Page 5 - SGG_220316_Teachers_Handbook_Module_1

General Objective of the Module

We aim to provide simple comprehensive information, from the water circuit in nature to complex
information such as industrial water use or the relationship between limited water resources and global
demand/need. It also wants to help students to become aware of the gravity of the situation in which
we are, to develop their skills of self-evaluation of behaviors vis-à-vis water protection and footprint. A
theoretical introduction to the topic of water resources, water reservoirs, global water management,
water preservation, local and municipal water use, water in industry, resources in relation to demand,
effects and consequences of water pollution, safe drinking water and sanitation facilities, is desired.

This module is addressed to teachers directly by providing concrete information that can be
implemented in the classroom with students between 6 and 11 years old.
It is suggested that this material will help teachers introduce the preciousness of water and proper water
use to arise children's motivation and curiosity. Teachers can then move on to a more in-depth
discussion from different angles. According to the needs and the classroom setting, teachers can
organize appropriate activities as to lead the children to share, discuss or conduct the experiments, and
to think about water conservation and the properties of water from different perspectives. With the
information on different topics provided by this Handbook, teachers can enhance children's knowledge
of water resources and encourage them to share the water-saving habits with their family members and
friends.
5

Learning Objectives

The proposed learning outcomes are based on the “Education for Sustainable Development Goals.
Learning Objectives” (UNESCO, 2017).
Skills:

1. The learner is able to explain the water circuit in nature and the impact that man has on
it (6-10, 11-14)
2. The learner is able to identify water preservation strategies to be implemented at home
(minimum 3 strategies 6-10 years, minimum 5 strategies 11-14 years)
3. The learner is able to collaborate with others and to develop commonly agreed-upon
strategies to deal with water resources protection to be implemented at school level
(minimum 3 strategies 6-10 years, minimum 5 strategies 11-14 years)
4. The learner is able to implement water protection strategies and encourage others to
follow their model (6-10 at the local level – home, school, 11-14 at the local level – home,
school, community)
5. The learner is able to understand their personal impact on a global issue and that each
student is part of the much needed change.

This project has been funded with support from the European Commission. This communication reflects the
views only of the author, and the Commission cannot be held responsible for any use which may be made of the

information contained therein.