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Students working in groups, are asked to research and briefly report on the events surrounding the Walkerton tragedy of 2000, when an outbreak of E.Coli in the water supply led to the deaths of 7 residents, and left 2300 seriously ill. A class discussion is encouraged in which each group presents their opinions about accountability, future effects on residents, and steps required to ensure that this does not happen again. Topics emerging from the discussion will include watershed protection, multi barrier approaches and the financial costs associated with ensuring clean water supplies, and government regulation.
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||Satisfactory|
The students are exposed to a very brief version of the events that led to the Walkerton tragedy in the readings provided. The resource does not attempt to lay blame but focuses on preventing this type of catastrophe from happening in the future. The lack of government regulations and ineffective checks and balances in the water monitoring system before the E. Coli outbreak are not fully addressed.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The environmental issue of water quality is linked to choices, oversights, and mistakes made by society. The decisions made about safe drinking sources in the past, present, and future often have had and will have both a human and financial cost.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The research, group work and presentation will promote dialogue among students . It respects the complex issue of how environmental problems, which can lead to to unsafe drinking water have far-reaching effects with regards to accountability, health care costs, quality of life, and government regulation.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
Poor- there is no action experience provided
|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
The discussions which take place "in-group" and those presented to the class allow ample opportunity for students to clarify their own values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
Empathy is fostered for those people who became ill or died due to the Walkerton tragedy. Because the deaths and sickness were quite preventable this analysis would encourage further vigilance in the future.
|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|
Poor- there is no out-of-doors experience provided
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Ensuring a clean, safe drinking water is a priority in any community, thus any resource which addresses this topic has local focus and relevance.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
A quick overview of the past is given, as students focus on what is being done presently and since the Walkerton tragedy. Students evaluate and discuss the merits of the changes which have been implemented. They are also asked to look to the future and are encouraged to work to ensure this type of tragedy does not happen again.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Case study questions are worded in such a way that multiple/complex answers and dialogue are encouraged. Students are not steered towards one right answer.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are asked to wrestle with tough questions on the future effects of the Walkerton disaster and reflect on lessons learned. They must develop and express their own ideas based on gathering information in short background readings and internet research.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
The reading level will be difficult for some students and the internet research will be challenging. There are no modifications suggested for those with learning difficulties. Both cognitive and affective domains are touched upon. Activities would be most appropriate for students with strong literacy skills. Those with weaker skills will struggle without accommodation.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
Poor- there are no simulations/authentic action opportunities in this resource
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Poor- there are no assessment tools given
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
This is a real relevant case study, but descriptions and details are incomplete.
|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||Satisfactory|
Although the resource is specific with regards to program content and the medium in which they work, the students still have opportunities to go deeper int o a chosen issue in the class presentation and discussion.
|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.|