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Water Splash: An Early Years Education Pack About Water

Elementary

Description

This ESD resource helps young children explore the essential role that water plays in their lives, the availability of water to children in parts of the developing world, and the choices they can make in relation to responsible water use.

Students will:

  • create paintings to depict the parts of the water cycle.
  • create fictional stories depicting safe and unsafe scenarios around water.
  • create their own water filter
  • take part in role plays involving water

General Assessment

What skills does this resource explicitly teach?

  • This resource explicitly teaches students to evaluate the way in which they use water.

Strengths

  • This resource does a good job in addressing the water cycle, water stewardship and water access for young learners.
  • The activities are engaging.
  • There are numerous additional resources and websites listed.
  • This resource encourages empathy and respect for diverse individuals around the globe.

Weaknesses

  • Most of the activities are designed to take place indoors.
  • Assessment tools are lacking
  • Lacks a well-developed opportunity for action experience

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
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
        • Investigating change and the diversity of Earth’s systems helps us to develop understandings of the conditions necessary to sustain life.
  • British Columbia
    • 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
  • Manitoba
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Characteristics and Needs of Living Things
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
        • Properties of solids. Liquids and Gases
  • New Brunswick
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • You and Your World: Our Environment
    • Grade 2
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      • Science
        • Step 4Relevant matches
        • You and Your World: Change and the Physical Environment
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Air and Water in the Environment
        • Matter and Materials: Properties of Liquids and Solids
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1: Living Things and the Environment
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Air and Water in the Environment
  • Nunavut
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    • Grade 1
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    • Grade 2
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  • Ontario
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Needs and Characteristics of Living Things
    • Grade 2
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Air & Water in the Environment
        • Properties of Liquids & Solids
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Needs and Characteristics of Living Things
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air & Water in the Environment
        • Liquids & Solids
  • Quebec
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To interpret short scenes
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To interpret short scenes
  • 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

Themes Addressed

  • Water (2)

    • Water Cycle
    • Water Use

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
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 resource adequately addresses some of the social and environmental dimensions of access to water in an age-appropriate manner.
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 Good
  • The complexity of the problems associated with water use are explored in an age-appropriate manner.
Respects Complexity:

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

Acting on Learning Satisfactory
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
  • Activities help students clarify attitudes regarding the issue).
Values Education:

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

Empathy & Respect for Humans Very 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 Good
  • The preciousness of water is emphasized.
  • Ideas for out-of-doors activities are included
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
  • Although students discuss the importance of conserving water, the resource does not specifically address local issues.
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
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 are designed to provide students with an understanding of the issues related to access to clean water.
Open-Ended Instruction :

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

Integrated Learning Good
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 majority of activities are quite structured.
  • Students are presented with some intriguing questions and information, but are not able to explore their inquiries independently.
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 Good
  • Activities are diverse which will engage students with a variety of different learning styles and abilities.
  • Specific adaptations and differentiated instruction methods are not provided.
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
  • Simulation activities are utilized to teach children about water use and conservation.
  • Students also construct a water filter
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 work in groups, but are not explicitly taught cooperative learning skills.
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
  • Reflection questions and guiding questions are provided for students and teachers.
  • Specific assessment tools and strategies are not included.
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
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 Satisfactory
  • Pictures are utilized to convey understanding.
  • Actual case studies are limited within this resource.
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 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.