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.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|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: |
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.
The resource models the importance of community meetings. It also provides many ideas for action, through which students will acquire skills, independent of the resource.
|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||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: 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|
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.
|Interdisciplinary and Multidisciplinary Learning||Good|
The use of a computer is heavily relied upon.
|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: |
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.
The lessons tend to be visual/auditory, with the kinesthetic aspect coming from keyboarding.
|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|
Students use what they have learned about other cultures' success stories to create their own local action product.
|Experiential Learning: Direct, authentic experiences are used.
|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 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||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.|