CURRICULUM
ACCESS TO CLEAN WATER TEACHING GUIDE
CREATED BY MALLORY GIBSON, ANGE NEUFELD & JULIE VAN CAEYZEELE
Access to Clean Water Teaching Guide Grade 2
LESSON 1: PERSONAL WATER USAGE
Before students can understand the differ- ences among access to water they first must understand how much and often they use water in their daily life.
OBJECTIVES: Created by Mallory Gibson, Ange Neufeld & Julie Van Caeyzeele
• Identify sources of drinking water, and ex- plain how this water is distributed in one’s own and in other communities.
Water is the most important resource on this planet. Individuals use it to clean, cook, play, drink, etc. It is important that students understand that while access to clean water is a basic human right, a large portion of our population lives without. According to Niko Roordra in Fundamentals of Sustainable Development, “By 2050 it is expected that the number of people without reasonable access to an improved water source will rise to four billion, or 45 percent of the world’s population” (p. 60). It is important that we are teaching students the value of water in order for them to care about finding creative solutions to real world problems of distribution. While the filters these students will make will not be used to directly solve the problems Northern families are facing with boil-water advisories, this unit does teach children to be motivated to take action and to use scientific technology to address human needs. By understanding the im- portance of water in our daily lives, we are better able to self-assess our usage and plan for a sustainable future.
This curriculum is excerpted from the Access to Clean Water Resource created by Mallory Gibson, Ange Neufeld and Julie Van Caeyzeele. The full resource is avail- able at www.
resources4rethinking.ca/en/ resource/access-to-clean-water.
For free access to over 1,300 teacher-re- viewed, curriculum-connected classroom resources please visit
R4R.ca.
36 ETFO VOICE | SPRING 2020
• Describe different uses of water by humans. Examples: drinking, washing, cooking, canoeing, irrigating...
• Record personal use of water, and identify ways in which they can reduce water usage. Examples: rather than leaving water run- ning while brushing teeth, turn off tap to reduce usage...
ACTIVATE: On chart paper, brainstorm all of the ways that we use water. Include daily uses for cleaning and cooking as well as recreational purposes.
Bathroom WATER USE:
Washing
Brushing Teeth
Recreation Drinking AT HOME: WATER SLIDES DRINKING
ACQUIRE: Once students have come up with as many uses as possible have them complete the 4 quadrant chart worksheet, drawing and labelling 4 ways that they use water. See example below & appendices 1:
WASHING HANDS
SHOWERING
APPLY: Send students home with the fol- lowing chart to record their personal water use for 24 hours. Appendices 2:
AT SCHOOL:
OTHER:
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