Water for All explores causes of water shortages. Children are asked to explore the interconnected reasons for shortages as well as the impacts shortages are likely to have on the lives of real people.
The community-led approaches outlined in the case studies teach children about active citizenship and sustainable development. Children are encouraged to learn not only about those changes, but to learn from them as well.
This resource is accompanied by an excellent picture set for teaching about water. The content of some lessons/activities are intended for a British audience, and will need to be adapted for Canadian use.
The resource consists of seven different activities, plus information and resources for the teacher.
The resource also includes:
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
|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|
It will be up to the teacher to ensure that multiple dimensions of the problem are presented as they work through the discussion questions with students. The resource incorporates perspectives on rights and responsibilities through the UN Declaration on the Rights of the Child.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected
|Acting on Learning||Very Good|
|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
|Values Education||Very Good|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|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||Poor/Not considered|
The out-of-doors may come into play when students begin their action projects. However, it is not an element that is explicitly built into the program.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
The passage of time is represented in the case studies, but without being obtrusive.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
A combination of structured, guided, and open inquiry is provided.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The use of a computer is heavily relied upon.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The lessons tend to be visual/auditory, with the kinesthetic aspect coming from keyboarding.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Students use what they have learned about other cultures' success stories to create their own local action product.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Assessment, reflection and self-assessment are not built into the lessons in a substantial way.
|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, though authentic, lack substantial description.
|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 initial lessons are teacher-led, but in subsequent lessons students do have the opportunity to make decisions regarding the work and learning they will engage in.
|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.|