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The resource activities aim to increase students understanding of the various causes of water pollution and to raise awareness of the global inequality of access to safe water around the world.
The resource is part of a collaborative educational project that aims to promote the global goals of sustainable development announced by the United Nations. It aims to raise awareness that there are different types of inequality in the world and to raise awareness of the consequences of inequality on society as a whole.
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||Good|
The resource offers different learning activities to expose different points of view on which students will have to reflect and express themselves. Discussion topics include pollution issues and issues related to inequities in access to safe water.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource exposes various issues related to water pollution and inequities in access to safe water. The social, environmental and economic dimensions can be addressed during discussions and knowledge sharing among students.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The activities provide an opportunity for students to become aware of the complexity of the issues related to the inequalities of access to drinking water.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Students are asked to write down two things they can do on a daily basis to prevent water pollution in their local environment. As an extension to the learning, the resource suggests that teachers encourage their students to participate in The Design for Change “I Can” School Challenge which invites students to take action, make change for themselves and share it with children across the world.
|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
|Values Education||Very Good|
The students have many opportunities to reflect, express themselves and clarify their values. They are invited to share their thoughts with peers.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The resource proposes activities that demonstrate to students the inequalities that exist between people regarding access to drinking water.
|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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local 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.|
Most activities provide opportunities for discussion and reflection, to enable the emergence of multiple solutions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with questions and problems to solve.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The learning activities are for auditory and visual type learners. The pedagogical approach is rather conventional.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The learning activities allow students to share knowledge and information. In addition, there is a component: Acting for global goals that proposes a movement to take action.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups of two.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
The activities offer many opportunities for reflection.
|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.|
Students have the opportunity to present their learning and knowledge through the proposed activities.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|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|
For each proposed activity, there is also a section entitled: Differentiation and Alternatives. There are activities on which students have the opportunity to further deepen certain questions. In addition, the resource offers students the opportunity to write a question on the subject and to try to answer it with the help of peers and the group.
|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.|