Yellow Fish Road

Description

General Assessment

Question	Response
How to develop attitudes?	Students learn how the water cycle works and how their activities can directly and indirectly affect such ecological systems. They learn what the implications are for humans and other animals if we pollute our water. They assess the toxic substances commonly found in homes, and research the impacts these can have on health and the environment. The students also examine how they might be affecting the health of their own watersheds through models and simulations. They are encouraged to consider their own personal choices and what changes they may wish to make.
What skills does this resource explicitly teach?	building consensus establishing shared priorities for completing an action project door-to-door canvassing how to assess the amount of water one uses on a daily/weekly basis
What important, related ideas/issues are not addressed in this resource?	Students will encounter the argument that many materials that pollute are necessary for our lifestyle and pollution is inevitable (such as fertilizers and pesticides, heavy metals use, household cleaners, etc.) There are obstacles to disposing of pollutants responsibly or using non-polluting approaches for some activities (such as the expense and effort associated with industrial waste-water treatment or farming without using herbicides or pesticides.) The economic and political issues surrounding water use and abuse is not adequately addressed. There are other issues of sources of water pollution which are not really addressed, such as acidification of waterways through air pollution (acid rain).
What important ideas are implied by the resource, but not taught explicitly?	Students are good messengers of environmental stewardship to the community but they should follow a defined campaign closely rather than establish their own. With the predominant focus on household toxins students are possibly given the idea that those are the main types of pollutants, and not consider other sources of water pollution in their community
To enhance this resource the following changes are strongly recommended:	The resource focuses on the ecological (environmental) and health related (social) aspects of water quality. The economic (and political) aspects need to be investigated but the resource does not provide specific guidelines. The cost of clean water should be addressed - as in the cost to municipalities, homeowners with wells, to people buying bottled water. The political and economical aspects involved with cleaning water - address the question - "Who is responsible for cleaning up polluted water?" Draw on local examples, and/or use case studies from around Canada. Unfortunately there are many. Before each activity that involves individual student work, brainstorm the criteria for the part of the activity that students will be assessed on (such as for the mind-map or personal reflections); this will facilitate self and teacher assessment of the work.
To enhance this resource the following changes would be beneficial:	Provide information (or sources to go to) with regard to pesticide use and bylaws, especially in the form of case studies. There are increasingly more towns and communities that are banning pesticides, and this is an important aspect to water pollution - particularly in domestic use. Include any activity which explores the economic costs of having clean water - both from the community perspective (not every community in Canada has drinkable water) and from the environmental persepctive. Activity 5a and 5b are similar; in the event of time constraints, consider combining these two activities. Having completed the Yellow Fish Road activity, students are ready to choose another priority and create their own initiative or project. If time and interest permits, look for case studies where a community's water has been polluted, especially if it is nearby and more locally relevant. Consider watching a movie such as Erin Brockovitch or A Civil Action. Look for opportunities for students to continue the learning and teaching on their own through extension or home activities.

Sustainability Education Principles

Principle	Rating	Explanation
Bias Minimization	Good	The resource encourages students to examine toxic chemicals, particularly in their home and the variety of ways that humans impact water supplies. Emphasis is on waste disposal in the home. Not much attention is given to industrial polluting of water sources, although teachers can introduce this in the first activity.
Multiple Dimensions of Problems & Solutions	Mediocre	The resource focuses on the ecological (environmental) and health related (social) aspects of water quality. There are ethical and aesthetic dimensions which the students are encouraged to consider. The economic (and political) aspects can be investigated but the resource does not provide specific guidelines.
Respects Complexity	Good	While the complexity of issues is respected, the resource would benefit from a consideration of why humans pollute as much as they do. There are obstacles to disposing of pollutants responsibly or using non-polluting approaches, such as the cost of treating industrial waste-water or farming without using pesticides and herbicides.
Action Experience	Very Good	Students are provided with the conceptual background regarding how humans are negatively affecting marine and freshwater environments and some of the implications. Students do a Home Audit of chemicals in their own households and consider/change to environmentally friendly alternatives. The students then pursue an action project in which they educate their community on how to become better stewards of the environment. Students are also shown how to track their own water usage and are encouraged to make a commitment to use water responsibly.
Action Skills	Good	Students are given strategies for how best to choose an action project that reflects their priorities and how to arrive at consensus in group decisions. During the painting action project, students are well-organized. While they do not specifically plan the action project they will become familiar with aspects of an action/awareness campaign through doing one. Students participate in educating their community members through the outreach aspects of painting the yellow fish and posting the fish information hangers.
Empathy & Respect for Humans	Poor/Not considered	Poor
Personal Affinity with Earth	Very Good	Students complete activities that lead them to understand how earth's water system works, human relationships to that system and how we can become effective and caring stewards of water. The resource includes a combination of both indoor and outdoor activities.
Locally-Focused	Very Good	Students examine their own local watersheds and how their personal actions affect those watersheds. The action project educates people in the students' surrounding community.
Past, Present & Future	Mediocre	There is no specific attention given to the past with regard to pollution although the teacher can facilitate a discussion on what the local area was like "before people". With regard to the present, students survey their own relationship to water and commit to becoming better stewards which addresses the future - in having healthy water supplies.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good	Students are either presented with scientific facts or the opportunity to complete their own research so that they can understand the water cycle and our relationship to it. Students research various pollutants and a variety of alternatives to become familiar with their impact on the environment. Using models or direct experience (such as a trip to a local water way, or water treatment plant) students can draw their own conclusions about human impact on water. Again, the focus of the module is on hazardous household waste and water. There is not a lot of attention to other causes of water pollution.
Interdisciplinary and Multidisciplinary Learning	Very Good	Students learn about the water cycle and how ecological systems such as a watershed function. They examine how humans and animals affect and are affected by the health of water systems. There are strong applications to many subjects throughout the resource as students are required to research, explore, record and describe and present information both graphically and literally.
Discovery Learning	Very Good	Students complete mind-maps along with models, simulation and research activities that are all inquiry-based. Students are encouraged to reflect on their findings in personal journals and share opinions during group discussions.
Values Clarification	Very Good	After many of the activities, students either complete a personal journal entry or participate in a classroom discussion to share their learning. Students are encouraged to explore and consider their values and beliefs, and to make any lifestyle changes they feel would help make a difference to their use of water, and potential pollutants.
Differentiated Instruction	Very Good	Some activities are more research-based (such as the house-hold pollutants lesson) where students complete their own research while other activities have students building models and creating simulations. The Yellow Fish Road painting activity offers opportunities for all students to be outside meeting members of the community and painting at storm drains as well as possibly interacting with activity volunteers.
Experiential Learning	Very Good	The students complete the valuable task of educating the general public about the hazards of household toxic waste on ecosystems. The students also perform their own audit of what is in their home - empowering them to educate their family and suggest friendly alternatives. They make a lasting imprint on their community with the painting of the yellow fish symbol.
Cooperative Learning	Mediocre	Students complete activities in groups although no cooperative strategies are explicitly taught (except how to reach consensus in a group and choose an action project).
Assessment & Evaluation	Good	Students complete personal reflections and participate in group discussions for some activities. They also paint a mural that demonstrates their understanding of water use. Students can help co-construct a rubric (suggestions provided for the teacher) for the evaluation of their model. They do not self assess, however, nor do they complete an activity in which they demonstrate their individual knowledge of the water cycle.
Peer Teaching	Good	In the street-painting activity, students are actively sharing their knowledge during conversations with community members. Students are also encouraged to pursue classroom visits or school-wide assemblies. No aspect of the activity allows for on-going mentorship.
Case Studies	Poor/Not considered	Poor It is expected that the teacher provides local information of the watershed area of the community. No case studies are included although there are certainly many relevant examples/case studies that could be a part of the module.
Locus of Control	Mediocre	The activities in the module are structured and scripted. While students might pursue areas of personal interest during the website research in the house-hold toxins activity, they do not otherwise explore in an area of personal interest. Some extension activities may allow students to pursue a chosen issue.

Relevant Curriculum Units

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Yellow Fish Road

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

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Yellow Fish Road

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

Brought to you by