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Lesson 2: Water

POV. Borders Picture Project

Secondary

Description

Students list uses of water.  Some take digital pictures of water use on behalf of the class.  Groups analyze these pictures considering both the use of water and the environmental impact.  The pictures and analyses are presented to the class and discussed.  Students then reflect on their own water use, its local and global impact and the sustainability of the water supply for the community.

General Assessment

What skills does this resource explicitly teach?

  • Analysing documentation with digital pictures

Strengths

  • Internet sites that can be used for background resources are listed for the teacher
  • The activity uses current technology
  • Students have a great deal of control with respect to the direction the activity takes because they choose which digital pictures to take

Weaknesses

  • In the analysis students are not asked why it matters how water is used or why they might care if water is being wasted.

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 9
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      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Environmental Investigations
  • British Columbia
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    • Grade 12
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      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Human activities alter landscapes in a variety of ways.
  • Newfoundland & Labrador
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 11
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      • Science
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        • Science 2200: Ecosytems
  • Nova Scotia
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    • Grade 9
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      • Visual Art
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        • Visual Arts: Perceiving, Reflecting, and Responding
        • Visual Arts: Understanding and Connecting Contexts of Time, Place, and Community
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      • Science
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        • Science 10: Sustainability of Ecosystems
  • Nunavut
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    • Grade 9
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      • Arts
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        • Arts Education 9: Creative/Productive
        • Arts Education 9: Critical Responsive
  • Ontario
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    • Grade 9
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      • Geography
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        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Geographic Inquiry and Skill Development
        • Issues in Canadian Geography (Applied): Interactions in the Physical Environment
      • Science
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        • :Biology: Sustainable Ecosystems
    • Grade 11
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      • Environmental Science
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        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Geography
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        • Forces of Nature: Processes and Disasters (Univ./College Prep.) Geographic Inquiry and Skill Development
        • Regional Geography (Univ./College Prep.): Sustainability and Stewardship
    • Grade 12
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      • Geography
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        • World Geography: Urban Patterns & Population Issues (University/College Prep.) Geographic Inquiry and Skill Development
  • Prince Edward Island
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 431A: Life Science, Sustainability of Ecosystems
  • Quebec
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    • Grade 9
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      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Appreciates images
    • Grade 10
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      • Visual Art
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        • Visual Arts: Appreciates images
    • Grade 11
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      • Visual Art
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        • Visual Arts: Appreciates images
  • Saskatchewan
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    • Grade 9
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      • Arts
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        • Arts Education 9: Creative/Productive
        • Arts Education 9: Critical Responsive
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
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    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Human activities alter landscapes in a variety of ways.

Themes Addressed

  • Water (1)

    • Water Use

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
  • Students direct selection of pictures to be taken so they can be taken of any water use
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
  • Different water uses in the community, personal water use, and the impact of the uses are considered.
  • Students are given freedom to select images to analyze.
  • Many different uses of water could be considered.
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
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
  • Students are directed to write about their own use of water and the potential environmental problems associated with this water use
  • They are not explicitly directed to consider their values regarding water use 
Values Education:

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

Empathy & Respect for Humans Satisfactory
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 Very Good
  • Students are outdoors, in their own community, taking digital pictures of water use.
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 Very Good
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
  • Generally just considers the present.
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 Very Good
  • Students determine which pictures are taken
  • Students complete analysis of pictures with little direction
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

  • 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
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
  • Does integrate many learning styles
  • Does not address adaptations for those with learning difficulties
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 Very Good
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
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 & 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 Poor/Not considered

Poor

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 Good
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.