Prepared by: Education Team, Credit Valley Conservation

Supported by: Swim Drink Fish, Credit Valley Conservation (CVC), Region of Peel and Toronto and Region Conservation Authority (TRCA)

Credit Valley Conservation’s Waterfront Connections: Connecting Students to the Jim Tovey Lakeview Conservation Area Educational Toolkit

Prepared by: Education Team, CVC

Supported by: Swim Drink Fish, Credit Valley Conservation (CVC), Region of Peel and Toronto and Region Conservation Authority (TRCA)

Overview:

Credit Valley Conservation (CVC) is a community-based environmental organization, dedicated to protecting, restoring and managing the natural resources of the Credit River Watershed. Established by the provincial government in 1954, CVC is one of 36 Conservation Authorities in Ontario. As the primary scientific authority for the watershed, CVC works in partnership with municipal governments, schools, businesses and community organizations to deliver locally based programs.

These programs support:

· Water resources

· Land management and acquisition

· Environmental advisory services (Planning)

· Conservation area management

· Stewardship

· Education

· Natural heritage

In partnership with the Region of Peel, Toronto and Region Conservation Authority (TRCA) and Swim Drink Fish, CVC is building a new conservation area. The Jim Tovey Lakeview Conservation Area (JTLCA) will establish a natural waterfront, providing important natural habitat and public space at the eastern edge of Mississauga on Lake Ontario.

Opening in 2024, the conservation area will have access points to the waterfront and natural habitats including meadows, wetlands, and cobble stone beaches. Our hope is that this new space will encourage a deep connection to the Great Lakes and the land we call home.

This educational package connects students with natural spaces, like Jim Tovey Lakeview Conservation Area, and focuses on the importance of water, watersheds and the current threats and possible solutions to the challenges that the environment is currently facing.

The package contains the following:

1. Educational Toolkit for Teachers

2. Factsheet - Transforming our Waterfront

3. Video capturing the progress of the Jim Tovey Lakeview Conservation Area project

Water is LIFE. We all need water to survive. Yet, without careful use and conservation, water sources can be threatened. Understanding threats and solutions to water is integral to preservation for us, and for future generations.

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Contents:

I. Learning objectives……………………………………………………………………………………….………………3

II. Teacher background and vocabulary…………….………………………………………………………………3

III. Student Activities

a. Primary………………………………………………………………………………………………………………5

b. Junior ………………………………………………………………………………………………………………14

c. Intermediate……………………..…………………………………………………………………………….20

IV. Links for extended learning………………………………………………….……………………….….……….26

Learning objectives for students

1. Understand key concepts and global facts about water and the water cycle.

2. Learn about the history and updates on the Jim Tovey Lakeview Conservation Area partnership project.

3. Share memories of water and connections to a lake, river or other waterbody.

4. Learn how to protect and improve the waterfront and explore ways to protect the environment in your daily lives.

Teacher background

This educational toolkit is meant for grades K-8, including activities group by primary, junior and intermediate levels. It is meant to be an introduction to the watershed with activities focused on the environmental issues that our watershed is currently experiencing in an engaging way.

It includes:

· Vocabulary list

· PowerPoint presentation & presentation notes

· Activities for primary, junior and intermediate students

· Video links to the Watermark Project

· and other resources that are available online to support student activities for specific age groups and curriculum needs.

Vocabulary

1. Natural water cycle: Continuous movement of water around the world through the processes of evaporation, transpiration, condensation, precipitation, run-off, infiltration, and percolation.

2. Watershed: The entire area of land that drains, or ‘sheds’, its rain or snow melt into a particular river is known as the watershed of that river. 

3. Drainage basin: An area drained by a river system. A drainage basin also known as catchment area, acts like a funnel collecting all the water within the area covered by the basin and channeling it into a waterway. An example is the Great Lakes drainage basin.

4. Habitat: The natural home or environment of an animal, plant, or other organism. Examples are forests, meadow, wetland, etc.

5. Water conservation: Is the practice of using water efficiently to reduce unnecessary water usage. 

6. Stewardship: Refers to the responsible use and protection of the natural environment through conservation and sustainable practices.

Primary (Grades K-3) Activities

Primary Activity #1: Where is Water? (30 minutes)

Brief Description: After a discussion of the needs of living things and identifying local water sources, students will engage in a schoolyard scavenger hunt to determine where a variety of water sources can be found. Next, students will participate in a discussion on the importance of protecting water and some simple actions they can take.

Location:

Any outdoor space in the schoolyard that has natural features (i.e. grass, gardens, etc.)

Materials:

· Credit River picture (see Appendix A)

· Lake Ontario picture (See Appendix B)

· Where is Water? scavenger hunt sheet (see Appendix C, print off enough copies for the class)

Instructions:

1. Begin by asking students what all living things need (water, air, food, shelter, space). If your class is learning about plants, you can mention that plants also need warmth and light. Ask students to discuss which one of those items they think that living things need the most.

(Answer: Answers will vary and be open to varying opinions. Ultimately, students need to realize all factors are important for survival.)

2. Explain that today they are going to talk about water because it is an important item for the survival of living things.

3. Explain that the main sources of water in this local area are the Credit River (show Appendix A) and Lake Ontario (show Appendix B). Humans get their drinking water from Lake Ontario, and animals can get it from any water sources in the area.

3. Ask students where they can find water besides the Credit River and Lake Ontario and allow for several answers. Afterwards, explain that water can be found everywhere, even in places where we cannot see it. Water is found in clouds, water bottles, puddles, water fountains, plants, animals, humans, lakes, rivers, etc.

4. Explain that today the class is going to explore the schoolyard to try and find as many places water can be found as possible.

5. Hand out Appendix C and explain to students that the class will be exploring the schoolyard to try and find the examples of water on the scavenger hunt sheet. For a further challenge, encourage students to find places that water may be that is not listed on the scavenger hunt sheet.

Note for Teacher: To explore the schoolyard, the teacher can either mark a designated area for the students to wander in or the class can move around the whole schoolyard as a group. Also, this activity can either be done in small groups or the class could work altogether to find examples of each item.

6. After the students have found all or many of the items, tell them that today they did a great job finding water in our schoolyard. Ask students if they can think of any other places water can be found inside the school (i.e. sinks, water fountains, water bottles, bathrooms, aquariums, paint bottles, etc.) and remind them that water can be found everywhere.

7. Explain that since water can be found everywhere and it is so important to all living things, it is very important that we protect it. Ask students if they can think of something that we would need to protect water from.

(Answer: Pollution, litter, dumping garbage in rivers, cars leaking chemicals, etc.)

8. Reiterate the suggestion about pollution and ask what would happen if our local Credit River became too polluted (too full of harmful chemicals) for animals to drink.

(Answer: The local animals would not have a clean drinking water source and would get sick or have to find somewhere else to live.)

9. Mention that it is important we keep the environment (where all the living things live i.e. plants, animals, people) clean and all the various parts of it clean, especially the water. Living things need access to clean water to survive.

10. Ask students what they can do to help protect and keep our local water sources clean.

(Answer: walk/bike ride rather than driving so less exhaust pollution gets into the air/clouds/rain, do not litter, remind parents not to dump paint down the drain, etc.)

11. Thank students for sharing their ideas and encourage them to share what they learned about water being important to all living things with their friends and families, so they can learn to protect water too.

Primary Activity #2: Rain Cloud in a Jar (20 minutes)

Brief Description: Through discussion students will review the water cycle, and then participate in a teacher-lead demonstration of small-scale water cycle. To reinforce the learning, students will then create their own drawing of a local water cycle

Location:

In the classroom with a table.

Materials:

· Water

· Kettle

· Glass jar

· Plate

· Ice cubes

· Drawing paper and markers

· Optional: oven mitts (in case you need to handle to jar with hot water)

Instructions:

1. Review the water cycle with students. For example, water starts as a liquid in Lake Ontario, and then the sun warms it up and some of it turns into a gas (water vapour) and rises in the sky. Once it meets the cooler temperatures in the atmosphere it condenses and forms clouds. Eventually the clouds are so full of water that is falls as precipitation down to the earth, where it is collected into rivers, lakes, ponds, etc.

2. Explain to students that today the class is going to be creating our own water cycle in a jar which will demonstrate the same water cycle process that happens outside in the environment.

3. Set up the materials on a table. Boil water in kettle.

Note for Teacher: Check out this video for a demonstration of the experiment. During the experiment be sure to inform the students not to touch the kettle or jar with hot water.

4. Fill glass jar about 1/3 with hot water. Place plate over top to seal the jar. After 20 seconds, place ice cubes on plate over top of the jar. The ice will cool the air in the upper part of the jar and the water will condense and precipitate in the jar.

5. Explain the water cycle process that is happening in the jar, so that the students understand each step.

For instance:

· Water in jar –represents a lake that has been heated by the sun.

· Ice on plate – represents the cooler atmospheric air.

· Water vapour – represents evaporation that occurs to create clouds in the sky.

· Water droplets on side of jar – represents precipitation (rain/snow) that falls and collects in a lake.

6. To reinforce the learning, have students draw a picture of a natural water cycle related to Lake Ontario or the Credit River. Be sure to have them label the different steps (i.e. evaporation, condensation, precipitation, collection).

7. For an optional learning extension, have students do a bit of research as to the types of native plants or animals that would like nearby Lake Ontario or the Credit River and also include these species on their diagram.

Here are some examples of species they could include:

· Native plants: White water lily, cattail, marsh marigold, etc.

· Native animals: Atlantic salmon, mute swan, herring gull, etc.

Primary Curriculum Links:

Below are the Ontario Curriculum links related to the suggested primary activities.

Kindergarten:

4.3 Belonging and Contributing

Overall Expectations:

29 Demonstrate an understanding of the natural world and the need to care for and respect the environment

Specific Expectations:

29.2 Describe what would happen if something in the local environment changed (e.g. if trees in the park were cut down, if the pond dried up, if native flowers were planted in the school garden)

29.3 Identify ways in which they can care for and show respect for the environment (e.g. feeding the birds in winter, reusing and recycling, turning off unnecessary lights at home, walking to school instead of getting a ride)

Grade 1:

Science and Technology:

Understanding Life Systems – Needs and Characteristics of Living Things

Overall Expectations:

1. Assess the role of humans in maintaining a healthy environment.

3. Demonstrate an understanding of the basic needs and characteristics of

plants and animals, including humans.

Specific Expectations:

1. Relating Science and Technology to Society and the Environment

1.1 Identify personal action that they themselves can take to help maintain a healthy environment for living things, including humans (e.g. walk to school instead of being driven in the car; be careful what they put down the drain at home; practise cleanliness to reduce the spread of germs when helping in the kitchen; show care and concern for all living things)

3. Understanding Basic Concepts

3.1 Identify environment as the area in which something or someone exists or lives

3.4 Describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain why it is important for all living things to have a healthy environment

Grade 2

Science and Technology:

Understanding Earth and Space Systems – Air and Water in the Environment

Overall Expectations:

2. Investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment;

3. Demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.

Specific Expectations:

2. Developing Investigation and Communication Skills

2.1 Follow established safety procedures during science and technology investigations (e.g., use caution around hot kettles and the steam they produce; clean up water spills as soon as they happen)

2.4 Investigate the stages of the water cycle, including evaporation (e.g., heat water in a kettle), condensation (e.g., collect the water vapour from the kettle on an overturned mirror), precipitation (e.g., allow the water vapour on the overturned mirror to collect, cool, and drop), and collection (e.g., let the dripping water accumulate in a container)

3. Understanding Basic Concepts

3.4 Identify sources of water in the natural and built environment (e.g., natural: oceans, lakes, ponds, streams, springs, water tables; human-made: wells, sewers, water supply systems, reservoirs, water towers)

Grade 3

Science and Technology:

Understanding Life Systems – Growth and Changes in Plants

Overall Expectations:

3. Demonstrate an understanding that plants grow and change and have distinct characteristics.

Specific Expectations:

3. Understanding Basic Concepts

3.1 Describe the basic needs of plants, including air, water, light, warmth, and space

3.8 Identify examples of environmental conditions that may threaten plant and animal survival (e.g., extreme heat and cold; floods and/or droughts; changes in habitat because of human activities such as construction, use of gas-powered personal watercraft on lakes)

Appendix A: Lake Ontario Picture

Lake Ontario

Appendix B: Credit River Picture

Credit River

Appendix C: Where is Water? Scavenger Hunt

Where is Water?

Water can be found in so many places, see how many of the water sources below you can find!

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Junior (Grade 4-6) Activities

Junior Activity #1: Wetland Metaphors (30 minutes)

Brief Description: Wetlands provide special benefits to plants, animals, humans, and the whole environment. As remarkable and resilient as wetlands are, they do have limits. Their destruction and/or abuse can have devastating effects on wildlife, humans, and environmental quality. We need a better understanding of wetlands and their importance as wildlife habitat and ecosystems that benefit us. In this activity, students will recognize the benefits that wetlands have through their imagination!

Location: Classroom/any space

Materials:

· large pillowcase

· bag, or box

· small pillows

· sponge

· eggbeater or mixer

· small doll cradle

· sieve

· wild rice

Activity:

**This activity can be done by preassigning the objects to the students prior to the activity

Prepare a “Metaphor Container” (pillowcase, bag, or box) filled with the other objects. The container should have an opening large enough for a hand to reach in and retrieve an object.

1. Introduce wetlands to the class through a word wall.

2. Ask students:

· Have you ever been to a wetland or seen any wetlands?

· What words they think of when they hear Wetland?

· What animals they would expect to find in a wetland?

· Do you think wetlands are important? Discuss their answers.

3. Share details from the introduction to wetlands.

4. Explain that you are going to make a list of reasons wetlands are important using metaphors. A metaphor is a term or phrase that is used to make a comparison between two things that aren't alike but have something in common. A metaphor can be helpful for kids who are learning the meaning of specific words because they provide a more visual description of the word or thought.

The metaphors in this activity are common objects that represent benefits of wetlands.

Object

Metaphoric Function

Sponge

Absorbs excess water caused by runoff; retains moisture for a time even if standing water dries up.

Pillow

Provides a resting place for migratory birds

Egg beater

Mixes nutrients and oxygen into the water

Cradle

Provides a nursery that shelters, protects, and feeds young wildlife.

Wild rice

Provides food for wildlife and humans

5. Have students form small groups. Go around the group and have them choose an object out of the pillowcase filled with metaphors. Give each group a few minutes to determine why their object is like a wetland.

6. Have each group report back to the class and discuss each idea and invite other groups to add to those ideas. At the end, ask the class to summarize the major roles that wetlands perform and add these concepts to your word wall.

(Adapted from: WOW!: The Wonders of Wetlands, Environmental Concern Inc., 1991, p. 20.)

Junior Activity #2: The Web of Life (30 minutes)

Brief Description: This activity will demonstrate the

Location: open space

Materials:

· A ball of string

· Plant and animal name tags

(or the students can simply choose a role)

Directions:

1. Prepare a variety of name tags (or picture cards) with each depicting one component of a wetland ecosystem (e.g., sun, soil, water, air, grass, cattails, duckweed, dragonfly, mosquito, turtle, muskrat, beaver, rabbit, hawk, duck, fox, raccoon, fish, human, snail, frog, earthworm, bacteria, algae, etc.) Each person picks a name tag and becomes that component.

2. Everyone sits in a circle to symbolize the ecosystem. Begin with a few simple food chains. For example, the sun person holds the end of the string and you ask who needs the sun? Algae; so the ball is thrown/rolled to the algae person. Who eats algae? Snail; so the ball gets passed to the snail and so on until the chain is complete. Try a few different chains. Include humans in the chain – people used wetlands for food historically and still use wetlands to hunt ducks and other animals.

3. Now form a web. Starting with any one component, use the ball of string to connect the component to another related component. The relationship may be that the second component eats the first (e.g., plant connected to rabbit.) Or, the relationship may be that the first component needs the second to survive (e.g., plant connected to soil).

4. Connect the second component to a third (e.g., rabbit eaten by fox, or rabbit needs water). Continue in this way until everyone is connected to several people in several ways. As you go along, discuss what each connection or relationship is. Also, discuss interdependence.

5. Once everyone is connected, remove one component of the web (e.g., there is no water because it was drained). The water person shakes his or her strings. All members who feel the shake then shake their strings as well. This continues until it's demonstrated that every component is affected. Discuss how the various components are affected when one component of the web is removed.

6. What would happen if a chemical spill destroyed all the plants (plants tug their strings)? The plant eaters would starve, which would cause the meat eaters to starve. The web would be destroyed -- at least temporarily.

7. Let the students come up with various scenarios that can affect wetlands. Examples: What would happen if the water became badly polluted? What would happen if the wetland was drained? What would happen if a highway was built between the area where the wetland was located and where the animals who need access to it are living?

(Adapted from https://www.uaex.edu/environment-nature/wildlife/youth-education/TR%20Wetlands%20activities%20DU.pdf)

Junior Curriculum Links:

1. Science and Technology: Understanding Life Systems – Growth and Changes in Animals

OVERALL EXPECTATIONS:

· Analyse the effects of human activities on habitats and communities;

· Investigate the interdependence of plants and animals within specific habitats and communities;

· Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.

SPECIFIC EXPECTATIONS:

Relating Science and Technology to Society and the Environment

1.1 analyze the positive and negative impacts of human interactions with natural habitats and communities (e.g., human dependence on natural materials), taking different perspectives into account (e.g., the perspectives of a housing developer, a family in need of housing, an ecologist), and evaluate ways of minimizing the negative impacts

1.2 identify reasons for the depletion or extinction of a plant or animal species (e.g., hunting, disease, invasive species, changes in or destruction of its habitat), evaluate the impacts on the rest of the natural community, and propose possible actions for preventing such depletions or extinctions from happening

Developing Investigation and Communication Skills

2.3 use scientific inquiry/research skills (see page 15) to investigate ways in which plants and animals in a community depend on features of their habitat to meet important needs (e.g., beavers use water for shelter [they build their lodges so the entrance is under water], food [cattails, water lilies, and other aquatic plants], and protection [they slap their tails on the water to warn of danger])

2.5 use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written communication

Understanding Basic Concepts

3.1 demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life (e.g., food, water, air, space, and light)

3.3 identify factors (e.g., availability of water or food, amount of light, type of weather) that affect the ability of plants and animals to survive in a specific habitat

3.4 demonstrate an understanding of a community as a group of interacting species sharing a common habitat (e.g., the life in a meadow or in a patch of forest)

3.9 demonstrate an understanding of why all habitats have limits to the number of plants and animals they can support

Intermediate (grade 7-8) Activities

Intermediate Activity #1: Build your Own Watershed (15 minutes)

Brief Description: Create your own mini watershed with items from around your classroom. Learn about how water flows over the land and how rivers and streams connect to create a watershed.

Location: open space

Materials:

· Pieces of scrap paper rolled into balls

· 5 garbage bags cut at 2 seams (to make one single layer of plastic)

· 1-litre jug of water

· Cup (optional)

· Food colouring (any colour)

Activity:

1. Go outside and find a flat, open area to do the following:

a. Hand out pieces of scrap paper and have students ball them up into various shapes and sizes.

b. Have students lay the balled-up paper out on the ground somewhat close to each other.

c. Lay the garbage bag over top of the crumpled paper. If it is windy outside, students may have to stand on the edges of the garbage bag. Let the garbage bag naturally settle into the cracks and crevices made by the balled-up paper underneath.

d. Pour water from the jug into the cup and slowly pour the water over top of the garbage bag. Watch which way the water flows off the high points and where it collects.

e. The high points represent hills and the headwaters (beginning of a river system) and the low points represent valleys. In the low-lying areas, the water should connect to form a “river system”. The rivers in the low valley areas would eventually connect to a lake or ocean which is called the mouth of the river.

2. Questions to ask students:

a. Q: Where can you find the headwaters on this model? A: The high points or “hills” are where the rivers begin. As the water flows down, it collects in the lower areas or “valleys”.

b. Q: How can humans negatively impact the streams and rivers in the watershed? A: Runoff from farms and agriculture (ie. pesticides, manure, etc.) after a heavy rainstorm. Erosion from removing trees and plants along water ways which allows too much soil and nutrients into the water. Illegal dumping of chemicals from factories directly into rivers. Oil and gas leaks from vehicles. Litter running down into the storm drain after a heavy rainfall.

c. Q: What would happen if some sort of pollution got into the watershed and started in the headwaters (add a few drops of food colouring to one of the high points)? Where does it go? A: Pollution would run down into the lower parts of the watershed, impacting communities and areas downstream.

d. Q: What are some ways we can help reduce negative human impacts on our water ways in our own watershed? A: Plant trees and native plants to help prevent erosion. Pick up litter. Fix vehicles if they begin to leak fluids on roads or driveways.

Intermediate Activity #2: Down the River (20-30 minutes)

Brief Description: Learn about how negative human impacts can affect local water ways. Understand how impacts upstream can impact a river system downstream and what human can do to lessen their impacts.

Location: indoors/outdoors

Materials:

· 1-2 large pieces of chart paper

· Chart markers or Sharpies

· Scissors

· Variety of small items you would find in a desk (ie. paperclips, erasers, coloured pencils, small toys, etc.)

Activity:

1. Do steps a-d beforehand. Students will also need to gather small items from their desk before starting

2. This activity can be done indoors or outdoors on a sunny dry day with no wind.

a. Using a marker, draw a line down the sheets of chart paper lengthwise. Then draw lines across the chart paper widthwise so you have created two rows of rectangles.

b. Draw a rough sketch of a meandering river down the middle of the pages lengthwise ensuring each rectangle has a section of the river going through it. Roughly shade in the river with a blue marker so you can determine where the river is located.

c. Write a number in the outside corner of each rectangle going from left to right on the page. If using more than 1 piece of chart paper, continue the numbering sequence on the following pages

8

7

1

2

5

6

4

3

9

10

d. Cut out all the rectangles so there is enough for each student.

e. Hand out rectangles, one for each student.

f. Instruct each student that they have received a piece of property (for free!) and they have all the money in the world to change the property to their liking. There is a river system that travels through their land (coloured blue) and the rest is the land they have to alter. You can also build in the river if you wish. Money is not an issue.

g. Give students 10 minutes to create their dream property. When time is up call students back and have students explain how they have altered their property (in order from property 1 to 10 and beyond). Line up the properties how they were before cutting them out so the river lines up correctly.

h. After each presentation, score their property on how much it has impacted the river on their property. Some examples of water impacts could be:

i. Docks or decks overhanging or near the water can disrupt vegetations and animals living along the shoreline

ii. Boats and other watercraft can disrupt aquatic life and cause pollution when fueling up

iii. Buildings on the shoreline or nearby

iv. Animals/farms near the water can cause runoff from manure and chemical pesticides and fertilizers when it rains

v. Hardening of the land (ie. parking lots, large buildings, sidewalks, roads, etc.) causes runoff directly into nearby waterways

vi. Lack of trees and vegetation to protect the river shoreline

vii. Industry or manufacturing nearby

viii. Cars or multiple vehicles can leak chemicals and runoff into nearby waterways

i. For each impact on the property, the student will add one of the small items from their desk into the river which represents pollution/water impacts. Some students will have a higher impact, and some will have a lower impact depending on how they alter their property

j. As you go from student to student to present, you will notice the small desk items will accumulate in the river. These can be moved down as you move further down the river.

k. Once you get to the bottom and the last person presenting you should have an accumulation of small items aka water impacts at the bottom of the river. Explain to students that each individual has an impact on our water and land. We might just think because we do it just once, it won’t have a big impact. But the reality is when individuals impact out environment, it accumulates because it is often more than one person.

Conclusion:

As a group brainstorm some ways the properties could be changed to help reduce the negative impacts and have a more positive influence on the river. Examples could be:

i. Planting more trees and shoreline plants

ii. Keeping buildings and parking lots away from waterways

iii. Develop eco buildings to reduce your biological footprint

iv. Don’t drain wastewater or storm water directly into the river

Intermediate Curriculum Links:

Curriculum Links Gr. 7

Overall Expectations:

3. demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment.

3. Understanding Basic Concepts

3.8 describe ways in which human activities and technologies alter balances and interactions in the environment

Curriculum Links Gr. 8

Overall Expectations:

3. Demonstrate an understanding of the characteristics of the earth’s water systems and the influence of water systems on a specific region.

3. Understanding Basic Concepts

3.2 Demonstrate an understanding of the watershed as a fundamental geographic unit, and explain how it relates to water management and planning

Links for External learning

1. Water Challenge Badge:

A PDF document prepared by Youth and United Nations Global Alliance (YUNGA) Learning and Action series. This booklet is intended to be used as a guide for teachers and youth leaders.

http://www.fao.org/3/a-i3225e.pdf

2. Project Wet (Water education for Teachers)

Curriculum and Activity guide: www.projectwet.org

3. Canadian Geographic’s interactive map

www.canadiangeographic.ca/watersheds

The ‘Protect your Watershed ‘map outlines 595 watersheds in Canada. It enables users to find their local watershed and to navigate it via Google maps. It also provides links to community conservation groups working to preserve rivers, streams, wetlands and lakes.

4. Watermark Project

Collecting, archiving and sharing your water stories

www.watermarkproject.ca

https://bit.ly/2Ms6VSs

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