A Long Walk to Water
                         
​                       by:  Melisa Overway &  Christina Marvin 
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OVERVIEW:

This project explores the water crisis around the world through the book A Long Walk to Water.  The students begin to understand the strength of the African people.  The project embeds Science standards to support this work by discovering where OUR clean water comes from and where dirty water goes.  This project is a 6 - 8 week project.
  •  5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
  • 5 - ESS2-2 Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
  • 5 - ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
  • ​5 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
  • 5 – P4.2.2 Participate in projects to help or inform others.
  • 5 – U1.3.1 Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa). 
  • W 5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • W 5.1A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
  • W5.1B Provide logically ordered reasons that are supported by facts and details.
  • W5.1C Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
  • W5.1D Provide a concluding statement or section related to the opinion presented.
How do we recognize strength within a group of people?
  • Students pair up with a high school art class to design their first and second drafts. 
  • Students set up a Charrette when they are writing various parts of their water charity proposals. ​
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  • Students were able to visit the resource recovery center and see firsthand where our dirty water goes.
  • Students were able to speak to a professional at the waste water treatment center and see firsthand how our water comes from Lake Michigan.
  • Students spoke with a local plumber and had the opportunity to handle plumbing tools of the trade.​
  • Students raised money for water charities they researched and chose.
  • Students experienced the struggle and strength of actually hauling water to our local water source.
  • Students heard the story of an actual Lost Boy from South Sudan - Deng Jongchuk 
  • Students participated in designing invitations to their art auction. 
  • The students public product was a piece of artwork that represented the strength of people. Those pieces of art were auctioned off and all proceeds were donated to charities that the students researched and chose. 
  • With the artwork, they displayed their opinion writing, sharing their choice of which charity to support with the proceeds.
  • Students researched and chose charities to donate the proceeds from the art auction to.
  • Students designed the auction invitation.
  • Students created their own piece of art.
  • Students wrote and asked questions of the community members.​
  • Muskegon County Resource Recovery Center
  • City of Muskegon Water Filtration Plan
  • Scott Plummer - local plumber
  • Deng Jongchuk - Lost Boy from South Sudan)
  • Muskegon Farmer’s Market​​
        ​STUDENT REFLECTIONS
     
     "To have strength you have to get up and go for it because it doesn’t come to you." ~ Armani

     "It made me think about how people have to work so hard for something we get when we just turn on the pipes." ~Zayden                                                
  • Students began the project writing with the initial statement of their idea of “strength.” Throughout the unit, that idea/understanding began to grow and expand. Several times throughout students reflected on their previous statement and made adjustments based on their new knowledge. 
  • Students also reflected on their artwork at various points. 
  • A final reflection was done after the art auction during a whole group discussion. Students reflected on what we know now about the water crisis that we didn’t know before, what ways we can continue to help others, and what students will take away from this experience. ​
Meet the Educators:

Melisa Overway teaches Social Studies and English Language Arts at Reeths-Puffer Intermediate School. Christina Marvin teaches 5th grade Science at Reeths-Puffer Intermediate School. 
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     “The impact this project had on our students was remarkable. They built empathy for others and collectively worked together to bring help to people all around the world. Most importantly, students began to realize that they too can bring about positive change.” - M. Overway

“I was amazed by the students’ curiosity during this project.  They were so eager to learn and to help around the world.  This is one that they will remember for years!” ~ C. Marvin
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