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Description
The goal of this resource is to distinguish between the direct and indirect consumption of water and help students understand in the context of water conservation and stewardship, that some foods choices require more water than others to produce.
The lesson begins with a discussion in which the students learn about the amount of freshwater that is available on earth and the amount used by individuals in a given day.
Using food cards (provided), the students are tasked with creating a meal and calculating its water footprint. Then they will create a water conscious meal using the information they have gained.
To conclude, the students will participate in a Think-Pair-Share activity and then complete a "Take Action" pledge to make changes in their diet to conserve water.
General Assessment
What skills does this resource explicitly teach?
The resource does not explicitly teach any skills. It does, however, work towards building an understanding and awareness of water consumption.
Strengths
- Interesting and engaging resource for students
- All materials are provided in PDF format as well as in additional languages
- Good quantity of background information for teachers
- Easy to implement lesson plan with excellent directions
Weaknesses
- Lack of assessment materials
- No strategies included for learners who may struggle with written material
Recommendation of how and where to use it
How Much Water Do You Eat? is an engaging lesson for students at the upper elementary level. It does an excellent job of helping students to understand the implications of the indirect consumption of water through our food. It is best suited for supporting outcomes related to water consumption & conservation, sustainability and healthy living.
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 3
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- Science
- Step 4Relevant matches
- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
- Grade 4
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- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Investigating change and the diversity of Earth’s systems helps us to develop understandings of the conditions necessary to sustain life.
- Grade 5
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- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Wetland Ecosystems
- Grade 6
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- Science
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- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
- British Columbia
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- Grade 3
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- Science
- Step 4Relevant matches
- Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
- Grade 4
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- Science
- Step 4Relevant matches
- Science 4: All living things sense and respond to their environment
- Grade 6
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- Science
- Step 4Relevant matches
- Science 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.
- Manitoba
- New Brunswick
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- Grade 3
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- Science
- Step 4Relevant matches
- Our Local Environment : :Scientific Literacy
- Our Local Environment : Learning and Living Sustainably
- Grade 4
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- Science
- Step 4Relevant matches
- Properties and Uses of Earth Materials: Learning and Living Sustainably
- Properties and Uses of Earth Materials: Scientific Literacy
- Grade 5
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- Science
- Step 4Relevant matches
- Science 5: Living and technological Systems: Learning and Living Sustainably
- Science 5:Living and technological Systems: Science Literacy
- Newfoundland & Labrador
- Northwest Territories
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- Grade 3
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- Science
- Step 4Relevant matches
- Life Systems: Growth and Changes in Plants
- Grade 4
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- Science
- Step 4Relevant matches
- Life Systems: Habitats & Communities
- Science 4: All living things sense and respond to their environment
- Grade 6
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- Science
- Step 4Relevant matches
- Life Systems: Diversity of Living Things
- Science 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.
- Nova Scotia
- Nunavut
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- Grade 3
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Life Systems: Growth and Changes in Plants
- Grade 4
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- Science
- Step 4Relevant matches
- Life Systems: Habitats & Communities
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Life Systems: Diversity of Living Things
- Prince Edward Island
- Saskatchewan
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- Grade 3
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- Science
- Step 4Relevant matches
- Plant Growth and Changes
- Grade 4
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- Science
- Step 4Relevant matches
- Habitats and Communities
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 6: Life Science: Diversity of Living Things
- Yukon Territory
- Step 2Select a grade level
- Grade 3
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
- Grade 4
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 4: All living things sense and respond to their environment
- Grade 5
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment.
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.
Themes Addressed
Citizenship (3)
- Ecological Footprint
- General Guide to Taking Action
- Sustainable Consumption
Food & Agriculture (2)
- Conventional Farming
- Food Security
Water (3)
- Water Treatment and Distribution
- Water Use
- Watershed Protection
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | The material is presented in unbiased and informed manner allowing the students learn about the indirect water use in food production and how to make informed decisions based on the information presented. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | All three dimensions of the problem are addressed in the activities and discussions that are held. Teachers may wish to highlight at the end of the activity, the idea that some families may not have the ability to make different food choices due to economic factors. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | The resource explains in an age-appropriate manner the use of water and how small changes in diet can make a difference in water conservation. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | The "Take Action" pledge at the end of the lesson helps the students to consolidate their learning and make small changes their food choices to help support water conservation. |
| 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 | Through the discussions held and the activities, the students are given ample opportunities to express their beliefs and values. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | This is not the focus of this resource. |
| 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 | Good | The resource does not have any activities that take place outside or in the community, A teacher could arrange a visit to a local food producer or farm in order to develop a concrete understanding of how just how much water is used. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | The resource develops a sense of the present and a positive vision for the future. It does not develop a sense of the past, but the teacher can address this in the discussions held. |
| 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 | The resource does allow for the students to discuss and move through the activities at their own comfort level. The students are also give multiple opportunities to create a water conscious meal. |
| 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
| ||
| Inquiry Learning | Good | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | The needs of a variety of learners is not addressed whether it be visual, auditory or kinesthetic. There are also no strategies included for learners who may find the material difficult; however, the creating a meal activity is engaging and novel. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | There are no tools for assessment included as a part of the resource. The teacher could easily have the students create another water conscious meal as a summative assesment. |
| 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.
| ||
| Case Studies | Very Good | The teacher graphics included in the resource as well as the information shared as a part of the create a meal activity, could count as a case study as the information is authentic. |
| 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 lesson plan is not structured for this opportunity for the students. |
| 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. | ||
