MICHIGAN TECHNOLOGICAL UNIVERSITY – S-STEM RECIPROCAL MENTORING RESEARCH PROJECT 2011

Advancing Sustainability Education: Water Accounting

Module Development of a Education Module for

Understanding Water as a Material

Meredith Ballard LaBeau, Bailey Gamble, & Raquel Taveras

4/19/2010

Table of Contents I. Introduction .......................................................................................................................................... 3

II. Objectives.............................................................................................................................................. 4

III. Methods ............................................................................................................................................ 5

IV. Results & Discussion ......................................................................................................................... 6

A. Educational Module .............................................................................................................................. 6

B. Addressing Sustainability .................................................................................................................... 10

V. Conclusions and Future Work ............................................................................................................. 11

VI. Outcomes ........................................................................................................................................ 11

VII. References ...................................................................................................................................... 12

Appendices: ................................................................................................................................................. 14

Appendix A: Learning Objectives: Fink’s Taxonomy ............................................................................... 14

Appendix B: PowerPoint Module and Learning Activities ...................................................................... 17

Table of Figures Figure 1: U.S Flows of raw materials by weight, 1900-1998 and water flows for 1998 (Wegner, 2002) ..... 4

Figure 2: General Principles for full cost of water according to Rogers, et al 1997. .... Error! Bookmark not

defined.

Table of Tables Table 1: Fink's Learning Objectives ............................................................................................................... 7

Table 2: Educational Module Sub-Topics ...................................................................................................... 8

I. Introduction

Water is fundamental to natural systems, including ecosystems and human health. In addition, it has

become the foundation of our societal, economic and environmental processes. Water, therefore, is a

necessity for long-term prosperity and advancing development. Also, it is a vital component of industrial

processes, recreation, ecosystems, agricultural production, and human consumption. Water is used for

the production and delivery of almost every global product within worldwide commerce (Linsky, 2004).

Likewise, water should be considered a material just as other globally important materials like steel are

characterized to quantify stock and flows. This analysis is important for accurate valuation and

constructing policy to preserve vital water systems (MTU MUSES, 2007).

Water is constantly cycled through processes and various purities to produce high quality materials.

However, when looking at the price of water, the costs don’t reflect the production of opportunity costs

associated with each use. Therefore the true cost of water is not reflected, and cannot be truly valued.

This notion precipitated the members of the World Water Commission to declare “The single most

immediate and important measure that we can recommend is the systematic adoption of full-cost

pricing of water services” (World Water Commission, 2000) This demands a greater need for a more

holistic view of water, including the designation of water being valued as material not a common

resource.

It is clear that water plays a vital role as a material and a basic need in our society. Currently water is

extracted for residential, industrial, and agricultural uses. If this is compared to another material flow

such as steel, water is comparable on a mass basis (Figure 1). In addition, the water used for the

production and supply of a materials’ final product has been widely ignored, for example cotton.

‘Visualizing the water use hidden in the production of products can be extremely useful for quantifying

global water use and consumption. With an improved understanding of water use with all stages, we

can begin to sustainability manage the scarce freshwater resources’ (Hoekstra, et al., 2011). Upon closer

investigation, cotton passes through many production stages with varying impacts on water resources

before it results in a product usable for clothing, the direct water user. Many of these production stages

occur in different locations with different availability, resources, and quality. For example, a cotton t-

shirt manufactured in the United States may have gone through production stages in Malaysia, China,

and India before arriving at the textile factory. During this journey, many indirect water resources were

utilized, that have varying degrees of impact on quantity and quality of the freshwater throughout the

globe (Chapagain et al, 2006), including the agricultural stage. To fully understand the economic, social

and environmental impacts of water, this material must be tracked through the entire production and

supply stages. Using accounting methods reveals the true cost of water (environmental, economic and

social cost). Within each of these stages, there is a link between global water consumption and use.

This link is necessary for understanding the declining availability of fresh water for future generations.

The decreasing quantity and quality of water threatens the sustainability of the natural and man-made

systems through social and economic prosperity and environmental resiliency.

Figure 1: U.S Flows of raw materials by weight, 1900-1998 and water flows for 1998 (Wegner, 2002)

The understanding of water as material is vital to effectively deal with the valuation of water for the

present and future societal, economic and environmental needs. Education provides a unique tool to

link the connection between usage and production of materials to social welfare, including the less

known idea of water as global material. This project focuses on the use of educational drop-in modules

to explore the issues of water as a material and the impact of sustainability on water assessment for

undergraduate and graduate students. The module will explore water as a material focusing on the

definition of sustainability and advancing economic, environmental and societal goals.

II. Objectives The education module will be developed for use in identified undergraduate and graduate classes at

Michigan Technological University, University of South Florida, Yale University, and potentially graduate

classes throughout the globe. This module is one of five modules being developed to address the value

and impacts of water. The overall goal of the modules is to introduce the concepts and induce critical

thinking on valuing water as a material in terms of sustainability. The overall learning goals include:

a. Familiarize students with the concept of water’s worth as a material and existing methods of sustainability assessment.

b. Introduce students to the application and integration of their fundamental knowledge to water challenges addressing social, economic, and environmental outcomes

c. Challenge students to identify their values and roles in water management

The objective of this module is to focus specifically on introducing the topic of water as a material and

the broad impact of as accounting for material flows of water. It has been built using concepts of

sustainability, the concept of mutually advancing economic, environmental and social goals with existing

methods of assessment, including life cycle assessments and water footprinting. The module will then

explore the use of water in various sectors of man-made systems and ecosystem needs.

The education module is a stand-alone educational resource for use in classes about water and

sustainability. It occupies one, one hour, class period with relevant material, thought-provoking group

discussions, and learning activities.

III. Methods To accomplish the detailed objectives and goals, this mentoring research experience will carry out the

following tasks with the appropriate methods described:

First, an extensive literature review on water as a material and the value of water was performed. This

review also included an understanding of sustainability and sustainable assessments of water and water

accounting. Next, our group began the lengthy process of brainstorming and developing specific learning

objectives that aligned with Fink’s taxonomy. L. Dee Fink’s taxonomy identifies significant, long-lasting

learning than extends outside of the cognitive domain. Our research challenge was to devise an

educational module that challenged the classical education structure for learning. The Taxonomy of

significant learning includes six important areas of learning: fundamental knowledge, application,

integration, human dimension, caring, and learning how to learn (Fink, 2003). These six learning

categories would be the foundation for the development of a sustainable education module for water

accounting. Using these categories, our group focused on the development of specific learning

objectives for the module. After developing the objectives, our next task was to identify areas that were

not addressed and begin to formulate discussions and information for each of the developed learning

objectives. This step was the development of a suite of learning objectives that would drive the rational

and goals of the learning module.

Following the development of learning objectives, our team was tasked with creating learning activities

that would reflect these objectives in assignments for the students that would be before, during, or

after class. Below is a list of steps for development of each objective:

a. Use either discussion of relevant journal article or book chapter, qualitative assessment or technical writing to develop complex projects/activities

b. Create supplemental questions which focus on the learning objectives to develop a deeper understanding of the topic

c. Edit and evaluate activities and questions

Finally, the research team developed the educational module in a PowerPoint format, which will condense all the resources and information to integrate suite’s topic into a specific set of lessons plans. The specific methodology for this task was as follows:

a. Group main ideas, concepts, and information into sections (outline) b. Review outline and develop detailed points for each section (can exist as charts, graphs,

text, videos, etc.) c. Bring together sources and supplemental information for each section d. Address specific details instructors should know and make students aware of e. Detail each slide with the specific learning objective it addresses f. Develop slides for learning objective assessments g. Group each section: objectives, activities, assessments, and background into a concise

presentation h. Revise and circulate document to finalize it

After the final circulation, the module, learning objectives and activities were combined into a complete

learning suite that will be deployed in previously identified graduate classes at Michigan Technological

University, University of South Florida, and Yale University. This module will be included in a set of

modules that focuses on the value, use, and energy of water in the Great Lakes Region, which will be

made available to the public through the use of the internet.

IV. Results & Discussion

A. Educational Module The final deliverable created for the “Water As a Material” learning suite consists of a PowerPoint

educational module and set of six activities that a professor can utilize to teach the topic to his or her

students at their discretion. The PowerPoint along with certain activities is designed to be presented

over 45-50 minutes, the length of a typical university graduate class. Some activities are designed to be

preparatory and completed before class, some used during class while others are meant to be assigned

as homework. The module is geared towards graduate students but could certainly be beneficial to

undergraduates as well and with slight simplifications could also be used to teach grade school students.

Instructions are provided as to how the PowerPoint and set of activities were designed to be used,

however the module leaves room for the professor to modify, expand or exclude certain portions based

upon interest or time constraints. Therefore, the module is expected to be modified or changes

depending on the needs of the class.

This module addresses all of the learning objectives identified by applying the Fink’s Taxonomy learning

methodology to the concept of “Water As a Material”. Fink’s Taxonomy breaks learning down into six

categories; Foundational Knowledge, Application, Integration, Human Dimension, Caring and Learning

How to Learn. Table 1 details the specific learning objectives developed for the “Water As a Material”

educational module (a more expanded version is included in Appendix A).

Table 1: Fink's Learning Objectives

Fink’s Taxonomy Learning Objectives: Water as a Material

Foundational Knowledge 1.1 Understand the definition of water accounting

1.2 Learn different methods for water accounting

1.3 Understand the concept of water footprinting and its standardization (ISO

Water Footprint)

1.4 Learn the concept of virtual water trade

1.5 Understand concept of valuing water as a material and its relationship to

other important material flows

1.6 Understand the difference between blue, green, and grey water

1.7 Understand water accounting through sustainability assessment

1.8 Understand the different accounting methods and how they differ

1.9 Understand the importance of water trade and spatial/temporal variability

in water use and impacts

1.10 Understand importance of water accounting and water as a material

1.11 Understand the impact of accounting methods to shape policy and human

behavior towards water consumption

Application Critical thinking:

2.1 Be able to explain the differences in water accounting methods

2.2 Be able to assess methods for applicability and use

2.3 Be able to apply water accounting methodology to different sectors of

water use (corporations, agriculture, personal)

Creative thinking

2.4 Use water footprinting to understand the water use in everyday products

and services and apply this specifically to a hamburger in three different

cities

2.5 Inspiration to create technical solutions, policy and behavioral change that

reduces and minimizes water consumption

Practical thinking

2.6 Understand practical choices that influence water footprints and virtual

water trade

2.7 Develop an understanding of how policy effects the methods

2.8 Understand the complexity of the sustainability of water footprinting, the

balance between water use for economic activity, healthy communities

and healthy environment

Skills:

2.9 Evaluate water accounting methods and spatial/temporal variability

2.10 Calculate personal water footprint with two different calculators

2.11 Evaluate policy options for water accounting

Integration 3.1 Connect water accounting methods with different sectors (corporations,

agriculture, personal)

3.2 Connect the idea of water as a material to water accounting

3.3 Integrate the accounting methods to describe variability in a water

accounting assessment of a hamburger and their own daily lives

3.4 Connect water accounting to various policy decisions

3.5 Make connection between this module and the value for water module

3.5 Make connection between the their personal water consumption with

water consumption across different global geographical regions

Human Dimension 4.1 Realize the personal role in water savings and water consumption

4.2 Be able to discuss the social implications of water accounting

4.3 Make personal connection to global water consumption and learn how to

better interact as a global citizen

Caring 5.1 Become more interested in water accounting and assessment and

footprinting

5.2 Become more interested in water saving policies

5.3 Develop an interest in knowing the water requirements for daily activities

(or requirements) (food, clothing, etc.)

5.4 Become more responsible on reducing water usage through personal

effort

Learning to Learn 6.1 Become familiar with the current strategies and policies on water savings

6.2 When faced with a water use issue, be able to apply water accounting

methods learned from this class

6.3 Apply this knowledge to future water use certifications and new

accounting methods, critically evaluate new methods

6.4 Get acquainted with web sites and literature on water accounting

6.5 Build a basic understanding and vocabulary about water accounting

The goal of the module is to develop a holistic understanding of water accounting through the

understanding of water as a material. Therefore, the suite consists of three sections: water accounting

and the water footprint, virtual water trade, and water accounting and decision making. Each of these

sub-topics includes further information (Table 2).

Table 2: Educational Module Sub-Topics

Water as a Material Sub-Topics

Water Accounting and the Water

Footprint

Virtual Water Trade Water Accounting and Decision

Making

International Standards Personal Global Connection More Sustainable Water

Consumption

Water Footprinting: categories,

examples, future

Impacts: Local systems and

water saving

Policy Incentives

The educational suite effectively lays the background information for student and teacher, as to why this

topic is important and what exactly does water as a material mean. Throughout the suite, the students

are constantly questioned about place-based scenarios from the Great Lakes to seasonally water scarce

Tampa and rainy Hilo, Hawaii; to understand the importance of the sustainability of water. In addition,

the suite follows the production of a common food: the hamburger. The place-based product example

provides a realistic look into the overall objective of water being a material. This learning module

addresses the objectives and topics through the creative use of the PowerPoint presentation (Appendix

B) and the activities(Appendix B) as follows in the layout of the suite:

Activity 1: Calculation of Personal Water Footprints: Before class, students will be asked to calculate

their own water footprints using two different online calculators. This will serve as an introduction to

the concept of water accounting and will give students a chance to understand how the concept applies

to their own lives right from the beginning. Students will bring the results of their calculations to class

for further discussion.

The PowerPoint Presentation: The presentation begins by building a base of foundational knowledge. It

again introduces the concept of and the drivers behind “Water as a Material” and water accounting.

Important terms are defined and prominent themes such as the virtual water trade and the intricacies of

the water footprint are clarified. The presentation provides examples that connect water accounting to

students’ daily lives, emphasizing the integration category. The presentation touches upon all categories

of Fink’s Taxonomy which are then expanded upon by the activities.

Activity 2: Making Choices to Reduce Your Water Footprint: This in-class activity will give students a

chance to access and discuss the results of their personal water footprint calculations. Through the use

of these results and an additional chart students will be compelled to take a look at their own actions

and think about how they impact water resources. This activity helps students to realize their personal

role in water conservation and the choices they can make to reduce their own consumption. The

integration, human dimension and caring categories of Fink’s Taxonomy are addressed.

Activity 3: Water Use – Spatial and Temporal Factors: Activity 3, another in-class discussion, considers

the water footprint of a hamburger and asks students to think about how that water footprint is

influenced by location, time and method of production of each of the hamburger’s components. This

activity builds upon foundational knowledge, provides another example of an application of water

accounting, and integrates the concepts into students’ daily lives.

Activity 4: Comparison of Different Accounting Methods: This in-class activity builds upon Activity 3 and

poses the question of how values should be assigned to a given product. Since there are many different

methods of accounting there are many different results for every product and students must reflect

upon which results would be most useful and meaningful. This activity further builds upon foundation

knowledge and the application of water accounting.

Activity 5: Understanding the Virtual Water Trade: Activity 5 includes a before-class reading and in-class

discussion. This activity makes the global connection between water use in one location and its impact

on water systems in another, emphasizing the interconnectivity between individual choices and global

water consumption. This activity also builds upon foundational knowledge and integration.

Activity 6: Water and Policy: Water Policy will be discussed in the PowerPoint presentation. Then as an

after class homework assignment students will get a chance to propose their own water related policy

based upon the concepts they have learned in class. This activity addresses all the categories of Fink’s

Taxonomy, but focused on applications in particular.

The last category in Fink’s Taxonomy on learning how to learn includes the tools students will need to

further investigate the subject. The idea of “Water as a Material” and the concept of water accounting is

broad and complex and cannot be covered in its entirety in a 45-minute time block. The module seeks to

build a base of knowledge and vocabulary then spark students’ interest in the subject and inspire them

to seek further information outside of class. The presentation and activities included familiarize students

with the websites and literature that are currently available on the subject. A list of relevant references

is provided as well, so students leave the module well equipped to further their learning and the

advancement of water accounting.

The entire learning suite was developed to engage and prepare students on the future of water

sustainability. Using Fink’s taxonomy, the module addresses water accounting and sustainability

through different facets of learning and allows the student to engage in a personal connection with the

material. The module was developed as a stand-alone educational suite that can be included in any

graduate class that addresses water and sustainability. The module uses learning objectives, activities,

literature, and presentations to holistically teach water accounting and sustainability.

B. Addressing Sustainability In addition to adaptive learning, the suite also addresses sustainability by first reflecting upon pressing

issues surrounding water resources such as water scarcity and a need for environmental responsibility.

The module presents these issues as drivers behind considering water as a material and then goes on to

introduce tools for a more holistic way of accounting for water. Significant information is presented

upon which students can base water conscious decisions in their daily lives, their future careers and in

the development of policy. In addition, a personal connection is made between individuals and global

water consumption. The module raises awareness of problems surrounding water consumption then

compels students to think critically about a solution that promotes and inspires more sustainable

management of this vital resource.

The module was built upon the concept of water sustainability. As a research team, we effectively

included each pillar of sustainability through the environmental and ecosystem needs for water, to

human and society’s needs and finally addresses the economic criteria for water accounting and value.

Using these three pillars to guide the suite development, we were able to effectively communicate the

use and value of water accounting and decision making through all three sectors of needs. This module

provides a unique educational opportunity to look at the future of water through each sustainability

sector. This then allows the student to develop a connection to economic, environmental, and social

sustainability as it relates to our most vital resource: water.

V. Conclusions and Future Work Understanding the need and use of accounting for water as a material is critical for the advancement of

sustainability and water education. This research project effectively designed and developed a holistic

course in water accounting, water footprint, global virtual water trade, and policy incentives. Using

these major topics, the module creatively teaches students to understand sustainability and water

accounting through learning objectives that are based on long-lasting learning outside of the cognitive

domain. Through the six main learning categories: foundational knowledge, application, integration,

caring, human dimension, and learning to learn, students are guided through a personal learning

experience based on clear and demonstrated learning targets. These objectives are then reinforced

through visual and participatory elements. Using multiple methods for learning, this module provides a

holistic understanding of the basics in accounting for water as a material and how it is differs locally

based on personal and community choices. The module effectively guides the students through an

educational and personal experience on understanding the environmental, economic, and social

sustainability of viewing water as a finite material. This suite was developed through extensive research

and learning methods that will complement graduate classes at several universities.

The module is an initial step into an extensive long-lasting educational course in water accounting and

decision making. For this module, our team was to develop a stand-alone suite that would consist of

one class period which was a limitation. The research team believes that there is still extensive work

that can be accomplished by extending this to a week-long course within a broader course on water

management and sustainability. In the future, our team believes it is necessary to expand the suite in

depth but also for various age groups. This information is important for future generations, so we

suggest expanding the module to appropriately tackle these issues within the standards of learning for

both primary and secondary education, and not solely rely on graduate classes. This is an extremely

important topic in sustainability and sustainable development for future generations.

VI. Outcomes Working in this reciprocal mentoring project allowed the participants to better understand teaching

methodologies, namely Fink’s taxonomy, as a means of communicating ideas to a larger audience.

Fink’s taxonomy challenges the instructor to direct the flow of ideas through foundational knowledge,

application, integration, human dimension, caring, and learning how to learn components, taking a

student away from the lecture-component class to a more hands on, critical thinking approach to

absorbing information. The research group was challenged with meeting these learning objectives

through a more creative outlet than simply presenting the information. The development of this

learning module also required extensive research into the related subject matter of water as a material

and the various accounting methods and policy actions currently in place for regulating water use.

Despite the fact that this module was created specifically with the needs of graduate level sustainability

education in mind, further discussion of the goals of this module, of spreading awareness of water use

today, suggested the possibility that a greater audience can and should be reached. The subject matter

at hand could potentially be adapted for use with younger audiences, thus equipping the future

generations with a more sustainable frame of mind. It is never too early to start learning about the

sustainable use of water. A future project could adapt this material for elementary or high school

students.

This learning module, along with others developed for this sustainability-learning suite, is ready for

deployment in collaborating universities around the country. The suite has a very specific focus on the

sustainable future of water, with this module presenting some key concepts about accounting methods

and unsustainable water use today. This is only a small part of the larger picture presented by the

entire suite of water sustainability-themed modules, restricting its scope to water needs and

assessment. The project is related to Meredith Ballard’s doctoral dissertation and the MUSES Great

Lakes project’s educational component.

VII. References

1. Fink, L. Dee. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: JosseyBass.p. 30.

2. World Water Council. (2000). A Water Secure World: Vision for Water, Life and the Environment. World Water Vision Commission Report: 1-70.

3. Chapagain, A.K., A.Y. Hoekstra, H.H.G. Savenije, R. Gautam. (2006). The water footprint of cotton consumption: An assessment of the impact of worldwide consumption of cotton products on the water resources in the cotton producing countries. Ecological Economics 60: 186-203.

4. Rogers, P., R. Bhatia, and A. Huber, (1997). Water as a social and economic good: how to put the principle into practice. Technical Advisory Committee of the Global Water Partnership in Namibia.

5. Wagner, L., Materials in the Economy: Materials Flow, Scarcity and the Environment. 2002, United States Geological Survey: Washington, DC

6. Linsky, R.B. The Value of Water: Education and Understanding. in Australian 7. Water Association Inaugural Education Conference. 2004. Canberra, Australia.

8. Michigan Technological University NSF MUSES Proposal.(2007). Collaborative Research:

Modeling and Analyzing the Use, Efficiency, Value, and Governance of Water as a Material in the

Great Lakes Region through an Integrated Approach.

9. Water Footprint Network (www.waterfootprint.org). A comprehensive introduction into water

footprints, April 19, 2011.

10. Hoeksta, A.Y., Ashok K. Chapagain, Maite M. Aldaya, Mesfin M. Mekonnen. (2011). The water

footprint assessment manual: Setting the global standard. EarthScan

11. Council of Great Lakes Industries. Optimizing Industry Water Use Great Lakes Protection Fund

Project 926. http://www.cgli.org/waterfootprint/waterfootprint.html, April 19, 2011.

12. Committee for National Water Policy: Comprehensive Integrated Water Policy

waterpolicy.net/aboutus.htm , April 17, 2011.

13. Energy Star on Water Efficiency http://www.energystar.gov/index.cfm?c=business.bus_water,

April 17, 2011.

14. Blue Gold: The Global Trade in Water

http://www.thirdworldtraveler.com/Water/Global_Trade_BG.html, April 17, 2011.

15. Water Sense http://www.epa.gov/WaterSense/, April 17, 2011.

16. Ridoutt BG, Pfister S. (2009). A revised approach to water footprinting to make transparent the

impacts of consumption and production on global freshwater scarcity. Global Environmental

Change - Human and Policy Dimensions.

Appendices:

Appendix A: Learning Objectives: Fink’s Taxonomy

“Water as a Material” Learning Objectives

What impact do I want this module experience to have on students, which will still be there a year or

more after the course is over?

FOUNDATIONAL KNOWLEDGE

detail

What key information (facts, terms, formula, concepts, relations...) is important for students to understand and remember in the future? What key ideas or perspectives are important for students to understand in this module?

Key information: 1.1 Understand the definition of water accounting 1.2 Learn different methods for water accounting 1.3 Understand the concept of water footprinting its standardization

(ISO Water Footprint) 1.4 Learn the concept of virtual water trade 1.5 Understand concept of valuing water as a material and its

relationship to other important material flows 1.6 Understand the difference between blue, green, and grey water

Key ideas or concepts 1.7 Understand water accounting through sustainability assessment 1.8 Understand the different accounting methods and how they

differ 1.9 Understand the importance of water trade and spatial/temporal

variability in water use and impacts 1.10 Understand importance of water accounting and water as a

material 1.11 Understand the impact of accounting methods to shape policy

and human behavior towards water consumption

APPLICATION

detail

APPLICATION

What kinds of thinking are important for students to learn here: Critical thinking, in which students analyze and evaluate? Creative thinking, in which students imagine and create? Practical thinking, in which students solve problems and make decisions? What important skills do students need to learn? What complex projects do students need to learn how to manage?

Critical thinking: 2.1 Be able to explain the differences in water accounting methods 2.2 Be able to assess methods for applicability and use 2.3 Be able to apply water accounting methodology to different

sectors of water use (corporations, agriculture, personal)

Creative thinking 2.4 Use water footprinting to understand the water use in everyday

products and services and apply this specifically to a hamburger in three different cities

2.5 Inspiration to create technical solutions, policy and behavioral change that reduces and minimizes water consumption

Practical thinking 2.6 Understand practical choices that influence water footprints and

virtual water trade 2.7 Develop an understanding of how policy effects the methods 2.8 Understand the complexity of the sustainability of water

footprinting, the balance between water use for economic activity, healthy communities and healthy environment

Skills: 2.9 Evaluate water accounting methods and spatial/temporal

variability 2.10 Calculate personal water footprint with two different calculators 2.11 Evaluate policy options for water accounting

INTEGRATION

detail

What connections (similarities and interactions) should students recognize and make...

•Among ideas within this course?

•Between the information, ideas, and perspectives in this course and those in other courses or areas?

•Between material in this course and the students’ own personal, social, and work life?

3.1 Connect water accounting methods with different sectors (corporations, agriculture, personal)

3.2 Connect the idea of water as a material to water accounting 3.3 Integrate the accounting methods to describe variability in a

water accounting assessment of a hamburger and their own daily lives

3.4 Connect water accounting to various policy decisions 3.5 Make connection between this module and the value for water

module 3.5 Make connection between the their personal water consumption

with water consumption across different global geographical regions

HUMAN DIMENSION

detail

What can or should students learn about themselves? What can or should students learn about understanding and interacting with others?

4.1 Realize the personal role in water savings and water consumption 4.2 Be able to discuss the social implications of water accounting 4.3 Make personal connection to global water consumption and learn how to better interact as a global citizen

CARING

detail

What changes would you like to see, in what students care about, that is, any changes in their...

•Feelings?

•Interests?

•Values?

5.1 Become more interested in water accounting and assessment and footprinting

5.2 Become more interested in water saving policies 5.3 Develop an interest in knowing the water requirements for daily

activities (or requirements) (food, clothing, etc.) 5.4 Become more responsible on reducing water usage through

personal effort

LEARNING HOW TO LEARN

detail

What would you like for students to learn about...

•How to be a good student in a course like this?

•How to engage in inquiry and construct knowledge with this subject matter?

•How to become a self-directing learner relative to this subject? That is, having a learning agenda of what else they need and want to learn and a plan for learning it.

6.1 Get familiar with the current strategies and policies on water savings

6.2 When faced with a water use issue, be able to apply water accounting methods learned from this class

6.3 Apply this knowledge to future water use certifications and new accounting methods, critically evaluate new methods

6.4 Get acquainted with web sites and literature on water accounting

6.5 Build a basic understanding and vocabulary about water accounting

Appendix B: PowerPoint Module and Learning Activities