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Schools - Suggestions for science classes

6. Water Distribution (11-14 yrs)

• Introduction

• Process

• Conclude

• Output

Introduction 

• Resources/Materials Needed:  Library

• Target Age Group: 11-14 years

• Curriculum Areas: Science, Geography, Art

• Method Used: Group work, Presentations, Discussion

Most often, environmental problems continue to grow because people are not aware of the impact of their actions. This activity allows students to examine their own water use inside the home to determine how they already conserve water, and what they can do to save more water in the home.

It also allows the students to compare the water practices and problems they are accustomed to with the water challenges faced in other countries, regions, or provinces. By doing so, the students can then compare the local to the global to find solutions in both areas.

Learn more about water distribution in the section Hydrology, water resources and water pollution of Cawedu.net.

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Process

►  Give the students a homework assignment to start on. Ask them to trace how much water they use in one full 24 hour day (they may not be able to get actual amounts, but they can at least talk about what they used water for and how). To give the children some direction, create a questionnaire that they can take with them. Some suggested questions are:

•  How much water do you drink?

• Where does the water come from? Do you have to boil it first?

•  Do you take a bath or shower? How long takes it to shower? Do you leave the water running  when brushing your teeth and washing your face?

• How does your family save water? Does your family waste water?

►  Divide the class into pairs or groups and give each group a country to study. Compare different global regions, but make sure to include several countries from your own region. If you prefer, and the information is available, encourage the students to study different provinces or states, in your own country. Their assignment (either as homework or a library session or an internet study) will be to learn:

• How much freshwater is available in the country?

• How much water is used every year?

• Does the country have a water problem, such as droughts, floods, pollution?

• What sector uses more water: industry or agriculture?

• How can water be saved?

►  Each group will give a presentation in class presenting their findings. The class will discuss how countries face similar, or different, water problems.

►  Ask the students to think back to how much water they use in a day and how that compares to people in the country they studied. They can then compare the international and local examples by considering the following questions:

• How can you save water in your own home?

• How can your country’s water problems be solved?

• Can the country you studied learn from how you conserve water in your own home?

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To Conclude

This project allows students to study their local environment and personal use of water. In addition, they become aware of the different water problems countries face around the world. In the end, the students can see how their water conservation can be improved, but also offer suggestions on how the country they studied can save water. If you wish to continue this project, encourage the students to develop a water conservation campaign for the country they studied. The key to changing environmental attitudes and practices is through education. By developing a water conservation campaign, the students become the teachers and help teach others how to save water.

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Outputs: 

A comparison of water problems facing different countries; A comparison of local and global water issues.

(This science project suggestion has been adapted from Pachamama Teacher's Guide, UNEP, ISBN: 92-807-2147-X)

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