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Give Water A Hand

Secondary, Middle

Description

The Give Water A Hand program is presented in two books which can be downloaded as pdf files.  The Action Guide presents a stepwise process to organize and carry out an action-oriented project to protect and preserve watershed resources.  The Leader Guidebook, also available as pdf, is designed to assist the teacher or group leader.

Students research water and watershed issues, choose a local area of focus, map the area and team up with natural resource experts and committed community members to study water issues and take ACTION on their behalf!

General Assessment

Strengths

  • This is a well thought out resource that will likely be timeless.
  • There is enough background information to get the groups started but they would have to access local experts to assist  in the project.
  • The teacher resource will help a teacher understand and plan what is to be done.
  • The students resource is so thorough a person with no experience in the area could lead a group to an action project by following this protocol.

Weaknesses

  • There is a lack of specific assessment tools but any work done could be marked and completion of the project could be evaluated.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Commitment to Action
        • Environment and Outdoor Education: Environmental Investigations
    • Grade 10
    • Grade 12
  • British Columbia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Science: Sustainability of Ecosystems
  • Manitoba
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Physical Geography: Course Content
      • Science
        • Step 4Relevant matches
        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
  • New Brunswick
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Sustainability of Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 120: Sustainable Development
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2200: Ecosytems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Water Use & the Environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Geographic Inquiry and Skill Development
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Geographic Inquiry and Skill Development
        • Issues in Canadian Geography (Applied): Interactions in the Physical Environment
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Human Health and the Environment
        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Geography
        • Step 4Relevant matches
        • Geographics: The Geographer’s Toolkit (Workplace Prep) Human-Environment Interactions
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Geography: Urban Patterns & Interactions (College Prep.) Human-Environment Interactions
      • Science
        • Step 4Relevant matches
        • Science (Univ./College Prep.) Science and Public Health Issues
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 421A: Sustainability of Ecosystems
        • Science 431A: Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Natural Resources
  • Quebec
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Agricultural territory
    • Grade 8
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Agricultural territory
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Science: Sustainability of Ecosystems

Themes Addressed

  • Water (1)

    • Watershed Protection

Sustainability Education Principles

Principle Rating Explanation
Bias Minimization Good
  • If an area is polluted the resource does not address why but simply moves on to how action can be taken to resolve old problems and prevent new ones.
  • The activity does not address why someone might not choose to protect a watershed or conserve water.
Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).
Multiple Dimensions of Problems & Solutions Very Good
  • Environmental dimensions are well covered as the resource investigates and takes action on local water quality.
  • Social dimension are addressed through education, community mapping and recognizing the need for people to have clean drinking water.  Members of society qualified to help are noted.
  • Economics come into the activities as students examine water conservation at school and/or home.
Multiple Dimensions of Problems & Solutions:

The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.

Respects Complexity Good
Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.
Action Experience Very Good
Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
  • Poor = action activities poorly developed
  • Satisfactory = action opportunities are extensions instead of being integral to the main part of the activity
Action Skills Very Good
Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).
Empathy & Respect for Humans Satisfactory
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Very Good
Personal Affinity with Earth: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.
Locally-Focused Very Good
Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.
Past, Present & Future Good
  • Students examine the present situation either in their community or in the surrounding area, on their farm or ranch for example.
  • They recognize what changes may need to be made and learn how to take action to make those changes which promotes a positive vision for the future.
  • There is no mention of the past which is probably the appropriate way to deal with this issue.
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Interdisciplinary and Multidisciplinary Learning Very Good
Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.
Discovery Learning Good
Discovery Learning:

Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.

  • Satisfactory = Students are provided with intriguing questions, materials to use & some direction on how to find answers. The learning involves unique experience & provides some opportunity for an 'ah-hah' event
  • Good = Students are provided with intriguing questions, materials to use, & make their own decisions on how to find answers. The learning involves unique experience & provides definite opportunity for an 'ah-hah' event.
  • Very Good = Students choose what questions to investigate as well as the materials/strategies to use to answer them.
Values Clarification Very Good
  • Students choose the project they care to work on.
  • After the service project is complete, students are instructed to share their thoughts relating to what they have seen, heard, felt or learned
  • Individually, they reflect by answering notebook questions.
Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
  • Poor = Students are not explicitly given an opportunity to clarify their own values.
  • Satisfactory = Students are given a formal opportunity to clarify their own values. The range of perspectives in the resource is limited, therefore, students do not have an appropriate amount of information to clarify their own values.
Differentiated Instruction Good
Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.
Experiential Learning Very Good
  • Observing outdoor (watershed) and indoor (water conservation).
  • Planning and carrying out an action project.
Experiential Learning: Direct, authentic experiences are used.
  • Satisfactory = simulation
  • Good = authentic experience
  • Very Good = authentic experience related to the primary goal of the lesson
Cooperative Learning Good
Cooperative Learning: Group and cooperative learning strategies are a priority.
  • Satisfactory = students work in groups
  • Good = cooperative learning skills are explicitly taught and practiced
  • Very Good = cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory
  • Good teacher resource but no explicit assessment information.
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
  • Satisfactory = incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good = an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good
  • Some mention at the beginning of action projects carried out by other youth.
Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.
Locus of Control Very Good
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.