This action-oriented resource focuses attention on the issue of water conservation. Using an inquiry-based learning approach, students conduct school wide, personal, and classroom water-use audits to yield 'before' results. After scrutiny and analysis of their findings, students make behaviour changes to meet a water conservation challenge. Resource components include:
Background information on water distribution, availability, consumption and conservation.
Assessing Water Use Activities:
Taking Action Activities:
Three additional extension suggestions are included.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good |
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Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Very Good |
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Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Very Good |
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Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Very Good | |
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
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Values Education | Very Good |
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Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Good |
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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 |
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Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Very Good | |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good |
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Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Good |
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Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Very Good | |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good |
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Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Satisfactory |
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Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Very Good | |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory |
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Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Good |
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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.
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Case Studies | Good |
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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 |
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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. |