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Splish, Splash, Flush

Elementary, Middle

Description

This entertaining and interactive on-line resource will help young students appreciate the importance of managing waste water via toilets- something many of them may take for granted.  It also teaches the importance of good hygiene and encourages the students to educate others.

Students will:

  • watch a film about the importance of clean toilets.
  • play an online game called, "Turdlywinks".
  • watch an animated feature about the importance sanitation and the role of clean toilets

General Assessment

What skills does this resource explicitly teach?

  • This resource explicitly teaches the importance of proper sanitation but does not teach skills.

Strengths

  • Young students will find the on-line activities entertaining.
  • Case studies provided are thorough and engaging to students.
  • Resource is well laid out and easy to follow.
  • All parts of the resource are available immediately online.
  • The resource utilizes a wide variety of forms of media to engage students.

Weaknesses

  • Resource does not focus on the importance of students taking part in authentic action experiences.
  • Some of the complexity of problems and solutions is not explored in this animated resource. 

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
  • Manitoba
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    • Grade 5
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      • Science
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        • Maintaining a Healthy Body
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      • Social Studies
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        • Social Studies: Exploring our World
        • Social Studies: Exploring the Landscapes of Canada
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      • Health Education
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        • Wellness
        • Personal Wellness
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        • World Cultures: Environment and Culture
        • World Cultures: World Issues
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        • Health: Environmental Health
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        • Health: Environmental Health
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        • Life Systems: Diversity of Living Things
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        • Health Education 4: Healthy Communty
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        • Social Studies 6: Environment and Culture
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        • Provinces and Territories: Our Places, Stories, and Traditions: Economics & Resources
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        • Geography, History and Citizenship Education: Canadian Society 1820
        • Geography, History and Citizenship Education: Quebec Society around 1905
        • Geography, History and Citizenship Education: Québec society 1980
  • Saskatchewan
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    • Grade 5
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      • Health Education
        • Step 4Relevant matches
        • Facing Obstacles and Embracing Opportunities to Holistic Well-being: Action Planning
        • Facing Obstacles and Embracing Opportunities to Holistic Well-being: Understanding, Skills and Confidence
        • Facing Obstacles and Embracing Opportunities to Holistic Well-being:Decision Making

Themes Addressed

  • Water (1)

    • Water Treatment and Distribution

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory
  • The source of funding is evident throughout activities.
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 Satisfactory
  • The resource provides the setting for a good discussion of the 3 key dimensions.
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
  • There are a multitude of problems and solutions that are presented to students.
Respects Complexity:

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

Acting on Learning Satisfactory
  • Action experiences are encouraged, but are not fully developed.
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 Satisfactory
  • While the simulations should cause students to reflect on the key issues, there are no explicit instructions for doing so.
Values Education:

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

Empathy & Respect for Humans 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 Satisfactory
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 Good
  • Students are exposed to the importance of good hygiene within their own lives.
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
  • This resource does not address the transformation that hygiene has taken through the years.
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 activities consist of games and on-line simulations.
Open-Ended Instruction :

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

Integrated Learning Satisfactory
  • There are opportunities for interdisciplinary teaching, but they are not fully explored.
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
  • Students are given some opportunity to develop questions, and create solutions for the issues presented within this resource.
  • The majority of activities are teacher directed, simulation activities.
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 Satisfactory
  • The learning opportunities include the use of a variety of different forms of media which will help to address a range of learning styles.
  • Adaptations for different levels of learners are not specifically stated.
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
  • Majority of activities are simulation activities.
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 Satisfactory
  • Students do participate in some group work, but cooperative learning skills are not explicitly taught.
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 Poor/Not considered

Poor

  • Assessment and evaluation strategies are not provided for students or teachers.
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 Satisfactory
  • Students are asked to choose their audience and way of educating others about the issues addressed, however these ideas are not fully supported.
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 Good
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
  • Majority of activities are teacher directed.
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.