EXTENSION ACTIVITIES: WORLD WATER DAY IN PERU
UNIT: WORLD WATER DAY IN PERU
EXTENSION ACTIVITIES (optional)
Activity 1: Game – Water Ring
Time
20-30 minutes
Goal:
A team challenge to move a cup of water
using an elastic band and string.
Equipment: Chalk or cones (to mark start and finish
lines); elastic band – 1 per team; pieces of
string about 1/2 metre long – 1 per player;
cup filled with water (or sand or pebbles);
empty bucket (or box) – 1 per team.
Play Area: Gym or outside
2. Mark a start line at one end of the play area and a
Let’s play:
1. Inform students that in many disadvantaged
countries water is collected by girls and women who
sometimes travel 1 - 2 hours to and from the water
source. This can be dangerous for them personally
and, depending on the terrain, can cause water loss
on the journey. As a result, some communities are
encouraging their members to go to a water source
in groups that include both boys and girls. Right To
Play uses this game in countries like Peru to increase
children’s awareness of the importance of teamwork
when collecting water.
6. Place an empty bucket at the finish line.
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finish line at the other end.
3. Divide the players into groups of 6–10.
4. Ask each team to line up behind the start line.
5. Place a cup on the ground in front of each team at
the start line.
7.
Give each team a thick elastic band.
8. Have players place the elastic band around their cup.
9. Give each player a piece of string.
10. Ask each player to tie one end of the string to the
elastic band and hold the other end in their hand (see
diagram below).
Peru
EXTENSION ACTIVITIES: WORLD WATER DAY IN PERU
11. Once each team is attached to its cup, fill the cups
with water (or sand or pebbles).
12. Explain and demonstrate that:
• When you say “Go!” the players will use the elastic
band and string to pick up the cup of water.
• Players can only use the string and elastics.
• Teams must move the cup of water to the other
side of the finish line and empty the cup of water
into the bucket.
• If the cup of water spills the team must
begin again.
• If any player touches the cup with their hands the
team must start over.
13. End the game when all groups have crossed the
finish line.
14. Discuss the experience using the Reflect-Connect-
Apply questions below.
Reflect
a. What steps did you have to take to accomplish this
task?
b. Did you find it difficult to move the water together?
Why?
c. Did you find it difficult to move the water without
using your hands? Why?
Connect
d. What did you learn about working together as
a team?
e. How would teamwork help you collect water for your
community in a disadvantaged country?
f. Can you give examples of when teamwork in your
community helped it out?
Apply
g. Can you describe things you do alone that would be
better done if you were part of a team?
h. How would you go about getting others to be part of
your team?
Activity 2: The Rights of the Child to
Clean Water
Time: 45-60 minutes once resources are collected.
Background
The United Nations Convention on the Rights of the Child
(CRC) is a legally-binding document in support of child
rights. When it was introduced to the General Assembly
in 1989, it was unanimously adopted and has since been
ratified by nearly every country in the world – including
all of the countries where Right To Play programs
are delivered.
The majority of countries categorize the rights listed
in the CRC using the following four categories to help
remember and identify the rights:
• Right to survival
• Right to development
• Right to protection
• Right to participation
Article 24 comes under the right to survival. This article
states: Children have the right to good quality health
care and to clean water, nutritious food and a clean
environment so that they can stay healthy.
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Peru
EXTENSION ACTIVITIES: WORLD WATER DAY IN PERU
1.
Inform students about the UN Convention on the
Rights of the Child and Article 24.
2. State that Peru recognizes the importance of Article
24 which is why it is working with Right To Play to
address the right for its children to have clean water
in their communities.
3. Canada also values clean water for its children.
Assign students the task of creating a collage that
demonstrates this fact.
4. Encourage students to bring to class:
• Magazines to use as a source for photos,
words, advertisements.
• Songs or poems.
• Brochures on Canada.
• Whatever they can find that celebrates and shows
that Canada has clean water in abundance allowing
us to do many things that keep us healthy, such
as brush our teeth, cook, swim, play water sports,
grow vegetables in our backyard, take a daily
shower, etc.
5. Post their collages around the room. Ask some of
the students to volunteer to describe what exact
message they were trying to make and how they
used their materials to do so. Encourage the rest of
the class to ask questions about their work and to
give constructive feedback.
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Peru