Fresh Water Perspectives

Lesson Overview

The significance of water bodies to Aboriginal Peoples prior to colonization and during their role in the early history of Canada is examined.How have we managed fresh water resources in the past, and how will this affect future decisions? What are the rights and responsibilities of individuals, Aboriginal communities, the federal and provincial governments, water bottling companies and other stakeholders?  Resources are gathered to prepare for a class round table presentation.

Connections to Environmental Education

Students will learn about the resources of the Earth, particularly water, its characteristics and its role in supporting living organisms; the dependence of humans on environmental resources (water) for life and sustenance;  and the characteristics of human societies, including nomadic, hunter-gatherer, agricultural, and post-industrial and the impact of each on the natural environment, specifically water. Students will have the opportunity to use a range of resources, communications skills, and technologies in addressing environmental questions such as “who owns the water?” and work towards a negotiated consensus when there are differences of opinion. They will have the opportunity to appreciate that human life depends on the resources of a finite planet; and become mindful of perspective other than their own and be prepared to modify their ideas and beliefs when appropriate.

GRADE 7, GEOGRAPHY, LANGUAGE

Curriculum Expectations

History and Geography (2004) – Natural Resources
-Describe how humans acquire, manage, and use natural resources, and identify factors that affect the importance of those resources.
-Describe a variety of ways in which people use and manage renewable, non-renewable and flow resources to meet their needs.
-Use a variety of resources and tools to gather, process, and communicate geographic information about the distribution, use, and importance of natural resources.
-Formulate questions to guide research into problems and points of view regarding the management and use of natural resources.
-Locate and record relevant information from a variety of primary and secondary sources.
-Communicate the results of inquiries for specific purposes and audiences using oral presentations and written notes.
-Describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment.
-Present and defend a point of view on how a resource should be used.

Oral Communication
1. Students will listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
1.2 Students will demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including working in groups.
2. Students will use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
2.2 Students will demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience.
2.3 Students will communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience.
2.4 Students will use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended audience.

Learning Goals

At the end of this lesson, students will know how Canadians use and manage water to meet their needs. They will understand that there are conflicting needs and different points of view regarding the use and management of water. They will be able to present and defend a point of view on how water should be used.

INSTRUCTIONAL COMPONENTS AND READINESS

Readiness

Understand the concept of sustainable development.

Terminology

Aboriginal Peoples, conservation of resources, flow resource, natural resource, opinion, primary sources, resources, rights, secondary sources, sustainable development, traditions.

Materials

BLM 1 – Assessment of Learning Skills (Initiative) Checkbric

BLM 2 – Water Use and Water Management

BLM 3 – Water Use and Water Management – Answer Key

BLM 4 – Round Table Discussion

BLM 5 – Round Table Discussion – Rubric

Koluscap and the Water Monster” webpage http://www.angelfire.com/ia2/stories3/kol.html

“Water: Its Many Uses”  lesson http://www.etfo.ca/Resources/ForTeachers/Documents/The%20Learning%20Circle%20-%20Classroom%20Activities%20on%20First%20Nations%20in%20Canada.pdf

“First Nations and Inuit, People and the Environment – EcoKids
webpage http://www.ecokids.ca/pub/eco_info/topics/first_nations_inuit/index.cfm

“Assembly of First Nations – Policy Areas – Environmental Stewardship” webpage
http://www.afn.ca/index.php/en/policy-areas/environmental-stewardship

“Assembly of First Nations – Honouring Water” webpagehttp://www.afn.ca/index.php/en/honoring-water

“Water:
A First Nations’ spiritual and ecological perspective” 
journal article http://forrex.org/sites/default/files/publications/jem_archive/ISS1/vol1_no1_art7.pdf

“Aboriginal Affairs and Northern Development Canada – Water” webpage  http://www.aadnc-aandc.gc.ca/eng/1100100034879/1100100034883

“Water- Ministry of the Environment” webpage http://www.ene.gov.on.ca/environment/en/category/water/index.htm

“The laws that protect our drinking water – Ministry of the Environment” webpagehttp://www.ene.gov.on.ca/environment/dwo/en/laws/STDPROD_095752.html

“Environment Canada – Water – Federal Policy & Legislation” webpage http://www.ec.gc.ca/eau-water/default.asp?lang=En&n=E05A7F81-1#Introduction

“Initiatives – Canadian Water Network” webpage and links http://www.cwn-rce.ca/initiatives/

“Who owns water? Experts debate pricing, infrastructure investment – SmartPlanetblog http://www.smartplanet.com/blog/smart-takes/who-owns-water-experts-debate-pricing-infrastructure-investment/11947

“Alliance for Water Stewardship – Water Roundtable” website http://www.allianceforwaterstewardship.org/what-we-do.html#water-roundtable

“Alliance for Water Stewardship – Where to Focus? – Impact and Risk” webpage http://www.allianceforwaterstewardship.org/assets/documents/AWS-WhereToFocusImpacts(2010-06-10).pdf

Computer lab and/or library

MINDS ON

Whole class. Shared
Reading and Discussion.

Project Koluscap and the Water Monster” webpage http://www.angelfire.com/ia2/stories3/kol.html onto a screen. The teacher conducts a shared reading lesson, modelling a strategy that is the current focus in class.

After reading the story, ask the following questions to guide a discussion. Note: The purpose of this activity is to get students thinking, not to find the “correct” answer.

1. How would you describe the character of the Water Monster? Why do the Mi’kmaq believe that a horrible monster is taking the water when it disappears?

2. Is there enough water in our community? Where does our water come from? Do
you know of any communities where there is not enough water for everyone?

3. Who owns the water? Would you take water that someone else needs? How would
you feel and what would you do if someone took the water you needed to survive?

4. Where does the water go once we have used it? Is there an unlimited supply of fresh water in the world? What could you do to conserve our water supply?

5. Is it fair that the people living downstream have to live with the consequences of the water-use practices of those living upstream?

Minds On: Assessment

Assessment of learning. Learning skills: Initiative.

Use BLM 1 – Assessment of Learning
Skills (Initiative) Checkbric
to assess if the students actively participate in the discussion, and demonstrate a willingness to take risks.

Minds on: Differentiated Instruction

Provide students that need additional support with a printed copy of the webpage.

ACTION!

Groups of 4.  Brainstorming and research.

In groups, students brainstorm to fill in what they can of BLM 2 – Water Use and Water Management. They then use the internet or books to complete the rest of the table. They should record each reference that they use on the back of BLM 2. Encourage students to seek to understand the philosophy of the Aboriginal Peoples with respect to management of water and the environment before filling in that section of the worksheet.

Action: Assessment

Assessment as learning.

Circulate as the students are working to complete BLM 2 – Water Use and Water Management. Offer suggestions to improve internet searches or guide students towards identifying the information they need to collect using BLM 3 – Water Use and Water Management – Answer Key.  Note that these are not the only correct answers, but rather a guide to help students to find some answers.

Action: Differentiated Instruction

Provide students with url’s for the websites provided on BLM 3 – Water Use and Water Management – Answer Key.

CONSOLIDATION

Whole class or groups of 2-4. Research and round table discussion.

Students select a water-use stakeholder that they want to represent (Aboriginal
community, water bottling company, industry, government, community association,
etc.) In groups of 23-4, they gather information about their organization so that they can participate in a round table discussion about the rights and responsibilities for water use and management. They present at the round table discussion, answer questions, and ask questions of other stakeholders after their presentations. Students are guided through these activities with BLM 4 – Round Table Discussion.

Consolidation: Assessment

Assessment for Learning.

Students self-assess themselves in Geography and Language
using BLM 5 – Round Table Discussion – Rubric

Assessment of Learning.

Teacher uses same rubric as students to assess Geography and Language

Assessment for Learning.

Students follow up with teacher on disparities between self-assessment and teacher assessment.

Consolidation: Differentiated Instruction

Students conduct research at their level of comprehension. Students select whether to present a prepared presentation or respond to questions from others. Students could be provided with specific resources for research.