student will read and demonstrate comprehension of a variety of nonfiction texts.
  1. Skim materials using text features such as type, headings, and graphics to predict and categorize information.
  2. Identify main idea.
  3. Summarize supporting details.
  4. Create an objective summary including main idea and supporting details.
  5. Draw conclusions and make inferences based on explicit and implied information.
  6. Identify the author’s organizational pattern(s).
  7. Identify transitional words and phrases that signal an author’s organizational pattern.
  8. Differentiate between fact and opinion.
  9. Identify cause and effect relationships.
  10. Analyze ideas within and between selections providing textual evidence.
  11. Use reading strategies to monitor comprehension throughout the reading process.

6.7

The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
  1. Engage in writing as a recursive process.
  2. Choose audience and purpose.
  3. Use a variety of prewriting strategies to generate and organize ideas.
  4. Organize writing to fit mode or topic.
  5. Write narratives to include characters, plot, setting, and point of view.
  6. Establish a central idea incorporating evidence and maintaining an organized structure.
  7. Compose a thesis statement for expository and persuasive writing.
  8. Write multiparagraph compositions with elaboration and unity.
  9. Use transition words and phrases.
  10. Select vocabulary and information to enhance the central idea, tone, and voice.
  11. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
  12. Revise writing for clarity of content including specific vocabulary and information.

Science

ES.8

The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts include
  1. processes of soil development;
  2. development of karst topography;
  3. relationships between groundwater zones, including saturated and unsaturated zones, and the water table;
  4. identification of sources of fresh water, including rivers, springs, and aquifers, with reference to the hydrologic cycle;
  5. dependence on freshwater resources and the effects of human usage on water quality; and
  6. identification of the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.