- Review Process
- Take Action
- A project of
This resource explores many of the international debates which surround water. Is water a commodity or a human right? Should it be managed privately or publicly? What are the current and future threats to water? Students research current issues surrounding water from both a Canadian and an international perspective. Several exercises allow them to experience through role play and discussion, the emotional issues surrounding water.
The resource is organized around three themes:
As with other Common Threads Projects the resource is supported by a video. This documentary video explores water issues through the eyes of an Ontario high school student and serves as a powerful introduction to the issues. Teachers will find that the lessons in this resource fulfill many of the curriculum expectations in a variety of subjects. In addition, there is a section that focuses on taking action.
The resource explicitly teaches the following skills:
These lessons could be used as part of World Water Day and Water Week in Canada.
This resource also support the teaching of math, language, communication and critical thinking skills.
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|
Although this unit is clearly against the privatization of water, it does a good job of letting students explore various arguments.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Presents as many different points of view, for example:
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The complexity of problems is very well respected and a systems-thinking approach is encouraged.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
While Lesson 4 & 7 provide great ideas and opportunities for authentic action experiences through which students can impact their community, the intended audience is their classmates. Only one supplemental lesson has action as a core activity.
|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
Two of the activities allow significant opportunities for values clarification.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
This is very well developed through role playing.
|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|
This theme is mentioned in the beginning but is not developed within the activities.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The video used in Lesson 5 (as suggested) makes the issue of water conservation very relevant to students.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
The sense of time is very well developed.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Lessons are structured so that multiple/complex answers are possible. There are no right answers.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
The lessons address a number of different subject outcomes.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with intriguing questions, materials to use, & make their own decisions on how to find answers. The learning involves unique experience & provides definite opportunity for an 'ah-hah' event.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The activities do address a range of learning styles but do not accommodate for people with learning difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The lessons are simulations.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Tools are provided for students and teachers to demonstrate their learning.
|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||Very Good|
Students rely on each other to learn.
|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|
Real case studies are used.
|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|
Only a few parts of the lessons allow studnts to choose some minor elements. Most of the learning opportunity is determined by the teacher.
|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.|