• Lesson Plan
• Subject: Science/Environment
• Driving Question: What is water footprint?
• Pedagogical Method: Project-Based Learning/ 5E
• Grade Level: 7, 8, 9
• Duration: 5-6 periods
• Delivery Method: Blended
• ### Before you start

● Materials: laptops/tablets/Mobile phones
Also find attached the necessary resources in the Files section
• ### Materials

 Exploration Worksheet Evaluation Worksheet
• ### Objectives

In this unit, students will explore the answer to this question through engaging activities that will lead them to:
o    list the daily uses of water classifying them as “water-saving” or “water-wasting”.
o    calculate the amount of water consumed at their school.
o    calculate their water footprint.
o    design a plan that helps to reduce their water footprint and the water consumption at their school.

• ### Engage

In this phase, students will be engaged in activities that aim to activate their prior knowledge and inspire them to explore the world around them. Encourage them to be curious and ask meaningful questions!

The amount of freshwater that is available is limited, it is a tiny fraction of all the water there is on the planet. But our demand is soaring. By the year 2030, experts predict that global water demand will outstrip supply by 40 percent. Impacts from climate change have already led to changes to the water cycle, leading to prolonged periods of drought (and, conversely, more extreme rainfall) in some areas.

Moreover, we are increasing in number and in our consumption of things. We are surprised by just how much water it takes to make everything.

The measure of the volume of water consumed or polluted by each person is called a water footprint. Once we learn how our water use is impacted by our daily habits, then each one of us should reconsider his lifestyle and reduce his/her water footprint.
But how can this be achieved?

In this unit, students will explore the answer to this question through engaging activities that will lead them to:
o    list the daily uses of water classifying them as “water-saving” or “water-wasting”.
o    calculate the amount of water consumed at their school.
o    calculate their water footprint.
o    design a plan that helps to reduce their water footprint and the water consumption at their school.

For more sources and information access the links: nationalgeographicworldometer and World Health Organization (WHO)

• ### Explore

In this phase, students will explore their surroundings and collect data. They will engage in research-based learning and carry out personal investigations to develop a deeper understanding of the discussed topic.

##### I.Observation:

Students will fill the Exploration Worksheet.

Part One: Water, Water Everywhere!
Fact: Water is vital for life; it makes up a majority of our body which needs around 2 liters of water every day. However, water is used for a variety of purposes.
Challenge: Students think about and observe the uses of water at school, then write the top ten uses on the droplets of water.

Part Two: What is in Your School?
Fact: The school has many components. It includes buildings, playgrounds, classes, stairs, labs, multipurpose rooms, hallways, libraries, toilets and many other parts.
Challenge: In this section, students are challenged to investigate about how much water is used at their school by doing observations and finding answers to the questions below.

Now that students have collected data about the usage of water at their school, they should use this data to figure out, using the diagram provided in the sheet, how much water is used each day.

##### II.Research-Based Learning

Ask students to search the web to find answers to the following questions:
1.What is a water footprint?
2.Who created the concept of water footprint?
3.What is the benefit of knowing your water footprint?
4. What does virtual water mean?
5.What are “Blue, Green and Grey” water footprints?
6.What is the environmental impact of the water footprints?

To facilitate research, students can visit websites that provide information about: water calculatorvirtual water and water footprint. In addition to a

that the students can watch to enrich their information.

##### o    Group discussion

Ask students to discuss the results of their research in groups and organise their findings in the form of tables/graphs/circular diagrams on a copybook or a saved word document.

##### o    Class discussion

Involve the class in a lively discussion during which all the students can share their ideas, give their opinions and ask questions.
Students are encouraged to discuss the following ideas:
-different uses of water in their school
-places where water is used most in their school
-ways by which water is wasted in their school

• ### E-Learn

In this phase, students will identify more linkages among the discussed concepts as they engage in a set of interactive activities. These activities aim to help them sum up all the learning that they have constructed in the previous phases. E-learning is based on discovery, play and instant feedback.

##### Interactive Digital Activities
• Ask students to go to the E-learn section of the unit titled “Water Footprint” on Tabshoura Plus Platform.
• Encourage students to be autonomous learners and have them e-learn autonomously on the platform.
• At the end of the E-Learn phase, foster a whole-class discussion to ensure that all the students have well understood the concepts included in the interactive activities. You may resolve one of the exercises with the whole class to emphasise a particular concept or skill.

Students will be involved in the E-Learn activities after they have explored the uses of water, collecting data about water consumption in their school and calculating the quantity of water used in their school. This phase aims to educate students on the importance of understanding and conserving our water resources and using water efficiently. The E-Learn includes three learning objectives.

• ### Elaborate

In this phase, students will perform hands-on activities. They will plan and apply their constructed knowledge. Faced with a new real-life situation, they will get to develop new skills and a more in-depth understanding of the topic under study.

##### Individual Work

Tell students that their water footprint can be calculated. However, to calculate one’s water footprint, s\he has to collect data about his\her tap water use and the “virtual water” used to produce food, electricity, gas and home goods. S\he may need to ask his\her parents or elder siblings for help to collect this data.

Ask students to visit the water footprint calculator.

Other links for the water footprint calculator: basic and extended

It is advised that you try calculating your own water footprint using the given calculators before asking students to fullfill this task. By doing this, you will be able to guide students to collect precise data ahead of this activity.

##### Group Work

Task 1: Have students discuss their results with their group members. Tell them that their discussion should include the value of each student’s water footprint and the global average water footprint.
In their discussion, students should tackle the following aspects:
1.    Comparison of their water footprint to the global average.
2.    Components of their water footprint.
3.    Categories within the food/industry/domestic component of their water footprint.
4.    The impact their water footprint may have on the environment.

Task 2: Students take action as they investigate how their lifestyle and products they buy impact their virtual water footprint and they develop a plan to reduce their water footprint. Next, they work together to create an Action Plan to reduce their school’s water footprint. They work in groups to get the necessary permissions to put into practice a water-saving plan for the campus.

Each group of students would present the obtained results, plan and key learnings in this unit. Ask them to present their work in the most creative way they choose. Encourage them to feel free to select the way to display their work: poster-report-podcast-video-prezzi-powerpoint presentation- cartoon strip- other.

• ### Evaluate

In this phase, students will evaluate their work through self-assessment and peer assessment. They will also reflect on their learning, express their opinion and support their claims with the data that they have collected throughout this project.

##### Reflection on the Learning Journey

Students will fill the Evaluation Worksheet.

Students reflect on the learning experience and the newly acquired concepts by designing a “Reflection Card” for each of the following questions:

1. How efficient was your plan to reduce water consumption in your school? Are there modifications you can do to improve your plan?
2. Did you succeed in spreading awareness by replacing the most water-wasting actions in your school with water-saving ones?
3. After calculating your water footprint, do you believe that each person can make a difference in saving water on Earth just by modifying the habits and behaviors that impact water use? Give examples.
4. What do you think should be done to carry this learning experience and collaborative work to a wider level and extend the concept of saving water throughout your country?

Ask students to present their ideas in the form of a paragraph on each card on the evaluation sheet, and support their ideas with drawings or concept maps whenever needed.