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The purpose of this resource is to enhance students’ awareness of the distribution and value of clean drinking water. Students will develop critical views about managing and sustaining this vital resource. The material is suitable for grades 4 to 8 but may need adaptations for grade 4.
The unit includes:
There are a total of 12 easy to use and understand, springboard activities. Each includes goals, materials, instructions and handouts ready to photocopy :
1. Water Quiz - Self test – introductory activity, 20 min
2. Pools of knowledge - Class brainstorm and discussion - knowledge inventory, 1 hr
3. Water Meter - Personal consumption chart – personal tracking, 1.5 hrs over the week
4. Water Challenges – Reading and crossword – world water challenges and BC’s supply, 1.5 hrs
5. Water Outreach – Field trip, guest speaker, or interviews – direct experiences, time varies
6. Water Around the World – Using data to create country profiles – compiling information, 2hrs
7. Waterton River – Water pollution board game – learn about pollution reduction and democracy, 2hrs
8. Is Bottled Better Than Tap – Discussion – uses the inner circle/outer circle organization, 2.5 hrs
9. Water Case Studies – Writing assignment – read about, internalize, share and write, 2hrs
10. Water Facts Cartoon – Wrap-Up Art Assignment – review of topics, 1hr
11. Taking Action – Student Projects – Teaching action tools and using them, 2+hrs
12. Water Quiz Take Two – Self-test retake – reflection on learning, 45 min.
The accompanying CD-Rom contains:
1. BC Ministry of Education Learning Outcomes
2. JPEG photos, in black and white or colour, slide show
5. A complete, printable copy of the unit
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Bias Minimization||Very Good|
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Very Good|
|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||Very 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.
|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||Very Good|
|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: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|Past, Present & Future||Very Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||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||Poor/Not considered|
|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.
|Values Clarification||Very Good|
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Differentiated Instruction||Very 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|
|Experiential Learning: Direct, authentic experiences are used.
|Cooperative Learning||Very Good|
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
|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||Very Good|
|Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
|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.|