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The Impact of Human Activity on Water

Elementary

Description

This lesson weaves traditional knowledge, the relationship between water and Indigenous peoples, and western science together in order examine the universal importance of water. By completing this lesson, students will better understand the need for water and what needs to be done to ensure clean water is accessible to all.

Students will:

  • learn about water advisories and why water isn’t always accessible
  • explore forms of water treatment, specifically water filtration
  • learn about the importance of water for themselves and why it is sacred to Indigenous communities 

The lesson begins with a class discussion about the importance of water in our daily lives and its significance to Indigenous peoples. Then, a demonstration water filtration experiment using a sample of local lake or pond water follows. To extend the inquiry portion of the activity, provide students with different filter materials, such as napkins, cheesecloth, or sponges.

General Assessment

Recommendation of how and where to use it

This resource can serve as an introduction to learning more about Indigenous communities that do not have access to clean water and to help bring attention to the water crisis in Indigenous communities. Long-term water advisories are understandably challenging for Indigenous communities and have additional economic and cultural impacts due to the lack of clean water in the community. A field trip to a water treatment facility to learn more about the filtration process would enhance the learning. The book "The Water Walker" could also be used as another resource for the younger grades and a visit to the website Mother Earth Water Walk.

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
        • Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.
        • Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.
  • British Columbia
    • Step 2Select a grade level
    • 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
      • Social Studies
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        • Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
  • Manitoba
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    • Grade 2
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      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Cultural and Linguistic Diversity: Other Cultures: Connections and Influences
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
        • Earth Science
  • New Brunswick
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    • Grade 2
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      • Science
        • Step 4Relevant matches
        • 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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    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
  • Northwest Territories
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    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Air and Water in the Environment
  • Nova Scotia
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    • Grade 2
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      • Science
        • Step 4Relevant matches
        • Science 2: Air and Water in the Environment
  • Nunavut
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    • Grade 2
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      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Air and Water in the Environment
  • Ontario
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    • Grade 2
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      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Air & Water in the Environment
  • Prince Edward Island
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    • Grade 2
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      • Science
        • Step 4Relevant matches
        • Air & Water in the Environment
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
  • Yukon Territory
    • Step 2Select a grade level
    • 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
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.

Themes Addressed

Ecosystems (1)

  • Appreciating the Natural World

Indigenous Knowledge (2)

  • Etuaptmumk/Two-Eyed Seeing
  • TEK -- Traditional Ecological Knowledge

Water (2)

  • Water Quality
  • Water Use

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

This lesson weaves traditional knowledge, the relationship between water and Indigenous peoples, and western science together in order examine the universal importance of 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 three dimensions of the water issue are explored through water quality and usage, the need for everyone to be able to access clean drinking water and water conservation discussions.

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 Very Good

We all require safe and clean drinking water to survive, but only some have access to clean drinking water. Although most large cities have access to clean drinking water, dozens of Indigenous communities face long-term boil water advisories. Barriers must be broken to solve the problem of not having access to clean drinking water, a fundamental human right.

Respects Complexity:

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

Acting on Learning Poor/Not considered

No action opportunites are suggested.

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

Students discuss the importance of water in their daily lives and its significance to Indigenous peoples.

Values Education:

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

Empathy & Respect for Humans Good

The perspectives presented in the lesson plan help develop respect for Indigenous peoples and their knowledge.

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 Good

Students will better understand the need for water and what needs to be done to ensure clean water is accessible to all. They discuss how they can conserve the water they use and reflect on their ability to use water daily.

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

While water conservation and usage is a global issue, the unit has students examine the issue through a local lens.

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 Good

Students examine the present situation in their community or the surrounding area. They learn how changes must be made and how action is needed to make those changes, promoting a positive vision for the future.

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

Students explore forms of water treatment, specifically water filtration. They discuss which materials work best for water filtration and which other materials could be used.

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 Good

The inquiry portion of the activity, has teachers provide students with different filter materials such as napkins, cheese cloth or sponges to test the water filtration process.

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
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 Good

Students will explore forms of water treatment, specifically water filtration using different types of material.

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

For some of the activities students work in groups.

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 Good

This activity and the guiding questions can be used as Assessment for Learning. Gather information from the students throughout the activity to gauge their level of understanding and if additional time will be needed for the topic.

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

No peer teaching activities are suggested.

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

This lesson provides teacher background information about the relationship between water and Indigenous peoples, including the important role water plays in traditional and ceremonial practices.

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

The resource suggests a few extension activities

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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