globalfootprints.org 
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globalfootprints.org |
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Using water |
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| Target: | Mid primary |
Numeracy (NNS)/ Literacy (NLS) or other curriculum area focus/reference: Handling data [Year 4]
Geographical enquiry and skills·
Resources needed:
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| Objectives: |
To appreciate through practical investigation the amount of water used by UK families To determine priorities when considering using water for different purposes To empathise with people in the poorer parts of the world who often do not have access to a safe water supply in or near their homes |
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| Length: | Part 1: 45 mins - 1 hour; Part 2: 1 hour |
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Description of Activity |
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| NB This activity should follow on from the homework activity identified below. | |
| Part 1 | |
| 1. | Ensure that each child has the correct totals for the amount of water used for each purpose. |
| 2. | Add to the total figure 20 litres per person as an estimate for the amount used for cooking, drinking, brushing teeth, and general washing |
| 3. | Use the figures to compare water use for each purpose. Compare different households and their water use. Which purpose uses the most? Is there a large difference in water use between different homes? Why is this? What factors determine the amount of water used? (whether hose pipes have been used; baths v showers; whether dishes are washed in a dishwasher etc) |
| 4. | Pupils could construct bar charts showing the different quantities of water used for each purpose in their homes over one day. |
| Part 2 | |
| 1. | Ask the children to imagine that one morning they wake to discover no water is coming out of the taps. A message on the radio says that everyone who needs water must collect it from a standpipe which is about 1 km from home. |
| 2. | In groups, and perhaps outside in the playground if there is a water tap, get children to measure water in litres into a bucket. How much would they be able to carry over a distance of 1km? Children could then be challenged to walk this distance around the playground carrying a bucket of water. How long does the journey take them? [Ensure all water is used for something useful such as watering school plants at the end of the activity] |
| 3. | Ask children to calculate how much water their family could collect if they each carried a bucket. |
| 4. | Ask children to consider how they would use this water. What is the most urgent or important use for the water? Will this water last the family all day? How much more is needed? How many journeys will be necessary? How long will it take to collect enough water for the day? Who will collect it? If the adults in the home are working will it be the job of the children? If so, will there be time to go to school? |
| 5. | Use this exercise and accompanying discussion to explain that children and women in many parts of the world spend up to four hours in every day collecting water for their families to use because they do not have a safe water supply in or near their home. |
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Areas of Oxfam Curriculum for Global Citizenship
addressed by activity
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Knowledge and Understanding
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Skills
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Values and Attitudes
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Social justice and equity | |
Critical thinking |  |
Sense of identity and self-esteem |
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Diversity | |
Ability to argue effectively | |
Empathy and sense of common humanity |
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Globalisation and Interdependence | |
Ability to challenge injustice & inequalities | |
Commitment to social justice and equity |
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Sustainable development | |
Respect for people and things | |
Valuing and respecting diversity* |
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Peace and conflict | |
Co-operation and conflict resolution | |
Concern for the environment and commitment to sustainable development |
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Belief that people can make a difference |
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Homework
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Ask children over one full day at the weekend to record how much water is used for the following in the home:
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