Module 4: RESPONSIBLE CONSUMPTION AND PRODUCTION (SDG12)

Objectives

With this tool, students are expected to:

- Define responsible consumption and production patterns

- Learn how to use and produce in sustainable ways

- Understand what constitutes sustainable management and use of natural resources

- Promote universal understanding of sustainable lifestyles

- Apply critical thinking to see connections and patterns that are relevant to SDG12

- Apply problem solving to suggest new ways to be a conscious consumer

- Employ own creativity and imagination to define alternatives for action against non-sustainable lifestyles

- Take the initiative and engage others to achieve SDG12

- Claim values that are in line with SDG12

- Respond positively towards achieving SDG12

- Get inspired by different examples of good practices regarding SDG12

- Share openly their opinions and beliefs in class

- Get empowered for future actions

Activity details

Material:

Projector, whiteboard, markers, duster, digital technology (computers, laptops, tablets), notebooks, textbook, worksheets, Map of world or globe, 5-gallon water container , measuring cups, eye dropper, 5 gallons of water , a small and clear container

Duration:

5hr 45 min

Group size:

20 – 24 students (age: 10 – 11 years old)

Activity 1

(90 min): Reading Comprehension “The water introduces itself”

Starter:

Teacher reads the passage “The water introduces itself” (appendix 1), and asks the students to find the paragraphs related to water and circle the relevant words.

Main lesson:

1. The teacher encourage the students to “unlock” its meanings using the Resilient Readers right hand (Appendix 2:“Who?, Which?, What?, How?, Why?).

2. Teacher gives a map of the water cycle (appendix 3)

Class discussion:
Point out the different water forms?
How does the water travel in nature?
What routes does it follow in its subsequent paths?
Where does it end up?
What shape does it create?

3. Students fill in the gaps in the map and come to the outcome that the water changes form in nature. They understand that it travels and is recycled.

4. The teacher asks the students to point out the benefits that the water underlined in its self-introduction speech.

Some of the answers should be that:

The water is the essence of life
The water turns into vapor
The water droplets developed into hail
The water is beneficial for human beings
The water is blessed

5. Teacher helps the students to write their own story about the adventures of “Little blue droplet” and illustrate it.

Plenary:

The students run their presentation in PowerPoint and present it class acting out the story (appendix 4).

Activity 2

(90 min): A drop in the bucket

Starter:

The teacher shows students the globe or map of the world and asks them what the blue represents (water). Ask them what percentage is covered by water (75%). Ask the students if all the water is available for humans to use.

Main lesson:

1. The teacher shows the students the 5 gallons of water in the container. Explain that the 5 gallons represents all the water on the earth.

2. The teacher asks the students to think about the different places we find water. In what area do we find the majority of the water on earth (oceans). The teacher tells them that because the majority of the water is in the ocean, we will leave that water in the bucket. We will be taking out all the water that is from a source other than the ocean.

3. The teacher asks students to name sources of water. As they give you answers, remove the correct amount of water for the area (refer to chart in the background section), and place it into the clear container.

4. After the teacher has removed all the different water sources (other than oceans), asks the students if all the water he/she has removed is useable by humans.

5. The teacher and students discuss the sources, and then the teacher puts the water back into the bucket with the ocean water if it is not usable by humans (icecaps/glaciers, some of the groundwater, inland seas/salt lakes and the atmosphere). The teacher shows the students the small amount of water that is left for humans to use.

(Optional: The teacher hands out copies of the worksheet to have students fill in the percentage they think is in each location before going through it as a class. They can work in groups or individually. (appendix 5))

6. Students review the sources of freshwater on the earth, and how little water is available for human use.

Plenary:

Class discussion: Students discuss ways can conserve water in their homes, schools, and communities and fill in the relevant worksheet (appendix 6).

Activity 3

(45 mins): The water travels

Starter:

1. The teacher asks the students to think of the water’s journey from the source to our taps.

2. Students watch the video “Clean Water: A long journey from the source to our tap” (https://www.youtube.com/watch?v=-bvZCdMecEo)

Main Lesson:

1. Reading Comprehension: The teacher reads a passage about the travel of the water.

2. The teacher asks students to describe the water’s journey from the damp to the city looking at the map.

3. The teacher explains what a damp and its use is. Students familiarize themselves with the different damps of their country through the PowerPoint presentation.

4. Class discussion:

Why damps are very important in your country?
What is the need to have damps?
How are the prolonged periods of drought in your country connected with climate change?
How is your country currently tackling its water shortage problem in order to avoid severe restrictions measures?

Plenary:

Students are asked to reflect if the water from the damps and sea comes directly to our houses and if not what is the process of purification (i.e. Water Treatment Plants and Desalination Plants).

Activity 4

(2 hr): Trip to the Water Treatment Plant

Starter:

Students interview the people at the Water Treatment Plant and fill in their handout (appendix 7). Note this applies in the case of Cyprus. For your own country, make an interview with people working in your local Water Authority.

Main lesson:

1. The students have tour around the different facilities of the Water Treatment Plant and understand the process and the different steps of the water purification.

2. The students complete a chemical analysis of the safe and unsafe drinking water at the lab of the Water Treatment Plant helped by the employees of the Refinery.

Plenary:

1. Teacher asks the students if we can make more water. Discuss the water cycle

2. Talk about how pollutants or contaminants would affect our water supply.