How Much Water Does It Take?

Theme:Water Technology
Location:Waterfront
Map #:3
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Purpose

To introduce students to mechanical processes that consume water during production. By comparing common consumable products, students learn how water is used in product development and the various stages.¬† During this activity, students will be encouraged to think “outside the box” and come to understand that even though things do not look like they are made of water, water¬† is consumed in some way while it is being made.

Key Messages

  • Animals at farms consume water
  • While we have developed technology to produce a variety of goods and services, water is commonly used by technology in that production
  • Water is used in the production of a great many of common, everyday products

Ontario Curriculum Connections

Science and Technology:
  • Understanding Life Systems, Grade 4 (Habitats and Communities)
    • analyze the positive and negative impacts of human interactions with natural habitats and communities, taking different perspectives into account, and evaluate ways of minimizing the negative impacts
    • describe ways in which humans are dependent on natural habitats and communities
  • Understanding Earth and Space Systems, Grade 5 (Conservation of energy and Resources)
    • analyze the long-term impacts on society and the environments of human uses of energy and natural resources, and suggest ways to reduce these impacts
    • evaluate the effects of various technologies on energy consumption, and propose ways in which individuals can improve energy conservation
    • identify a variety of forms of energy and give examples from everyday life of how that energy is used
    • identify renewable and non-renewable sources of energy
  • Understanding matter and Energy, Grade 5 (Properties of and changes in Matter)
    • evaluate the environmental impacts of processes that change one product into another product through physical or chemical changes
    • using processes that rely on chemical changes to produce consumer products, taking different perspectives into account, and make a case for maintaining the current level of use of the product or for reducing it
  • Understanding matter and Energy, Grade 6 (Electricity and Electrical Devices)
    • assess the short and long-term environmental effects of the different ways in which electricity is generated in Canada including the effect of each method on natural resources and living things in the envirnment
    • assess opportunities for reducing electricity consumption at home or at school that could affect the use of non-renewable resources in a positive way or reduce the impact of electricity generation on the envronment
    • describe how various forms of energy can be transformed into electrical energy (e.g. hydroelectric plants use water power)
    • describe ways in which the use of electricity by society, including the amount of electrical energy used, has changed over time
Social Studies:
  • People and Environments, Grade 4 (Political and Physical Regions of Canada)
    • analyze some of the general ways in which the natural environment of regions in Canada has affected the development of industry
    • assess aspects of the environmental impact of different industries in two or more physical and/or political regions of Canada (e.g. hydro-electric development in Quebec)
    • describe some key actions taken by both industries and citizens to address the need for more sustainable use of land and resources
    • identify some of the main human activities, including industrial development and recreational activities, in various physical regions of Canada
  • Heritage and Identity, Grade 5 (First Nations and Europeans in New France and Early Canada)
    • analyze aspects of early contact between First Nations and Europeans in new France to determine the ways in which different parties benefited (e.g. First Nations benefited from new materials and some of the technologies introduced by Europeans)
    • describe significant aspects of the interactions between First Nations and European explorers and settlers during this period (e.g. with deference to trade; sharing of belief, knowledge, skills, technology)
  • Heritage and Identity, Grade 6 (Communities in Canada, Past and Present)
    • identify various types of communities that have contributed to the development of Canada
    • describe significant events or developments in the history of two or more communities in Canada and how these events affected the communities' development and/or identify
   

 

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