Collaborative+Task

= = = = =How can WASH be used to teach about UNICEF and the CRC and to engender global competency?=

Work in groups to create a lesson or activity that addresses some or all of this question. Use the TeachUNICEF middle-school unit and resources, other resources linked to on the WASH landing page, and your own experience and insight.

Create your work on Microsoft Word or Google Docs and attach it here (under your name and email/Wikispaces username).

Possible directions:


 * How is UNICEF defining the challenges, assessing the problem, addressing the problem, and measuring the outcomes?


 * How can students demonstrate understanding of how WASH is defined as a right in CRC Articles 6 (Life, Survival, and Development), 24 (Health and Health Services), and 27 (Standard of Living)


 * How can a lesson or unit on WASH incorporate the Asia Society framework of investigating the world, weighing perspectives, communicating ideas, and taking action?

YOUR WORK:

Rachel Bienkievitz

rachel.bienkievitz@cabarrus.k12.nc.us

Challenges:

1. Why is water important? What is the health of water?

2. How can we provide access to clean and safe water for people’s basic needs?

3. How can the health of water affect the agriculture of an area?

4. What are possible sources of water contamination? How can we limit those damages?

5. How much water do different countries consume? For what purposes?

Step 1: Research the effects of contaminated water in underdeveloped or 3rd world countries.

Step 2: Divide into teams and debate the importance of standards imposed on companies to limit their environmental impact to the water.

Step 3: Create a poster campaign to promote awareness and the importance of water conservation.

Step 4: Reflect- What would a day without water be like? What if the closest water supply was miles away? How would this affect your daily life?




 * How is UNICEF defining the challenges, assessing the problem, addressing the problem, and measuring the outcomes?
 * Unicef must develop a curriculum that allows students to define problems, research problems, and create prototypes that will allow students to get grapple with world issues and actually become participants in solving global problems. They must think like engineers, basically.


 * How can students demonstrate understanding of how WASH is defined as a right in CRC Articles 6 (Life, Survival, and Development), 24 (Health and Health Services), and 27 (Standard of Living)?-- they need to do some research and gather enough information to be able to articulate what is going in by putting on play, particpate in debate teams, develop essays.....


 * How can a lesson or unit on WASH incorporate the Asia Society framework of investigating the world, weighing perspectives, communicating ideas, and taking action?

as a engineering science activity (see curriculum "engineering the future"), students can answer leveled questions (based on the 5E's ) to address the ideas of the asia societythey can actually go through an inquiry based activity (using the engineering model) that can 1. tell a story, 2. define a problem 3. research the problem and express the problem 4. build a prototype 5. test the prototype 6. regroup and take about +/- 7. redesign.

After the students go through this design process, then they can be asked higher level questions that stem from the Asia Society framework.

A great engineering curriculum to check out is called, "Engineering the Future" created by a museum of science.

Engineers of different backgrounds solve societal problems just to solve them, but the curriculum does not exhibit a lot of global thinking.

There are a lot of great activities, and this group allows people to come up with an activity and they place it in their curriculum.