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Sustainable Water Solutions

Weighing the Pros and Cons

Middle

Description

In this resource students work to map out the strengths and weaknesses of various solutions to the growing need for water and the quest for its conservation. Within the lesson, the students will be guided to consider the environmental, social, economical and cultural implications of the solutions provided.

The lesson begins with the students watching the video "How Do We Meet Our Growing Need for Water" and reflecting on a set of provided questions. The questions are discussed as a class and then students will select a water issue introduced in the video (need for fresh water, water waste, acquifer over-pumping or agricultural water use) to explore further.

Working with a partner, students will consider the pros and cons of their chosen water issue by watching  a video related to their topic and completing a worksheet. The class will come back together and share what they have learned and answer discussion questions to culminate the lesson.

General Assessment

What skills does this resource explicitly teach?

The resource is designed to build awareness rather than explicitly teach a specific skill.

Strengths

  • Interesting and engaging content
  • All links and materials are provided
  • Easy to facilitate

Weaknesses

  • No evaluation tools or suggestions made
  • No strategies for accommodating learners who may have difficulties with the material

Recommendation of how and where to use it

Sustainable Water Solutions is a lesson plan best suited for the middle school Science classroom. It addresses outcomes related to ecosystems and the impact of human activities. The resource could be used as part of a part of the larger unit on global water systems or it would also be suitable for an individual lesson to be timed for World Water Day held in March.

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.

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  • Alberta
    • Step 2Select a grade level
    • Grade 6
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      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
        • Students investigate climate and describe the interactions between the Sun, water, air, and land.
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
  • Manitoba
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
  • New Brunswick
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    • Grade 6
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      • Science
        • Step 4Relevant matches
        • Wayfinding: Making sense of your world: Learning and Living Sustainably
  • Newfoundland & Labrador
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth's Surface
  • Northwest Territories
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
  • Nova Scotia
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Science 8: Climate Change
  • Nunavut
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
  • Ontario
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    • Grade 6
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      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Interactions in the Environment
        • STEM Skills and Connections
    • Grade 8
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      • Science & Technology
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        • Earth and Space Systems: Water Systems
        • STEM Skills and Connections
  • Prince Edward Island
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
  • Quebec
  • Saskatchewan
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Water Systems on Earth

Themes Addressed

Water (4)

  • Water Quality
  • Water Treatment and Distribution
  • Water Use
  • Watershed Protection

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The students learn from the resource that there are no perfect solutions for the growing need for water; however, there are some  solutions that are better than others.  By watching the videos and considering all aspects of the problem, they are able to take an informed position.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

This resource does an excellent job teaching the students how to consider all of the dimensions of the issue by leading them through questions that help them to examine the issue thoroughly.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The videos are excellent for providing students with food for thought.  The need for water for all of its uses is presented in a thoughtful manner but so too are the problems that exist.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

This is not a core part of the resource; however, teachers can easily add a pledge or some other action for change at the end of the lesson to promote less water consumption.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

The final activity for the students allows them to choose the best solution in their opinion.  This gives them an opportunity to clarify their own beliefs.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This is not a focus of this resource.

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 Good

Care and concern for the need for water and its conservation is a core component of the resource; however, there are no activities that take place outside of the classroom.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

The learning is made relevant to the learners through the problem solving approach. However the context is global and there are no activities that take place outside of the classroom.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

There is a positive vision for the future of water conservation as solutions are presented.  The understanding of the past is not really discussed.

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

The activities require students to consider all of the information presented in order to make their own informed decisions.

Open-Ended Instruction :

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

Integrated Learning Satisfactory

This is primarily a Science resource.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The lesson has enough variety of activities to keep the learners engaged.  There are no suggestions for strategies for those students who may encounter difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

The resource is not structured for these types of activities.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
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 Poor/Not considered

There are no assessment tools provided nor suggestions for evaluation.  The teacher could collect the student worksheets to gain an understanding of the students' learning.

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

The videos provide a clear and concise description of real situations of the use of water and solutions for its conservation.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

The students choose from the beginning which water issue they wish to explore in more detail.

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.

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