Secondary Webquest – Yr 9 World Water Crisis Introduction This webquest is about understanding the impact of changing environmental, geographical and social criteria on the availability of fresh water for food production in communities around the world. National Curriculum Standards VCGGK134 ‐ Environmental, economic and technological factors that influence crop yields in Australia and across the world. VCGGK135 ‐ The interconnection between food production and land and water degradation; shortage of fresh water; competing land uses; and climate change, for Australia and other areas of the world. VCGGK138 ‐ Challenges in feeding the current and projected populations of Australia and the world, and responses to these challenges Task About 75% of our earth’s surface is covered in water and yet less than 1% of this is fresh water. On top of this, much of the water that humans have access to is unsuitable for use, or worse, there is no access. Many factors contribute to challenges in food production around the world, with water availability playing a big part. It is your job to run an awareness campaign to bring to the attention of the public and politicians alike, just how severe the world’s water crisis is and it’s impact on food production both here in Australia and in countries overseas Key questions What factors influence food production? What is the “world water crisis” and what does it mean for food production? What is climate change and how does it affect food production in different countries? How much water is used in the production of different types of food, both plant and animal based? What sort of technology is being used/developed to overcome issues for farmers? Process As a class, watch one of the following documentary film (available to borrow from Yarra Valley Water): Flow: For Love of Water by Irena Salina Last Call at the Oasis by Jessica Yu A World Without Water by Brian Woods (available to view in full on www.youtube.com) © 2016 Yarra Valley Water. This material may be used free of charge for non‐commercial educational purposes. Divide the class into groups of 4 to come up with an awareness campaign that includes the following: ‐
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a logo and motto/slogan for the campaign a poster that can engage and educate people about the challenges to food production that the water crisis creates a short film (no longer than 5 minutes) to be screened during the Future Farming Summit, that outlines factors regarding climate change, competing land uses, land degradation and water shortages that affect farming and food production a flyer that promotes a scientific or technological advancement that will help combat some of the issues outlined in your film Your campaign should highlight examples from both Australia and other parts of the world (different to those in the documentary) Resources DVD’s Flow: For Love of Water by Irena Salina Last Call at the Oasis by Jessica Yu Australia’s Water Crisis: Climate Change, Salinisation by TV Choice Productions Websites A World Without Water (Full Documentary) ‐ https://www.youtube.com/watch?v=hEew4PF_Bgs Update on California 2014 (Last Call at the Oasis) ‐ http://www.youtube.com/watch?v=1s_mTSknb_k Climate Change and Water in Australia ‐ http://www.cana.net.au/water/farmers/index.html Australian Farming and Agriculture ‐ http://australia.gov.au/about‐australia/australian‐story/austn‐
farming‐and‐agriculture Water in Australia’s Cotton Industry ‐ http://cottonaustralia.com.au/australian‐
cotton/environment/water Innovation in Farming ‐ http://theconversation.com/australias‐farming‐future‐doing‐more‐with‐less‐
water‐14983 Water Scarcity in Agriculture ‐ http://www.fao.org/ag/magazine/0704sp4.htm Water Scarcity & Droughts in the European Union ‐ http://ec.europa.eu/environment/water/quantity/water_agri.htm Water Scarcity in the Rice Growing Industry ‐ http://irri.org/our‐work/research/rice‐and‐the‐
environment/coping‐with‐water‐scarcity Water & Sanitation in the Third World ‐ http://thewaterproject.org/why‐water © 2016 Yarra Valley Water. This material may be used free of charge for non‐commercial educational purposes. Cannabis Farming in California Uses So Much Water It Could Wipe Out Salmon Populations ‐ http://www.independent.co.uk/news/world/americas/cannabis‐farming‐in‐california‐using‐so‐much‐
water‐it‐could‐wipe‐out‐salmon‐population‐biologists‐warn‐9775102.html Farm Water in California ‐ http://farmwater.org/ Chemicals in Agriculture ‐ http://www.agro.basf.com.au/ Vertical Farming ‐ http://www.verticalfarm.com/ Water Conservation Methods for Agriculture: Part 1 ‐ http://www.bigpictureagriculture.com/2013/02/thirty‐five‐water‐conservation‐methods‐agriculture‐
farming‐gardening‐323.html Water Conservation Methods for Agriculture: Part 2 ‐ http://www.bigpictureagriculture.com/2013/02/thirty‐five‐water‐conservation‐methods‐for‐
agriculture‐farming‐and‐gardening‐part‐2.html Impact of Water Scarcity for Food Security a Priority for Near East and North Africa ‐ http://www.fao.org/news/story/en/item/214224/icode/ What’s Really Causing Water Scarcity in Africa south of the Sahara? ‐ http://www.ifpri.org/blog/what‐
s‐really‐causing‐water‐scarcity‐africa‐south‐sahara Water Scarcity Around the World ‐ http://www.worldwildlife.org/threats/water‐scarcity Water footprints of common foods ‐ http://www.waterfootprint.org/?page=files/Animal‐products © 2016 Yarra Valley Water. This material may be used free of charge for non‐commercial educational purposes. Evaluation (sample) Connections Beginning 1 Developing 2 Qualified 3 Students haven't made contact or have not incorporated the information into their topic of study. Students have demonstrated the meaning of some of the material by correctly incorporating it into some of their topic of study. Students have demonstrated the meaning of the material by correctly incorporating it into their topic of study. Exemplary 4 Students have demonstrated the meaning of the material by correctly elaborating, extending and explaining the information incorporating it into their topic of study. Presented Presented Presented most information information of the which was poorly which was organized or was information in a poorly clear and difficult to organized, hard understand some organized way. to understand. of the time. Presented all information in a clear and organized way. Student shares Student works some well with other Student does information with students, Collaboration not participate others and listens speaks and appropriately in with Peers to other students listens to other peer some of the time. well. Minimal discussions. Off‐task off‐task time. frequently. Student is an exemplary listener and leader and shares these roles equally. Student remains on task during group work. Sharing and Presenting Information Identified no appropriate sources in any format Identified a few appropriate sources but made little attempt to balance format types. Only one issue examined with Requirements no supporting evidence from research Only one issue examined with little or no supporting evidence from research Selection of Sources Score Identified Identified highly mostly appropriate appropriate sources in a sources in a variety of variety of formats (books, formats (books, journals, journals, electronic electronic sources). sources). One or two Multiple issues issues examined with examined with good supporting minimal evidence from supporting research evidence from research © 2016 Yarra Valley Water. This material may be used free of charge for non‐commercial educational purposes.