Photo by Cristian Álvarez on Unsplash

Big Question

How can we modify our

lifestyle (at home or away)
to conserve water?

Overall Expectations

C1. Impacts of Travel and

Tourism: assess impacts of
tourism and different modes
of travel from a geographic
perspective.

C3. Stewardship and the

Sustainability of Societies:


Water Uses and Sustainability
assess social and cultural
impacts of tourism on tourist
destinations, and explain the
role of good stewardship
practices in supporting the
- Tourism Focus
social and cultural Students will evaluate the uses of water in their everyday lives before
sustainability of destination starting to look critically at how water is used in the tourism industry.
communities.
Through this discovery of water uses students will understand the impact
Specific Expectations
that their travel choices have on the water consumption.

C1.1 assess the impacts of

Today we will learn… Success Criteria
tourism, both positive and
negative, on the natural
environment in selected • The impact that we have on I can: Evaluate the uses of
tourist locations water resources water in my daily life
C1.3 assess the impact of
large-scale tourism • The negative impacts we I can: Recommend
development projects on have on water resources modifications to water use
selected destinations from a during tourism
geographic perspective • How we can adjust our
usage of water to reduce the I can: Describe the issues
C3.2 describe impacts of
travel and tourism
 wasted water
 surrounding water
on the cultural sustainability
of indigenous communities

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 Minds on:  Motivational Hook / Engagement /
Introduction

Key Words Teacher Does Student Does

• Each table grouping needs a
Conservation
stack of sticky notes to write
Water Systems

down ideas. It is best if each

Materials
Computers/Tablets
Sticky Notes
• Members of the group should
Chart Paper and Markers
OR Chalkboard and Chalk
group gets a different coloured
pad, this is helpful to keep
each group accountable
throughout the activity.
• Students will write down
write down anything that they anything that they can think of
can think of when it comes to that relates to the theme of
the topic “water” onto their “water” on the sticky notes


Projector sticky notes, trying not to

duplicate responses within the
Speakers group. (This direction can be
written or projected on the
board so students can do this
activity as they come into
class)

Written Organization of thoughts onto sticky notes Observations done by teacher

and then organize them into  categories.
(FOR)
Exit Card
Exit card - reflection on uses of water in
tourism (OF)
Say Observation Sheet
Discuss with classmates on the topics and
uses of water (AS)

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 Action:  During /Working on It

Teacher Does Student Does:

• Students should then arrange their sticky notes on a scale • Students will organize on a scale from rarely to often
of frequency of use of each of the ideas that are recorded the items that they have recorded on their sticky
on the sticky notes.
notes.
• Water values should be added to a few of the common
uses of water. And then discuss as a class any surprises • Students will add numerical values to the items that
• Cup of Coffee - 37 Gallons there is information for. They can also search on their
• Cup of Tea - 9 Gallons
own devices for values for the items that they had
• Flush of Toilet - 1.2 Gallons/Flush
• Bathroom Sink - 1.5 Gallons/Minute written down.
• Shower - 2 Gallons/Minute
• Can of Soda - 46 Gallons
• Average Swimming Pool - 100,000 Gallons
• Students should access watercalculator.org to determine • Students will then participate in the Water calculator
the amount of water that their households use on a daily activity online. (FYI pick the closest US State as it is
basis. an American resource.)
• Students should be encouraged to think about the water
uses in other countries in the world. A great video is
“Thoughtful Ways to Conserve water” (https://
www.ted.com/talks/
lana_mazahreh_3_thoughtful_ways_to_conserve_water).
Students should reflect, by comparing with classmates
 on their water usage.  
• Adding to the number of sticky note items students • Students will now write down things that they can
should write down all the things they could think of that
think of that occur on a vacation that relate to water.
relate to a trip (more specifically a cruise ship). Things to
consider:
• Large washroom use quantity
• Pools
• Hot Tubs
• Water Slides
• Cleaning
• On the chalkboard or 4 pieces of chart paper on the wall. • Using the four posted categories on the wall students
Write the following 4 titles. “Required to survive”,
“Needed to enjoy my Trip”, “Would be nice to have”, will organize their sticky notes into the categories.
“Not Necessary”. Another option is to have each group
do this on one chart paper divided into four sections with
the headings. (This will encourage more group
discussion)
• Once the students have categorized each of the sticky • Students will then discuss the importance of each of
notes under the four categories the students should be the items. And organizing the sticky notes once again.
divided into four groups to discuss each of the sticky
(If doing this in small groups, students should then do
notes. Each group should determine an order of
importance for the category they are assigned to, putting a gallery walk to view how other groups classified
the most important sticky on the top and the least items.)
important under the category at the bottom.  

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• Students will evaluate the infographic on Domestic • As a class there will be a discussion on the
Water use (http://www.worldmapper.org/posters/ categorization of the items.
worldmapper_map324_ver5.pdf) to compare the
different countries usage of water per person by country. • After completing the activity students should watch
• After the above are complete there should be a the video, and debate with a partner or as a whole
continuum from the most important uses of water for a class on how they can modify their lifestyles to
trip to the least important.
conserve more water. 

• Watch “Water for a Sustainable World: a vision for
2050” (https://www.youtube.com/watch?
v=NhdRfQYJl4o). Students should then collaborate with
each other to determine ways in which they can modify
their lifestyles and travel lifestyles to support the ideas in
the video.

Consolidation & Connection

Through an exit card (A Q-Card will suffice), students will reflect on the ways we use water while they
are involved in any aspect of tourism. Students will predict the challenges and changes that will happen
to tourism

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