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Our Environmental Footprint - Water Consumption

Elementary

Description

“Water Consumption” is one of a series of lessons that uses active learning to teach young children concepts associated with understanding their ecological footprint.  In this activity students explore the water cycle to develop awareness that the World's water supply is all we have and we must protect this precious resource. The dynamic learning approach provides an educational experience where pupils will:

  • Learn how water cycles through the environment
  • Measure how much fresh water is actually available to animals, plants and humans
  • Test a school toilet for leaks
  • Describe personal goals for reducing their water waste

General Assessment

What skills does this resource explicitly teach?

  • Communication
  • Brainstorming
  • Analyzing ecological footprint

Strengths

  • Simple approach with minimal equipment
  • Well organized with all activity sheets provided
  • Strong connections between each task helps facilitate student activation of prior knowledge

Weaknesses

  • Does not include any opportunities to explore local waterways
  • Does not provide a detailed action project
  • There are no assessment strategies beyond open-ended questioning

Recommendation of how and where to use it

This resource supports Science and Social Studies outcomes related to exploring human impacts on the environment, stewardship and global issues.  

In conjunction with World Water Day students could develop an advocacy project by organizing a community water celebration.  The event could include traditional aboriginal dances and songs that describe cultural connections to water along with student prepared water conservation awareness activities.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 2
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      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
      • Social Studies
        • Step 4Relevant matches
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
  • British Columbia
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    • Grade 1
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      • Social Studies
        • Step 4Relevant matches
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
    • Grade 2
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      • Science
        • Step 4Relevant matches
        • Science 2: Water is essential to all living things and it cycles through the environment
    • Grade 3
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      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
  • Manitoba
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        • Characteristics and Needs of Living Things
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        • My Environment
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      • Science
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        • Air and Water in the Environment
  • New Brunswick
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      • Health Education
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        • Explore Your World: Diversity and Social Responsibility
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        • Explore Your World: Diversity and Social Responsibility
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        • Explore Your World: Diversity and Social Responsibility
    • Grade 3
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      • Science
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        • Our Local Environment : Learning and Living Sustainably
  • Newfoundland & Labrador
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        • Needs and Characteristics of Living Things
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        • Environments
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        • Air and Water in the Environment
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        • Environments
  • Northwest Territories
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      • Science
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        • Life Systems: Characteristics and Needs of Living Things
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        • Earth and Space Systems: Air and Water in the Environment
  • Nova Scotia
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    • Grade 1
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      • Science
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        • Science 1: Needs of Living Things
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        • Social Studies 1: Age Appropriate Action
    • Grade 2
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      • Science
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        • Science 2: Air and Water in the Environment
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        • Social Studies 2:Environments
  • Nunavut
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    • Grade 1
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      • Science
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        • Life Systems: Characteristics and Needs of Living Things
      • Social Studies
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        • Connecting and Belonging: The Land: Place & People
    • Grade 2
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      • Science
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        • Earth and Space Systems: Air and Water in the Environment
      • Social Studies
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        • Communities in Canada: The Land: Place & People
  • Ontario
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    • Grade 1
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      • Science & Technology
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        • Life Systems: Needs and Characteristics of Living Things
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        • People and Environments: The Local Community
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        • Earth and Space Systems: Air & Water in the Environment
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        • People and Environments: Global Communities
  • Prince Edward Island
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        • Needs and Characteristics of Living Things
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        • Interactions: Environments
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      • Science
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        • Air & Water in the Environment
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        • Change: Environment
  • Quebec
  • Saskatchewan
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    • Grade 1
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        • Needs & Characteristics of Living Things
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        • My Family: Resources and Wealth
    • Grade 2
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      • Science
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        • Air and Water in the Environment
      • Social Studies
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        • My Community: Resources & Wealth
  • Yukon Territory
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    • Grade 1
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Water is essential to all living things and it cycles through the environment
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Wind, water, and ice change the shape of the land.

Themes Addressed

Citizenship (1)

  • Ecological Footprint

Water (3)

  • Water Cycle
  • Water Quality
  • Water Use

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The activities support the development of new learning where students are able to link how wasteful water habits and pollution threaten water availability.  The lesson also provides information about the sacred cultural connections between First Nations and water.

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 Good

The lesson includes a discussion about the issue of inadequate potable water supplies in many First Nations communities.  Reflecting on how this problem exists in a country rich in water supplies reinforces awareness that healthy communities depend on a healthy environment.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory

The resource presents an age appropriate and balanced view of how individual sustainability choices can collectively result in significant global change.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

Several suggestions for extending the learning through items like monitoring school water use are included but a detailed water conservation action project is not 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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

This resource uses a varied approach to provide an introduction to the environmental footprint concept.  The emphasis on understanding basic principles instead of actual footprint calculations develops closer connections to the topic in young students and provides them with an opportunity to achieve personal conservation goals.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory

The First Nations content supports an understanding of the deep and respectful relationship between indigenous communities and the Earth.

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

This resource does not include an outdoor component but visiting a local waterway with an indigenous community member could strengthen connections to the natural world.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

Investigating leaks in the school bathroom supports the idea that water waste is all around us and we all need to become water stewards.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

Student driven strategies for reducing environmental impact support looking toward the future and increase the likelihood of long-lasting changes in the way they think about sustainability.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

The teacher role is to support and guide rather than direct student discussion and reflection.  This strategy ensures there are many opportunities for self discovery which facilitates active student involvement in the learning outcomes.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

  • Science
  • Social Studies

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

 The hands-on aspect actively involve students in new learning to support independent decision making.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Poor/Not considered
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Exploring toilet leaks could be expanded to include a survey of the entire school to document other water waste such as dripping taps. The information could be presented to school officials so that students are actively involved in remediation.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Poor/Not considered
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

Open-ended questions and personal water conservation goals provide opportunities for formative assessment of new learning.

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.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
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 Satisfactory

Students have a great deal of choice in the decision making process where they identify strategies for lowering their environmental footprint.

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.

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