English Language – Writing: 7e1 – Reasoning and Critical Thinking: 7e35 – Oral and Visual Communication: 7e48, 7e50, 7e51, 7e52 – Group Skills: 7e64, 7e65, 7e66
Global
Water Stats
Canadian
Water Stats
Materials:
String
Signs: Agree - Disagree
Teaching
strategies
Using a long piece of string, make a line across the class. Tell the class that this is going to be a continuum on which they are going to place themselves. Tell the class that you are going to make a statement. When you make the statement, you want them to think quietly to themselves about how they feel about that statement. Do they agree? Do they disagree? Once they have formed their opinion, you want them to move to a point on the line that reflects how strongly they feel about the subject. Establish which end-point will be agree and which will be disagree – have a sign for each end. (Everyone needs to have a specific place on the line).
The statement is: I feel strongly that access to clean water is an important global issue and that we as a class should do something to support people in Africa who are dealing with this problem.
Once the students have found their spots on the line, tell them you are now going to “fold the line”. Create two lines by leading the last person, with everyone following that person, until they are standing in front of the first person, and everyone in turn is standing in front of a partner. Everyone will end up standing in front of a person with a differing opinion from them.
Have these pairs then discuss their opinions, each taking turns listening to the other.
Use these discussions to open a class discussion on the issue. If the majority of the class agrees that they would like to do something, together formulate an action plan. (E.g. students could bring in $1 on a designated day to wear their pyjamas and donate the money to a charity of choice…WaterCan would be nice, but of course not mandatoryJ. E.g. students could write letters to the Prime Minister asking him to spend more foreign aid on water and sanitation). WaterCan believes strongly in student’s capacity to brainstorm ideas for action, these examples are only meant as suggestions to get the ‘idea ball’ rolling!
