Unit 8: Our Water Footprints
This project was funded by the Department of Sustainability and Environment.
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YEC Unit 8: Our Water Footprints
Outline Time allowance: 3 hours Key themes: • Embodied water • Calculating our water footprint VCAL Unit Level: • Personal Development Foundation 1 & 2 • Personal Development Intermediate 1 & 2 • Literacy: Reading and Writing Foundation & Intermediate • Oracy: Foundation & Intermediate • Numeracy: Foundation & Intermediate
Overview of Learning Activities Over 70 percent of freshwater diverted from our streams, reservoirs and aquifers in Australia is consumed in agriculture. The “Embodied water game” is a short activity that is designed to engage students through prediction and surprise. Many of the foods we eat and materials we consume in Australia use large amounts of water in their production. This is known as embodied water or virtual water. Virtual water studies show that Australia is a net exporter of water! “Calculating our water footprint” is an activity where students calculate their embodied water consumption. There is a worksheet with questions to assist them interpret the figures and help them reflect on the lifestyle changes that might help them and future Australians cope with reduced water availability. Many of the foods and materials we produce and consume in Australia may not be sustainable given the limited water supply on the continent. The activity “How to stop eating our rivers” introduces them to the growing debate about the types of farming our land can support. They can then summarise the ways that consumer choices might help increase river flows in Australia. The final activity is a practical activity, “How to read a water meter”, to prepare them for the personal eco‐challenge. It requires students to develop an understanding of units of measurement and volume as applied to water flows. If possible, have students find a water meter at home or in an educational setting that they can monitor on a daily or weekly basis.
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Time allowance: 3.00hrs
SS = slideshow AG = teacher’s activity guide HO = student handout WS= student worksheet Time Topic Learning Outcomes Activity brief description (As a result of this unit, students should be able to…) 10 minutes 1. Team building game • Have fun Any team building game • Work together 20 minutes 2. Embodied water • estimate the quantities of Use slideshow to present different items .groups game or pairs rank estimate water consumption from water used in the highest to lowest. Cut out cards in order and production of several check against solutions. common foods and materials. 50 minutes 3. Calculating water Students calculate their own water footprint • Describe “water footprints using an online tool or the handout. They then footprint” analyse the different components of their • Use technology to estimate total embodied footprint, using percentages. water consumption 15 minutes Break . 50 minutes 4. How to stop eating • Describe ways of Students discuss some of the issues around rivers embodied water and answer a series of true or improving river flows false questions. They then raise community through smarter awareness about embodied water by developing consumer choice a pamphlet, poster or e‐communication device. 30 minutes 5. Reading water • Calculate units of volume. Revise units of measurement on volume. Find a meter local water meter and translate the reading on • Identify a water meter and translate the reading the dial to litres of water consumed. into volume consumed. 5 minutes 6. Team building game • Have fun Any team building game • Work together 3.00
Date: Start time: 9.00am Finish time: 12.00pm Key themes: • Embodied or “virtual” water use • Define and calculate water footprints • Read a water meter to measure domestic consumption
Unit 8: Our Water Footprints
Team games book or internet resource
AG/WS: Reading water meters
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AG/WS/HO: How to stop eating rivers
AG/WS/HO: Calculating water footprints Computer & data projector Internet access (optional)
Team games book or internet resource AG/HO: Embodied Water Game
Learning Outcomes PD F1‐3 =Personal Development ‐ Foundation Unit 1 Outcome 3 RW = Reading and Writing; O= Oracy; N = Numeracy Session/Activity Learning Outcomes VCAL Learning Outcomes (As a result of this (foundation level listed only – for intermediate see the unit, students should learning outcomes matrix) be able to…) 1. Team building • Have fun PD F1‐5: Demonstrate teamwork skills game PD F2‐4: Work effectively in a group • Work together 2. Embodied PD F1‐3: Demonstrate knowledge specific to an established • estimate the water game goal quantities of PD F2‐4: Work effectively in a group water used in N5: Numeracy for interpreting society – data the production of several common foods and materials. 3. Calculating • Describe “water PD F1‐2: Solve problems specific to an established goal our water PD F1‐3: Demonstrate knowledge specific to an established footprint” footprint goal • Use technology to estimate total RW6: Reading for practical purposes embodied water RW7: Reading for knowledge O1: Oracy for self expression consumption O4: Oracy for exploring issues and problem solving N6: Numeracy for interpreting society – figures in texts 4. How to stop • Describe ways of PD F1‐2: Solve problems specific to an established goal eating rivers PD F1‐3: Demonstrate knowledge specific to an established improving river goal flows through RW3: Writing for knowledge smarter consumer choice RW6: Reading for practical purposes RW7: Reading for Knowledge 02: Oracy for knowledge N6: Numeracy for interpreting society – figures in texts 5. Reading • Calculate units of PD F1‐4: Demonstrate skills specific to an established goal water meters RW6: Reading for practical purposes volume. RW7: Reading for knowledge • Identify a water 02: Oracy for knowledge meter and 03: Oracy for practical purposes translate the N2: Numeracy for practical purposes – measurement reading into N5: Numeracy for interpreting society – data volume N6. Numeracy for interpreting society – figures in texts consumed.
Resource Requirements Facilities and Equipment Computer Data projector Computers with internet access for students, if possible Unit Materials 2. Activity Guide: Embodied Water Game
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Handout: Embodied Water Game 3.
Activity Guide: Calculating water footprints Worksheet: Calculating water footprints Handout: Calculating water footprints
Activity Guide: How to stop eating rivers Worksheet: How to stop eating rivers Handout: How to stop eating rivers
Activity Guide: Reading water meters Worksheet: Reading water meters
Main learning objectives • • • • •
Develop an understanding of the water required to produce foods and materials Develop an understanding of the embodied water in different agricultural products Develop an awareness of the water footprint connected with our food consumption patterns Understand the water metering process Calculate average daily water consumption rates at home or school
Further Resources Team games books: • Funn ‘n Games • Silver Bullets • Quicksilver • No props • Cowstails and Cobras II • The Bottomless Bag Revival Internet resources for team games: http://wilderdom.com/games/InitiativeGames.html www.group‐games.com/ www.businessballs.com/teambuildinggames.htm
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