Develop an understanding of the interconnectedness of our global community and the decisions we make by analyzing water pollution.
This learning experience is part of a larger unit on water systems. Previously, learners have been asked to do some preliminary thinking and discussion related to substances that pollute water, environmental and societal impacts of pollution, and ways to reduce or eliminate this. They were asked to document their beginning thoughts and the “why” behind them in their science journal.
In the first phase of this learning experience, each Grade 8 learner received a labelled container with no idea what was inside. Within the classroom, an aquarium with clear water took centre stage. The teacher began a tale, as follows.
“For thousands of years, people have lived on the banks of the Red River. They hunted in the forests, harvested foods from wetlands, and caught fish in the river. Imagine that the tank of water in front of you was taken from the Red River by an Indigenous person about 500 years ago. How does it look to you? Would you drink this water? eat fish that came from it? swim in it?”
As the story continued, learners were called up to the aquarium, dumping their containers as certain societal impacts or pollutants were named and their containers were called out during the story. The once-pristine water (recognizing that the Red River was never crystal clear) changed into a contaminated mess, and the learners expressed their horror. Some examples of pollutants introduced into the aquarium were septic tank overflow (tinted with yellow food colouring, water, and tissue), fertilizers (represented by baking powder), and motorboat-derived oils (symbolized by vegetable oil). All material dumped in the water was safe for learners.
As they stared at the once-clear water, the learners were asked to reconsider their previous perspectives on water waste and who is the cause. They also spent some time researching the types of pollution they had seen replicated in the demonstration. Learners evaluated this learning task to determine reliability and made reasoned judgments on their own and others’ actions during the tale, based on the evidence presented. They once again documented their thinking and reflections in their science journal.
The “polluted” water was left at the front of the class to be revisited for Part 2 of the learning experience.
The second part of this learning experience focused on water for the world. Acknowledging humanity’s historical and contemporary impact on our water resources, this phase of the learning was a call to action. Assigned to groups that each represented a different country, learners received a package of information alongside instructions for creating a filtration system and a monetary allowance. The contents of these packets were based on parameters such as adult literacy rates, overseas development aid, and GDP—information the learners had previously studied in Grade 7 Social Studies.
There were many variables present in each group’s package. For example, while every group’s instruction package had step-by-step images, the written steps were only clear for those countries that had a high adult literacy rate. The countries with a high GDP had more money than those that were lower. There was also a “World Bank” where two to three learners sold needed materials for cleaning the water. This World Bank had great power, so its members were able to choose to take a break when they felt like it, raise prices arbitrarily, and refuse to sell to some based on the colour of their clothing or for other random reasons, all of which caused a sense of stress and urgency within the countries.
The learners had a set amount of time to purchase/negotiate materials and design and build their filter as they worked together to overcome several barriers and challenges dependent on the context of their assigned country. After their filter was completed, the polluted water from the day before was then cleaned through what they had designed. The learners were all committed to contributing equitably to the common goal of cleansing the water, but, with each group representing a different country, it encouraged them to see diverse perspectives and how specific locations may experience advantages or face barriers that others cannot even imagine. After witnessing what humans do to our water systems and how that impacts people's ability to access potable water, the learners were provided group reflection questions to help them unpack their learning and shifting perspectives related to water pollution. After small-group and whole-class discussions, the learners were once again tasked with recording their experiences, shifting perspectives, insights, and reflections in their science journal to conclude their experience.
Another experience in this unit has learners calculating their water usage. After doing so, they are asked to attempt to reduce their water consumption by 50 per cent. Learners can see how some small changes may add up but will hopefully realize there must be drastic changes to protect our environment.
