- Review Process
- Take Action
- A project of LSF
In this activity students practice putting a design problem into perspective. The class first explores the often surprising amount of water used in producing everyday products like cola, leather boots, smartphones and chocolate bars. They then identify what they know, what they don’t know, and what questions to ask to better understand the constraints of a product supply chain.
Students share with each other ways in which they use water and the teacher makes sure to include how water is may be used indirectly in the products and services they buy or use.
Next small groups take on the role of 'Sustainability Chiefs' of a particular product and first identify the ways they know that water is used in its production. They then generate a list of questions to find out more about the use of water in the manufacturing process. With the use of handouts the students identify the questions that still remain and then propose suggestions as to how their company can reduce the amount of water used in the manufacturing of the product. Ideas are shared with the entire class.
This resource teaches the students how to focus on a design problem and move through the process of finding a solution to that problem.
Your Hidden Water Footprint is best suited for the middle school Science classroom. It could be used as an activity related to World Water Day in March in order to promote water conservation.
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
The resource is based on the premise of students asking questions, seeking answers and forming an opinion that will guide them to offer suggestions to reduce water consumption in the production of their product.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
This resource addresses all three of the dimensions and allows the students to assess each one.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
|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
By taking on the role of Sustainability Chiefs, the students can express their values and identify what is important.
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
This is not a focus of the lesson plan.
|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
The resource fosters an appreciation for the need to decrease one's water footprint.
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
As water is an important aspect in everyone's lives this resource is relevant but it does not offer opportunities for involvement in the students' specific community.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
This is not the focus of the resource; although, the positive vision for the future can be highlighted as the students take on the role of Sustainability Chiefs.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
The resource is structured in an open-ended fashion with the students posing their own questions and seeking the information they wish to learn more about.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Learning brings together content and skills from more than one subject area
Learning is directed by questions, problems, or challenges that students work to address.
There are no strategies included for those with learning difficulties.
Activities address a range of student learning styles, abilities and readiness.
The role of Sustainability Chief tasked with looking for ways to reduce water use provides a real world context for the resource.
Authentic learning experiences are provided
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
There are no assessment tools nor are there suggestions made for the assessment of 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.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The products and the info graphics provided can be considered as case studies as they provide real world information regarding the water footprint of the items.
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
The resource is structured in such a manner that the students make many choices in the learning that takes place.
|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.