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“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:
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.
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|
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: |
|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.
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
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.
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.
|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.|
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.
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
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.
|Differentiated Instruction||Poor/Not considered|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
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
|Cooperative Learning||Poor/Not considered|
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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.
|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.|