- Review Process
- Take Action
- A project of
In this activity the class creates a model of the subsurface showing what aquifers are and how they can be contaminated as the result of activities and processes taking place on the land's surface. Students are able to see first-hand how human actions above ground can effect the drinking water stored below.
This activity teaches students how to build a model showing an aquifer.
This is a very concrete activity that would quickly deliver the message of the potential for ground water contamination.
An associated action component that explicitly instructs teachers and students regarding identification of hazards and communication for awareness is needed.
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|
Clearly illustrates that contaminants can make their way to an unconfined aquifer.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Poor/Not considered|
Simply shows that scientific subsurface model and potential for contamination. An extension section at the end suggests that students research aquifers in their home community which could lead to the social implications of contamination.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
This is an illustration of impact. No effort is made to teach students about clean up. Observations of the impact of surface contamination would definitely promote dialogue among students in the class and probably also outside of class, with others. Such an illustration would leave no room for debate.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
With the experiences students may recognize that local actions could negatively impact their drinking water but they are not taken to action by the activity.
|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||Poor/Not considered|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|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|
Students perform this activity indoors as a class group.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The concrete example can be used as an illustration of any drinking water aquifer. Students can relate because all communities are dependent on safe drinking water.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Poor/Not considered|
Students are encouraged to learn that contamination of drinking water is a problem.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Poor/Not considered|
|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.
Students learn about subsurface strata, aquifers and contamination. They would feel concern when they see an aquifer contaminated, knowing the need for the water resource in the aquifer.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Even though the experience is with a model, it would encourage a personal connection with, and concern for, ground water contamination.
|Experiential Learning: |
Authentic learning experiences are provided
A class works together to create the model and observe the model in action.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
|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||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|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||Poor/Not considered|
|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.|