Water, Water, Everywhere

SDG Challenge Series

SDG Challenge Series | Water, Water, Everywhere

This SDG Challenge Series for the International Primary Curriculum (IPC) has been developed by
Fieldwork Education and is considered property of Fieldwork Education, registered as a UK
limited company with the company registration number of 03299897.
Version 4 | 01/02/22

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SDG Challenge Series | Water, Water, Everywhere

1. Water, Water, Everywhere .................................................................................................................................. 4

1.1 Big Picture: Introducing Sustainable Development Goal 6 ............................................................. 4
1.2 Timings ............................................................................................................................................................. 5
2. Engaging the international mind .................................................................................................................... 6
2.1 Entry Point ....................................................................................................................................................... 6
2.2 Knowledge Harvest....................................................................................................................................... 7
2.3 Explaining the Theme.................................................................................................................................. 9
3. Investigating the world ................................................................................................................................... 12
3.1 Research and Record ................................................................................................................................. 12
3.1.1 Geography Task: Availability of freshwater ............................................................................... 13
3.1.2 Geography Task: Water pollution.................................................................................................. 15
3.1.3 Geography Task: Conservation....................................................................................................... 16
3.1.4 Geography Task: Water cycle.......................................................................................................... 18
3.1.5 Health and Wellbeing Task: Hand washing and hygiene ...................................................... 21
3.1.6 Health and Wellbeing Task: Hydration ....................................................................................... 23
3.1.7 International Task: Access to clean water.................................................................................. 25
3.1.8 International Task: Drought ............................................................................................................ 27
3.1.9 International Task: Flood ................................................................................................................. 29
3.1.10 Science Task: Cleaning water ...................................................................................................... 31
4. Recognising perspectives ............................................................................................................................... 33
4.1 Reflect ............................................................................................................................................................ 33
5. Taking action ...................................................................................................................................................... 34
6. Communicating ideas and promoting collective action ....................................................................... 35
6.1 Exit Point....................................................................................................................................................... 35
Appendices ............................................................................................................................................................... 36
A: Anticipated Subject Learning Goals by Milepost ............................................................................... 36
B: Resources ........................................................................................................................................................ 41
C: Letter to parents ........................................................................................................................................... 42

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SDG Challenge Series | Water, Water, Everywhere

1. Water, Water, Everywhere

1.1 Big Picture: Introducing Sustainable Development Goal 6

This unit, Water, Water, Everywhere, specifically focuses on the Sustainable Development Goal
6.

 Clean Water and Sanitation

While the tasks in the unit focus on one specific SDG, learners may make connections to other
SDGs depending on their knowledge and previous experience with them.

 https://sustainabledevelopment.un.org/sdg6
 https://www.un.org/en/events/waterdecade/
 https://www.un.org/sustainabledevelopment/water-action-decade/

For SDG specific information, download the SDG 6 pack from the UN websites:

 https://www.un.org/sustainabledevelopment/news/communications-material/
 https://worldslargestlesson.globalgoals.org/global-goals/clean-water-sanitation/

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1.2 Timings
The unit is intended to last approximately 3 weeks, consisting of:

SDG Challenge Unit week by week

Engaging the international  Entry Point Week 1 – 0.5 week

mind  Knowledge Harvest 4 hours
Taking individual action

 Explaining the Theme

Investigating the world  Research, Recording, Week 1 – 0.5 week

Recognising perspectives Reflect Week 2 – 1.0 week
12 hours

Communicating ideas  Exit Point Week 3 – 1 week

Promote collective action 8 hours

Total: 3 weeks
*Taking action can happen at any point in the unit. 24 hours

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2. Engaging the international mind

2.1 Entry Point

In this Entry Point, children will be experiencing what it is like to have to fetch and carry water
– and how quickly that water can be used up for various tasks. This experience will feed into
many of the activities over the course of this unit.

You will need:

 A bucket for each child (approx. 8-10 litre carrying capacity)*

 A water source such as an outside tap (or bean bags as an alternative)
 Large measuring jugs

(* If you don’t have enough, then children can take turns carrying a bucket)

Ask the children to imagine that their only water source is one mile/kilometre from their homes
or school. How would this make life more difficult for them – having to fetch and carry the
water that they need?

Provide each child with a bucket. Using a convenient water source (ideally an outside tap), fill
the buckets to around three-quarters full. Then ask the children to walk around the school
playground, running track or grounds while carrying their buckets. Video this session so that the
children can look back at it and comment on the activity.

If you don’t wish to use water for this task, then you could use small bean bags (about 10 in
each bucket. One bean bag can be equivalent to 1 litre).

After ten minutes of walking (or several laps of the playground), ask the children to stop and
share their thoughts on the task. Be prepared for lots of complaints and grumbles! Ask them to
imagine if the water in their bucket was not only for themselves, but also for their whole
family. How long do they think it would last?

Ask the children to pair up, so that they have two buckets of water. Now they are going to
measure out the water they need for various activities.

Provide measuring jugs and empty buckets/containers (marked ‘used’) for children to pour their
water into. From their filled buckets, children should measure and empty the following amounts
into their used container (depending on how much water they have, some children will run out
sooner than others):

 We need 3 litres for our family to drink. It is a hot day and everyone is thirsty.
 We need 2 litres for our pets/animals to drink.
 We need 6 litres for cooking – and then we can re-use it to water our garden.
 We need 10 litres for our family to wash themselves and stay clean.
 We need 20 litres to water our crops – to grow the food that we need.

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The children will realise that their buckets are now empty and they need more water to
complete their tasks. Talk about the amounts – did 3 litres seem too little for a whole family to
drink? How do they think it compares to their own water usage?

According to the UN, the average person needs between 20 and 50 litres of water each day to
satisfy their drinking, cooking, cleaning, and sanitation needs. Many people use much more
than this. Think about how many people are in your family. How much does your family need?

Compare this to the 20 litres that they now have in their used container – and that was for a
whole family. How many trips would they need to make to the water tap to collect enough
water just for their own modern day needs? What would carrying all that water feel like? Would
they have time to do much else?

Note: Try to ensure that any water used in this task is re-used afterwards – either for
handwashing, art activities or watering plants/trees. It is important for the children to
understand that water should not be wasted.

2.2 Knowledge Harvest

In pairs, learners will reflect on the Entry Point and try to complete cause and effect sunburst
diagrams. These can be added to during the unit. The aim is to see if learners know and
understand the importance of this issue and the consequences of not having a clean water
supply.

In the centre of the cause diagram, write the following:

Reasons people do not have access to clean, running water in their homes…

Expect answers such as displaced or transient people so no permanent home; drought resulting
in a lack of water; poor infrastructure such as no pipes; too expensive; conflict over access to
water or control of water; no safe water supply (e.g. due flooding, lack of water processing
plants, contaminated supply.)

In the centre of the consequence diagram, write the following:

Because people do not have access to clean, running water in their homes…

Expect answers such as – they are not as hydrated as they should be; they don’t have time to
go to school as they have to collect water; their diet is less healthy because they have to cook
using oils rather than water; they are forced to eat dirty vegetables; they have nowhere to put
dirty or used water; they are unable to clean their hands or bodies; they risk injury from
carrying heavy buckets.

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Contributing factors – causes Consequences or results

Learners should be challenged to add a second circle of consequences that would be the
‘knock-on’ effects from these initial ones. This can be done now and during the unit as they
discover more.

Provide a list of the SDGs - the icons for these can be downloaded from here on the UN
website. Discuss with the children which other SDGs connect with the issues they have listed.

Initial impact Leading to Secondary Connected SDG

consequence

May not wash hands Risk of disease due to

regularly lack of hygiene

Do not have the skills

to get a job and
No time to go to therefore money for
school own water and
sanitation in the
future

To ensure that learners do not think that water issues are confined to low income nations,
broaden their perspectives by sharing recent news reports. Some suggestions and links are

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offered below, however local news stories from the host country should also be included where
relevant.

 The Water Crisis in Flint, Michigan

 Will Cape Town Be The World's First City To Run Out Of Water?

2.3 Explaining the Theme

Introduce SDG 6 through the following task. Begin by sharing a summary of the goal.

“The right to water entitles everyone to have access to sufficient, safe, acceptable, physically
accessible and affordable water for personal and domestic use.

The right to sanitation entitles everyone to have physical and affordable access to sanitation, in all
spheres of life, that is safe, hygienic, secure, and socially and culturally acceptable and that provides
privacy and ensures dignity.”

Begin with introducing key words needed for this unit. Ask the children to match the words
from the SDG explanation to the definitions using a cut-up table similar to those below. This
can be adapted to suit the language level of your learners.

Key Word Definition (basic)

Sufficient The water supply for each person must be enough for personal and domestic
uses. It should be continuous and uninterrupted.

Safe The water required for personal and domestic use must be clean, harmless and
free of hazards that constitute a threat to a person’s health.

Acceptable Water should be of a suitable cleanliness, colour and odour for personal or
domestic use. All water facilities (toilets) and services must be appropriate and
private.

Physically Water and sanitation that any person can make use of easily, within the home
accessible and beyond.

Affordable Water, and water facilities and services, must be reasonably priced for all.

Domestic For use in the home, by families and individuals.

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Key Word Definition (complex)

Sufficient The water supply for each person must be enough and continuous for personal
and domestic uses. These uses ordinarily include drinking, personal sanitation,
washing of clothes, food preparation, personal and household hygiene.

Safe The water required for each personal or domestic use must be harmless,
therefore free from micro-organisms, chemical substances and radiological
hazards that constitute a threat to a person’s health. Measures of drinking-
water safety are usually defined by national and/or local standards for
drinking-water quality.

Acceptable Water should be of suitable colour, odour and taste for each personal or
domestic use. All water facilities and services must be culturally appropriate
and sensitive to gender, lifecycle and privacy requirements.

Physically Everyone has the right to a water and sanitation service that is easily available
accessible within, or in the immediate vicinity of the household, educational institution,
workplace or health institution.

Affordable Water, and water facilities and services, must be reasonably priced for all.

Domestic For use in the home, by families and individuals.

More experienced learners can now annotate the definitions text by identifying which subjects’
Knowledge, Skills and Understanding the various parts may connect to. For learners using a
simpler definition, they could associate the word and definition with a subject.

Learners should be encouraged to choose a suitable method/system to show their thinking, e.g.
Selecting highlight colours and a legend. Please see the example below:

“Safe”: The water required for each personal or domestic use must be safe, therefore free
from micro-organisms, chemical substances and radiological hazards that constitute a
threat to a person’s health. Measures of drinking water safety are usually defined by
national and/or local standards for drinking water quality.

Science – Biology Wellbeing International

Science – Chemistry Maths

Learners should now generate problem questions/challenges around the SDG based on the
Knowledge Harvest and Explaining the Theme. Groups could work together to generate an
initial list and then share them to make a class list of question/problems/challenges.

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Examples:

 Is there a way to keep clean (hands in particular) without using water?

 Is there a way to cook healthily without using lots of water?
 Can grey (recycled/rain) water be used for some purposes to save cleaner water for
drinking?
 Is there a safe way to carry more water to reduce the number of trips?
 Is there a way to know if water is safe to drink?
 Is there a way to make unsafe water safe enough to drink?
 Is there a way to avoid future droughts?
 Are floods a threat to clean water and sanitation?
 If some countries use less water, does this help others?

Learners will then select the area of interest, specific problem to solve or question to answer.
Teachers should use a process to do this that best meets the needs of the class. Strategies
should be used that support individuals to select the area they want to learn about rather than
just following their friends.

Options include:

 Grouping first and then the group decides which problem/issue to engage with.
 Individuals select the problem they are most interested in and then groups are made by
common interest.

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3. Investigating the world

3.1 Research and Record

Find out more about the problem, generate solutions, and consider individual and collective
actions

Not all children will need to complete all the tasks as they should engage with only those
relevant to their area of interest or specific part of the problem. The tasks are not presented in
an order that indicates a teaching sequence. Subjects are presented alphabetically. All groups
should research news and current affairs related to their issue. What is happening now, locally
and globally?

A summary of the tasks is shown in the chart below.

Geography Health and wellbeing International Science

Availability of Hand washing and Access to clean Cleaning water

freshwater hygiene water

Water Pollution Hydration Drought

Water Flood
Conservation

Water cycle

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3.1.1 Geography Task: Availability of freshwater

Research
Begin the session by checking that children know why water is important. Consider:

 Why do we need water?

 What type of water do we need?
 What might happen if we didn’t have water?

Look at a world map or globe of the world. How do we know which areas are water and which
are land? Reveal that approximately 70% of the planet is water and only 30% is land. (This is
actually the same as the human body – which is also approximately 70% water.)

Pour 8 litres of water into a bucket or tank to represent all the water that exists in the world.
Where might we find all this water? Ask the children what water sources they know.

 Oceans
 Lakes
 Rivers
 Ponds
 Streams
 Wells and underground (groundwater)
 Clouds/atmosphere
 Frozen ice (i.e. glaciers)
 Snow

Remove 240 millilitres. Now pour this water into a second smaller container. Explain that this
represents the freshwater on earth. Ask the children what they think the other, bigger amount
of water is? Discuss and then label the larger bucket as ‘salt water’. Ask the children to tell you
what they think the difference is between the two.

Salt water, as its name suggests, contains salt and is found in the world’s oceans. Because of its
salt content, it is undrinkable.

Freshwater is found everywhere else (lakes, rivers, ponds, streams, clouds, ice caps, etc.).

Using another container, measure and remove 80 millilitres from the second (freshwater)
container. Put a ‘Frozen’ label on the second container and put ‘Water for us’ on the third and
final container. Tell the children that only a small amount of the water in the world is
freshwater – and most of this is frozen, existing at the north and south poles.

‘Water for us’ represents all the remaining freshwater that falls as rain over the land. It collects
in our streams, rivers, ponds and lakes – and some of it seeps between rocks and soil, becoming
groundwater under our feet. This is the water that we can use for drinking, washing and all the
other activities we associate with fresh water that comes from our taps.

Compare the amount of ‘water for us’ with the salt water and frozen water. Are the children
surprised by the difference? Help them to understand that the ‘water for us’ means water for

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everybody on our planet – not just our school, our homes and our local area but for the whole
world.

Record
Children may decide to focus on this in the Exit Point and should consider: What is the issue?
How does it connect to the SDG? How best could you present this knowledge to others? What is
happening with this issue now?

Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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3.1.2 Geography Task: Water pollution

Research
Share a series of images that show examples of water pollution. Prompt the children to think
about what the images might have in common. How do the images make them feel?

Ask the children to share what they know or associate with water pollution. They may have
heard of events on the news or issues affecting the local area/home countries. Note on post-its
the causes of water pollution that the children can identify in the pictures. Stick them to the
matching picture. Discuss the pictures that do not yet have causes.

These might include:

 Litter/rubbish
 Untreated sewage
 Oil spills
 Acid rain
 Chemicals, such as carbon (from mining, industry, construction, etc.)
 Fertilisers
 Pesticides/weed killers

Choose one or more areas to focus on (such as oil and chemical spills) and ask the children to
find out more about the causes of this pollution, its effects on the environment and the
methods used to clean up the problem.

For up-to-date resources, search for ‘oil spill’ in the news section of an internet search engine
or on local and global news sites. Also search for ‘causes of water pollution.’

Some useful websites and resources include:

 https://www.wsj.com/video/animation-of-oil-spill-cleanup-methods/AA1145B0-B02A-
4730-9F4C-05D8B013A7C7.html – The Wall Street Journal features an animation
showing the equipment and different techniques that can be used to clean up an oil
spill.
 https://www.water-pollution.org.uk/the-causes-of-water-pollution/ – Water Pollution is
part of the Guides Network and provides a simple overview of water pollution’s causes,
dangers and potential solutions.

Record
Children may decide to focus on the issue of water pollution in the Exit Point and should
consider: What is the issue? How does it connect to the SDG? How best could you present this
knowledge to others? What is happening with this issue now?

Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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3.1.3 Geography Task: Conservation

Research
Perform a basic water survey of your school to discover how water is used and how it might be
wasted. Decide how you will locate and record the areas that use and/or waste water. For
example, you could use a digital camera to take photographs. Children can perform their
research before sharing their results and opinions. Areas to consider might include drinking
fountains, taps, toilets, lab sinks and showers, leaking pipes, bowls or tap heads, and sprinklers.
Use a simple map or chart to record the information.

Discuss with the children why it is important to conserve water. Our water use can be
expensive (water companies charge us for supplying and taking the water away again – the
more stress that is put on their services, the more expensive it becomes), it uses a lot of energy
which could be harmful for the environment, and water is a limited resource.

Highlight any areas of concern form the survey and consider actions to address them, such as:

 Raising awareness of water use to the rest of the school – through leaflets/posters or a
school assembly
 Reporting leaks, drips, faulty taps and other water-related problems to a member of
staff
 Encouraging children to bring bottled tap water to school rather than use the drinking
fountain
 Looking at water-reducing devices for taps and toilets
 Consider collecting/harvesting rainwater for watering plants in the school grounds

It should also be possible to locate your school’s water meter. Show the children how to read
the meter and record water use (usually measured in gallons, litres or cubic feet). Take readings
at the same time every day, over the course of a week. Calculate how much water, on average,
is used each day. If you have access to previous meter readings or bills, you may be able to look
at how much water has been used over longer periods of time. Has consumption of water
changed? What might the reasons for this be?

The following website might be helpful when planning and performing your water audit:

 http://www.thewaterschool.co.uk/ - The Water School is a website with information, tips

and advice on carrying out a water audit of your school and raising awareness of water
issues.

Based on their initial findings, children may decide to perform additional research on water use.
Is water being wasted? Could any water be reused?

Mathematics link: Ask the children to find out how much water is wasted by a dripping tap in
one hour. Begin by asking the children to make an estimation. Children can then measure how
much water is collected (in millilitres) in one minute. From this data, ask them to calculate
what five minutes would be – then half an hour, then an hour. Compare with their original
estimates. Can the children work out how much water would be wasted over the course of a
school day?

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Record
Children may decide to focus on this in the Exit Point and should consider: What is the issue?
How does it connect to the SDG? How best could you present this knowledge to others? What is
happening with this issue now?

Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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3.1.4 Geography Task: Water cycle

Research
Provide labelled picture cards of each stage of the water cycle. Challenge the children to work
out the sequence and arrange their cards so that they show the process.

Cards could include:

 The sun heats up water, turning it into water vapour.

 Water vapour rises into the air.
 Water vapour gets cold and makes clouds.
 Water falls back down to earth as rain or snow.
 Water runs into the seas, rivers and lakes.

When they are happy with their cycle, ask them to describe their sequence based on what they
have seen happening outside.

Then provide the following words:

 Precipitation
 Evaporation
 Condensation

Have they heard of these words before? What do they think they mean? Explore the children’s
ideas and place the words next to the relevant stage of the water cycle.

Help the children to understand that our world’s water is in constant motion. It evaporates into
the air, condenses and then falls back to the Earth as rain (precipitation). This freshwater runs
back into the seas or is pumped back once we have used it, and then the cycle starts all over
again.

The following link provides an interactive diagram of the water cycle for the children to view:

 https://www.youtube.com/watch?v=AQKdkponoZM - YouTube hosts this Magic School

Bus animation, which shows how water changes as it travels through the water cycle.
(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click
'Restricted Mode'. 3. In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)

Explain that the water on our planet is the same water that has always been on our planet. It is
constantly being ‘recycled’. This means that the water we have today is the same water that
was around at the time of the dinosaurs.

This is a simple but effective experiment that children can set up themselves to recreate and
investigate the water cycle.

Each group will need:

 A bowl
 A mug/cup
 A sheet of clear plastic (such as cling film)

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 Sticky tape or large rubber band

 Water

To set up the experiment:

1. Put the bowl in a sunny area outside. (Alternatively, set up a heat source close by, such
as a lamp or a temperature-controlled heater. Ensure children are clear about your
health and safety rules around science equipment.)
2. Place the cup or mug in the centre of the bowl. (If you are using a plastic cup, use sticky
tape to attach it to the bottom of the bowl to stop it from falling over.)
3. Keeping the cup/mug in place, pour water into the bowl until the level is slightly below
the rim of the cup/mug.
4. Cover the top of the bowl with the clear plastic and use tape or a rubber band to hold it
in place.

Ask the children to predict what they think will happen. Prompt them to think about how their
equipment will mimic the effects of the water cycle.

For example:

 What does the water in the bowl represent? (Oceans, rivers and lakes.)
 What does the clear plastic represent? (The atmosphere/clouds.)
 What do they think will happen as the water gets heated by the sun?
 Where will the water vapour go to?
 What do they think will happen when it comes into contact with the plastic?
 If we keep the bowl in a cold, shady area – how will it effect the results?
 Do they think there will be water in the cup/mug at the end? If so, how?
 Your school may have a water cycle simulator you can use that works in the same way.

Record
Children may decide to focus on the water cycle in the Exit Point and should consider: What is
the issue? How does it connect to the SDG? How best could you present this knowledge to
others? What is happening with this issue now?

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Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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3.1.5 Health and Wellbeing Task: Hand washing and hygiene

Research
Ask the children if they know what a germ is. Can we see one with the naked eye? What do they
think germs do? Are they bad for us?

Plan a simple game. Give a couple of volunteers a stack of sticky notes. Explain that you want
them to watch what you do with your hands. Each time you touch a surface, they should place
one of their sticky notes on it.

Pretend to sneeze into your hands, apologising that you have a bad cold. Now proceed to touch
various items around the classroom, while telling the children the story about how you think
you caught your cold from your best friend. You could hand out some books, tidy some papers,
move a box, look for something in your bag, pick up and examine one of the children’s pencil
cases, open and close the door, etc. Your volunteers should be following you around and
putting sticky notes on all the surfaces that you have touched. Be prepared for much laughter
and giggles as the classroom slowly gets covered in sticky notes!

Ask the volunteers to return to their chairs. Then ask the children to look at all the sticky notes
around the classroom. What do they think they represent? If your sneeze had been real, then
your hands would have been covered in germs. Those same germs may now have spread to all
the surfaces that you have touched, waiting for someone else to touch them and pick them up.

Stress that germs like to travel and spread and that they can be harmful. If they get inside our
bodies, they can cause disease and illness. The simple act of washing our hands with soap or
using antibacterial hand sanitizer can help stop the spread of germs.

Ask the children to discuss and/or draw all the activities they can think of where they are likely
to get their hands dirty and pick up germs. Examples might include:

 Going to the toilet

 Playing outside
 Stroking an animal/pet
 Sneezing, coughing or blowing our nose
 Cleaning/tidying up
 Doing an art activity
 Digging/gardening

If you wish, children could go around the school and take photographs (where appropriate) to
show the various activities that they have thought of. These can then be viewed back in the
classroom. Next, ask the children to think about when they should wash their hands.

 Children could view the following online resource:

https://www.learnalberta.ca/content/hehh1/index.html (Flash player required). The
Alberta Education website hosts a video and interactive cartoon which teaches children
when and how they should wash their hands. Discuss the children’s ideas.

Talk through the ten steps to clean hands. Images are available online at:

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 http://www.nipcm.hps.scot.nhs.uk/appendices/appendix-1-best-practice-how-to-hand-
wash/

This Hand Hygiene Campaign website has diagrams to show the ten simple steps to clean
hands (click on the ‘How to wash your hands’ option from the menu on the left.) Have children
mime and practise the ten steps to clean hands, talking through each stage together.

Record
Children may decide to focus on hand washing and hygiene in the Exit Point and should
consider: What is the issue? How does it connect to the SDG? How best could you present this
knowledge to others? What is happening with this issue now?

Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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3.1.6 Health and Wellbeing Task: Hydration

Research
Create an outline of a human body by drawing around one of the children. Ask volunteers to
stand next to the body to show how much they think is made up of water (starting from the
feet). Reveal that 70% of the human body is actually made up of water – draw a line to mark
this on the diagram.

Without water, our bodies would stop working. Water helps our bodies to perform many of its
important functions. We can go without food for several weeks, but we can only go without
water for a few days.

Ask the children to answer/explore the following questions by drawing pictures and/or writing
comments inside and outside the body shape/outline:

 How might we lose water from our bodies?

 How might we gain water?
 How do we know when we are thirsty?
 When we are thirsty, what is our body telling us?
 When are we likely to need more water?
 What does dehydration mean?
 What causes dehydration?
 What are the symptoms?
 How might we treat someone who is dehydrated?

Introduce the children to the word: dehydration. What do they think it means? Explain that
when we are dehydrated our bodies are not performing as well as they could be. It can affect
our concentration. It can also eventually make us feel sick. We can help our bodies by drinking
fluids when we are thirsty and drinking extra water when we are hot, when the weather is
warm or if we have just done some exercise.

Discuss the liquids children drink during the day. Do they bring bottles of water to school? Is
there a drinking fountain that they use regularly? How much water do they think they need to
drink over the course of a day?

Draw a cup shape and explain that this represents a glass of water (approx. 250ml). Then show
the children what 250ml looks like in an average water bottle (i.e. the most common size in
your class). Does the water bottle hold more or less than 250ml? How much more? (Usually
double = 500ml). Divide a piece of paper in half, length ways. Ask the children to predict how
many glasses of liquid they think they drink in one day; they can draw a glass to represent each
250ml they think they drink on the top half of the page. They should colour the glasses blue for
water and another colour for other drinks.

On the second half of the page, the children will record how much liquid they actually drink
during the next day – both at home and at school. As they did with their prediction, they can
draw a glass and colour it blue for the water they drink and choose another colour for other
drinks.

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To make this easier for younger children to record, it isn’t necessary for each glass (250ml) to
be measured – you can work off the basis that a drink counts as ‘1 glass’. (For drinks from water
fountains, children could fill their water bottles so that they can get a better idea of how much
water they are drinking.) You may need to get parents involved with this task to help their child
record how much they drink at home. Look at the charts. How do they compare to the
estimates?

The amount of water we need to drink can vary depending on an individual’s weight, the
temperature and how active they have been. However, the average recommendation from
scientists/nutritionists is around 1.2 litres of fluid a day for children. That is approximately 5
glasses. Compare this with the children’s predictions and their actual intake. Do they think they
are drinking enough?

Recap why it is important for us to keep hydrated by drinking plenty of water and how we know
if we are drinking enough.

Record
Children may decide to focus on hydration in the Exit Point and should consider: What is the
issue? How does it connect to the SDG? How best could you present this knowledge to others?
What is happening with this issue now?

Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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3.1.7 International Task: Access to clean water

Research
Begin by visiting the photography section of the WaterAid website. Display images of adults
and children collecting water from unsafe sources (dams, rivers, etc.):

 https://www.wateraid.org/uk/the-crisis/water

The WaterAid website provides a selection of photographs and videos highlighting the charity’s
work in improving access to safe water, hygiene and sanitation.

Ask the children to respond to the images, sharing their thoughts. Consider some of the
following:

 What are the adults/children doing?

 Does the water look safe and clean?
 Why do they need the water?
 Where in the world do you think they might live?

Next, read the following story:

My name is Abena and I am 6 years old. My name means Tuesday because that was the day I was
born. I live in Ghana in West Africa. It is a very hot country and we don’t get very much rain.

Every morning I go to the river with my younger sister and brothers. It is our job to collect water and
carry it back to our home. We need water to drink and to wash – and mother and my older sister use
it to cook. My dad works on a farm which grows bananas and pineapples. We don’t see much of him
because he has to work very hard.

It is a long walk to the river. Sometimes we run there but often we are very tired. It takes us more
than an hour to get there and even longer to walk back. The water in our buckets can be very heavy
but if we don’t fill them up then mother can get angry.

Water is precious so we must get as much as we can. It is hard not to spill any of it on the way home
so we have to be very careful. My youngest brother is not as strong as us so he is always
complaining. I used to complain too but now I try and ignore the aches and pains. We also have to
look out for snakes. They hide in the grass and under stones. I almost got bitten once. It was green
with yellow stripes. I know those ones are the worst because dad says they are poisonous. I was very
lucky!

Sometimes my older sister comes with us, but she is sick. We often get sick because of the water.
Medicine is very expensive – Dad is always complaining about how much he has to spend.

Today we will be late getting home and that means we might have to miss school. It is better to
miss school than turn up late, as you can get punished. No one likes getting punished – our teachers
are very strict. But I still like school because I get to see my friends. I wish I could go to school more,
so I can do my sums and learn about new things. But collecting water has to come first. Water is so
important.

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You could use the Colour, Symbol, Image Visible Thinking Routine to explore the children’s
reactions to the story. Ask the children to complete three squares as follows.

Colour Symbol Image

Colour the first square to best Draw a symbol that you think Draw a picture/sketch an
represent the essence of the best represents the essence image that best captures the
story. of the story. essence of the story.

Reread the story again, stopping to allow the children to comment:

 How does Abena’s life differ from our own?

 What challenges do Abena and her family face every day?
 What are the sacrifices they have to make?

Explain to the children that Abena is not alone. In some countries, there is no clean, safe water
or toilets for everybody to use. Many children get ill or even die from diseases and illnesses
which are caused by dirty water.

Ask the children to think back to what they learned about germs and hand washing. Many
children, like Abena, do not know why hand washing is important and do not always have
access to clean water and soap. That is why there is often a lot of sickness in these areas.

Today, 1 in 8 people around the world are living without safe, clean water.

What would life be like if we didn’t have access to clean water? Would we be sick more often?
How would our lives be different if we had to walk to fetch our water and carry it back to our
homes like Abena?

Record
Children may decide to focus on the issue of access to clean water in the Exit Point and should
consider: What is the issue? How does it connect to the SDG? How best could you present this
knowledge to others? What is happening with this issue now?

Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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3.1.8 International Task: Drought

Research
Ask the children to find a definition for the word drought - do they know what the opposite
would be?

Ask the children if they have ever experienced a drought – either in the home or host country.
Some may have heard of ‘hose-pipe bans’ or heat waves. How do these connect to drought?

Talk about examples from your own or the children’s experience.

 Are drought weather warnings common in the home/host countries?

 Do they have much effect on how we use/treat water?
 Is the home/host country currently experiencing drought conditions?

Consider areas of the world that might suffer from long periods of drought. What might be the
challenges of living in a region that has reduced access to water?

Ask the children to find out more about drought and the areas that are most affected by
prolonged drought (such as the Sahel in West Africa). If possible, provide a range of resources,
including books, posters, newspapers, maps/globes and the internet.

Questions to research might include:

 Who is affected by drought?

 What has caused the drought?
 How are communities affected by drought?
 What areas/regions are most at risk?
 What is being done to help these regions?

The following resources will provide a useful starting point:

 https://video.nationalgeographic.com/video/news/00000145-dc3e-db49-aded-
dd3ef5500000?gc=%2Fvideo%2Fenvironment%2Fnatural-disaster – the National
Geographic video section hosts a number of videos focusing on climate issues and
natural disasters, including droughts. (Be aware that this website has adverts.)
 https://www.bbc.co.uk/newsround/14325352– the BBC Newsround website has a video
and linking feature on the drought in Africa and how famine is endangering millions of
lives.
 https://drought.unl.edu/Education/DroughtBasics.aspx– the National Drought
Mitigation Center (NDMC) has a useful section on drought, highlighting the direct and
indirect consequences of extended drought.
 https://www.bbc.co.uk/northernireland/forteachers/water/needs/ft_cl_water_needs_drou
ght.shtml - the BBC For Teachers site has a section on drought, with links to photos,
videos and articles looking at examples from around the world.
 https://www.youtube.com/watch?v=c-MYQYKQXhI – Al Jazeera news report providing
an in-depth look at the drought situation affecting the people of the Sahel region, West
Africa.

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(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click
'Restricted Mode'. 3. In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)

Record
Children may decide to focus on the issue of drought in the Exit Point and should consider:
What is the issue? How does it connect to the SDG? How best could you present this knowledge
to others? What is happening with this issue now?

Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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3.1.9 International Task: Flood

Research
Write the word ‘floods’ on the whiteboard. Ask the children to share their knowledge and
experience of floods. Some children may have experienced flooding in their home or host
country or be aware of regions in the home/host country that have suffered from flooding. They
may also be aware of events in the news.

Encourage the children to share their knowledge of how flooding occurs. What words and
phrases have they heard in relation to flooding? These might include flood plain, flood barriers
and flash flood. Share ideas about what these words might mean.

The following website has information to show causes of flooding (Please note there is some
advertising.):

 https://www.natgeokids.com/uk/discover/geography/physical-geography/causes-of-
floods/

Consider some of the effects of flooding, especially on communities. How might the short and
long-term effects differ depending on whether the people are living in an economically
developed or a developing country? Begin by asking the children what they already know (or
think they know) about this topic. They should research the challenges faced by people affected
by flooding – not only through the loss of life and homes, but also continued threats from
disease and illness.

Provide access to newspapers, books and the internet for the children to conduct their research.
Some useful articles and videos that focus on Pakistan include:

 https://www.bbc.co.uk/news/world-south-asia-10898817– BBC News features excerpts

from an Aid worker’s diary, recounting the early days of the 2010 flooding and its
impact on communities and water supplies.
 https://www.bbc.co.uk/news/world-asia-india-29137789– BBC News story from
September 2014, reporting on flooding in India and Pakistan.
 https://www.ibtimes.com/photos-worst-flooding-memory-drowns-pakistan-india-
hundreds-dead-thousands-left-homeless-1682306 – the International Business Times
features a gallery of images showing the damage caused by the 2014 floods and
mudslides in Pakistan. (Note: this site features advertising.)
 https://www.youtube.com/watch?v=67u1vPnV5ls – YouTube hosts this WaterAid video
looking at the Punjab and Sindh provinces of Pakistan, focusing on how millions of
people were still living without access to safe water and sanitation following the 2010
floods.
(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click
'Restricted Mode'. 3. In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)

You may also want to create some of your own case studies/accounts (information can be found
on many of the previous websites) with accompanying photographs, to help give structure to
the children’s research.

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We also strongly encourage finding about any recent incidents of flooding in the children’s
home and/or host countries.

Record
Children may decide to focus on the issue of flooding in the Exit Point and should consider:
What is the issue? How does it connect to the SDG? How best could you present this knowledge
to others? What is happening with this issue now?

Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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3.1.10 Science Task: Cleaning water

Research
Ask the children to find out about the processes that are used to treat water in their home or
host country. These will typically include:

 Aeration – adding oxygen to the water

 Coagulation – collecting dirt particles together (using Alum (aluminium potassium
sulphate powder), available from chemists, grocery stores and some education/science
suppliers)
 Sedimentation – the heavy dirt particles sink to the bottom of the container
 Filtration – the top water is passed through sand and gravel filters
 Chemical treatment – special disinfectants are added to kill any remaining dirt/bacteria

Work with the children to devise a classroom experiment that would replicate some/all of these
treatments (chemical treatment cannot be performed in the classroom, but the first four stages
can be done using simple equipment).

An example experiment: In groups, make up 1 litre of dirty water by adding soil/mud and some
cooking oil to the water. Mix together until you have a cloudy mixture.

Look together at the water. Describe its smell and appearance. Ask the children to think about
how they would go about cleaning the water to make it drinkable.

Health and safety: Throughout this experiment, the children should not drink/taste the water at
any stage. Remind them of this, particularly at the end of the experiment when they might
think it is now clean enough to taste.

The steps to clean water:

Step 1. Aeration

This is the process of adding oxygen to the water. When oxygen is mixed with water, it
releases/replaces other gases such as carbon dioxide). It also oxidises some impurities, such as
iron and manganese. These will become suspended in the water, allowing them to be filtered
later.

Ask the children to take their bottle of dirty water. Make sure the top is fastened tightly on the
bottle, then shake for about 30-40 seconds. Remove the cap and pour the dirty water into a
beaker. Then tip the water into another beaker, swapping the water back and forth between
beakers ten times. Ask the children to comment on any changes they notice to the water.

Steps 2 and 3. Coagulation and sedimentation

The next stage in the process is to make the dirt particles stick together and become heavy
(coagulation), so that they sink to the bottom of the water (sedimentation). These particles can
be removed from the water later through filtration. Add four tablespoons of Alum (aluminium
potassium sulfate powder) to the water and stir carefully for 3-4 minutes. Then leave the water

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for about 15 minutes, checking it every 5 minutes to observe any changes (the clots of dirt will
collect at the bottom of the beaker). During this time, children can assemble their filter for the
next stage. See diagram below:

Different groups could experiment with different layers or materials in their filter to compare
once the experiment is complete. (For example, gravel at the top, then a layer of sand, then
another layer of gravel.)

Step 4. Filtration

The water should now have sediment at the bottom due to the Alum that was added. Ask the
children to scoop the cleaner water out of the top of their beaker and then carefully pour it into
their filter. Ask them to predict what they think will happen as the dirty water is poured
through the filter?

Compare the water in the collecting dish with the dirty water you started with. Which is
clearer/cleaner? Explain that the final stage of the treatment process would be to add special
disinfectants to the water to make it drinkable. This can’t be safely replicated in the classroom.
Children can go on to create a resource to explain the best way to clean water. They should
include equipment lists and diagrams.

Record
Children may decide to focus on the issue of cleaning water in the Exit Point and should
consider: What is the issue? How does it connect to the SDG? How best could you present this
knowledge to others? What is happening with this issue now?

Reflect
 Why is this knowledge important?
 What questions do you now have? What more do you need to know?
 What action does this knowledge inspire you to take?
 Is there a collective action suggested due to this knowledge?

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4. Recognising perspectives

4.1 Reflect
Learners should begin by reviewing their individual responses to the reflection
questions/prompts. From their notes, have they identified actions that could be taken or
solutions to the issue?

Display the following questions to support evaluation and discussion of actions/solutions.

 My/our solution will improve lives by…

 Does the Science/Technology behind your solution currently exist?
 Does your solution require cooperation between communities/countries?
 Do you think your solution is cost effective?
 Is your solution sustainable?
 Will everyone be happy with your solution?
 Will your solution have any negative consequences?
 What is the best way to present the solution?
 Action I/we could take to reduce this problem…

Individuals will explain their group’s suggested solution to peers who have been working in
other groups. Those listening should pose questions to help the idea develop further and to
check the validity of the solution. The individual will then add further notes to their responses
before meeting again as a group to revise their response.

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5. Taking action
Individuals will consider their own and others’ ideas from the previous discussion and create a
personal action plan.

To enable individuals and groups to share action plans and encourage others to take action,
this hour session should take place prior to the Exit Point.

A strategy to support identifying potential action can be used.

Two are offered below:

Direct action Indirect action Advocacy

Use less water e.g. Turn off Have a sponsored water walk Promote water charities.
tap when brushing teeth. to raise money for water aid.

Recycle water e.g. Have a Collect water bottles and Make signs to go in school
bucket in the shower to return them for the deposit bathrooms to reduce water
collect run-off to water which then gets donated to waste, explaining why.
plants. water aid.

Start doing Stop doing Do more of Do less of

Collecting rainwater Leaving the tap More grey water Shorter showers.
to water house running when brush collecting and
plants. our teeth. reusing.

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6. Communicating ideas and promoting collective action

6.1 Exit Point

The school/teacher will need to set the boundaries for the Exit Point at the beginning of week
2. The following will need to be considered and explained:

 Space limitations/expectations (for an exhibition board/model, live performance etc.)

 Resources: provided by school or sourced by learners
 Time: if making a video or making a speech/presentation
 Group responsibility: expectations of contributions to presenting the response

Groups will discuss their ideas/responses to the question from the previous session: “What is
the best way to present the solution?” Now they must consider the expectations and limitations
set by the teacher. It is important to do the creative thinking before setting boundaries.

Each group should present their challenge and response as well as some reflections based
around the evaluation session. They should also promote action that they and others could take
to reduce this problem.

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Appendices

A: Anticipated Subject Learning Goals by Milepost

Geography
Milepost 1 Milepost 2 Milepost 3

1.03 2.03 3.03

Be able to use given sources to gather information Be able to use a variety of sources to gather Be able to collect data using a variety of research
geographical information tools and instruments

1.04 2.04 3.04

Be able to sort, group and classify data Be able to identify relevant data to answer Be able to interpret data in order to draw
questions conclusions

1.07 2.07 3.07

Understand how where you are on earth influences Understand that a variety of geographical factors Understand that weather and climatic conditions
weather and climatic conditions can influence weather and climatic conditions bring both threats and opportunities including
those of an economic nature

1.10 2.10 3.10

Understand there is a difference between cyclical Understand how humans prepare for and respond Understand that the impact of changes caused by
(predictable) natural changes and those that are to natural disasters natural geographical processes can be reduced
unpredictable

1.14 2.14 3.14

Understand that there are different reasons for why Understand how people's quality of life is impacted Understand the role different organisations play in
people choose to live in places by local geographical features improving the quality of life for people in different
places

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Health & Wellbeing

Milepost 1 Milepost 2 Milepost 3

1.05 2.05 3.05

Understand that there are many factors that Understand the impact of changes that may Understand that people choose different ways
influence health and wellbeing improve health and wellbeing to support health and wellbeing

1.09 2.09 3.09

Know that the rules in different environments Know some of the factors that contribute to Know that peer pressure is an influence on
should be followed in order to support health risk or endangering safety actions that may increase risk or danger to
and safety ourselves and others

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International
Milepost 1 Milepost 2 Milepost 3

1.02 2.02 3.02

Be able to identify similarities and differences Be able to research commonalities between Be able to categorise similarities and
between the lives of children from different different places and cultures differences between people and places
countries

1.05 2.05 3.05

Understand the need to contribute to shared Understand that people have rights and Understand that there are outside influences
responsibilities responsibilities that differ depending on their on our rights and responsibilities
role in society

1.06 2.06 3.06

Understand that people have an impact on the Understand that people can have an impact on Understand how the decisions made in one
places that they visit places even when they are not there country can impact on the lives of people in
another

1.07 2.07 3.07

Be able to articulate how they should be Be able to reflect on their personal Be able to reflect on and evaluate the impact
making a contribution to positive change contribution to collective action of personal or collective action that they have
taken in response to a local or global issue

1.08 2.08 3.08

Be able to connect actions and consequences Be able to associate cause and effect related to Be able to use tools, such as graphic organisers
global events and/or issues to analyse global events and/or issues

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1.10 2.10 3.10

Understand that they can contribute to Understand that they can adopt behaviours to Understand the 'power of one' in responding to
practices that promote physically and socially promote the responsible use of resources local and global issues
healthy classrooms, schools and local spaces

1.12 2.12 3.12

Know that individuals belong to different Know about organisations that help others Know about international organisations
groups (e.g. family, school, nation)

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Science
Milepost 1 Milepost 2 Milepost 3

1.01 2.01 3.01

Be able to identify ways of finding out about Be able to suggest ways of collecting evidence Be able to choose an appropriate way (research
scientific questions in familiar contexts in response to a scientific question review, simulation or experimentation) to
investigate a scientific issue

1.05 2.05 3.05

Be able to connect scientific investigations to Be able to connect scientific investigations to Be able to generate a hypothesis
familiar contexts real life

1.23 2.23 3.23

Know what all living things need to survive Know how space and place impact on the Know the influences on the quality of life for
health of living things living things

1.29 2.29 3.29

Understand the interdependence between Understand the interdependence between all Understand the consequences of imbalance in
plants and animals, humans and animals & living things an ecosystem
human and plants

1.40 2.40 3.40

Know that there are different ways to change Know that some changes are reversible and Know that there are different ways to reverse a
materials some are irreversible selection of changes

1.42 2.42 3.42

Be able to observe how things change when Be able to separate insoluble solids from Be able to separate simple mixtures
water is added liquids

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B: Resources
 World map/globes
 Measuring jugs
 Water trays
 Filter paper
 Empty drinks bottles
 Pebbles
 Alum – Aluminium Sulphate Powder
 Pictures that show water pollution
 A water cycle kit or equivalent ‘home made’ version

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C: Letter to parents
This letter is only for guidance and should be reworded to reflect your approach to the SDG
units.

Dear parents,

Over the next three weeks, those of us in Class _____will be following the IPC unit of learning
focused on one of the Sustainable Development Goals. This unit is ‘Water, Water, Everywhere’,
which focuses on Sustainable Development Goal 6: Clean Water and Sanitation.

This unit of learning is part of the International Primary Curriculum. This curriculum sets out
very clearly what children will learn in three different areas:

Subject learning goals: Art, Geography, Health & Wellbeing, History, ICT, Music, PE, Science, and
Design, Technology and Innovation. The learning goals for these subjects were developed using
a range of established international curricula and have been subject to a rigorous quality
assurance process involving schools from all over the world. Maths and Language Arts
connections are made to the units to encourage children to transfer and apply their learning.

Personal Learning Goals: These are the individual qualities and attitudes that children should
aim to demonstrate (Adaptable, Collaborator, Communicator, Empathetic, Ethical, Resilient,
Respectful, Thinker). The Personal Learning Goals are essential characteristics that responsible,
global citizens will need in order to thrive and positively respond to the challenges societies
are facing, both now and in the future.

International Learning Goals: These help children develop as globally competent learners who
have an interest in and wish to take action on local and global issues and challenges. The
International Learning Goals promote engagement with multiple perspectives and various
countries and cultures, including home, host and adopted countries.

During this unit, we will be focusing on learning in the following subjects:

 Geography,
 Health and Wellbeing,
 International, and
 Science.

Due to the nature of the unit, not all children will do the same activities as they will choose a
particular area or issue to focus on.

We already know the interest you take in your child’s learning. Please discuss what happens in
school with your child, in any of the languages you use in the home. The children may initiate
action at home that aims to solve or reduce the issue they are learning about. We hope you will
be open to these ideas and will discuss the practicalities with your child, supporting them but
encouraging them to take responsibility.

Fieldwork Education Ltd | Registered company 03299897, UK 42

SDG Challenge Series | Water, Water, Everywhere

If your child has some research to do at home, please help them by asking guiding questions
and giving prompts. However, they must take responsibility for their own home learning. Please
make the most of opportunities to enhance learning as a family through local visits or
discussing current affairs. Your enthusiasm and interest are important and will impact on your
child’s learning.

By the end of the unit, we hope your child has achieved all the Learning Goals while enjoying
their time in the classroom and engagement with the theme. If you have any comments or
queries about the learning, please get in touch.

Fieldwork Education Ltd | Registered company 03299897, UK 43

INTERNATIONAL PRIMARY CURRICULUM

PO Box 76081, London, EC4P 4JY

+44 (0) 20 7531 9696

members@fieldworkeducation.com

fieldworkeducation.com