Welcome to HVWSHE

I.1.1. Overview and Background Information

No one disagrees that water is a very important component in determining quality of our lives. It means that people must concern with water they drink. Although water covers more than 70% of the Earth, only 1% of the Earth's water is available as a source of drinking. If our society still continues to contaminate this precious water resource, it is not impossible that our lives are in danger. Water is good solvent which is able to dissolve most organic and inorganic matters. Therefore, any waste that our society dumps into the water resources can contaminate the water and destroy our lives.

By learning this lesson, learners are expected to use water wisely and efficiently, to be responsible for protecting water resources, and to care of others.

Subject Matter area	Moral education	Time duration
Theme	Relations with natural environment
Topic	Saving and protecting water resources
Grade	3-5
Specific concepts covered in the lesson	Importance of water in daily life Real situation of water resource in local area The causes of water resource pollution Using water properly
Human values addressed	Right conduct: protect water resource in the family, school and in the local area Truth: wise and efficient to use water Love: save, care, and concern to others Responsibility: reject any action polluting the water
Lesson objectives	At the end of the lesson, learners should be able: To understand the importance of water To understand the necessity of using water reasonably, economically, and protect water resource To increase the sense of objection to bad behavior, such as: wasting water, polluting water resource To describe good ways in using water sensibly and economically
Materials needed	Samples of water from different water resources, for example: river water, lake water, well water, tap water, rain water Worksheet 1,2 Papers size A0, A1 Photographs, pictures collected from magazines about activities polluting water and water resource
Teaching-Learning Steps:		50 mins
Introductory or Motivational activities	Teacher asks learners to mention the use of water at their home Teacher asks learners to describe problems related to the lack of clean water based on their experiences they face in daily life	5 mins
Lesson proper	Step 1: Activity 1 - What is water used for? *Aim:* Learners understand that water plays an important role in daily life. Divide the class into three or five small groups of 5-6 learners Distribute worksheet 1 (Attachment 6.I.1.2) to each group Learners discuss in groups to list out in detail worksheet 1. Each group’s representatives present their group’s discussion. Teacher writes discussion results (example: water is used for eating, drinking, showering, washing, cleaning, brushing teeth, watering plants, food processing, etc.)	10 mins
Lesson proper	Step 2: Activity 2 - What can we do with waste water/used water? *Aim:* to develop/encourage a sense of using water sensibly and economically Distribute worksheet 2 (Attachment 6.I.1.3) to each group. Learners discuss in groups to list out activities to reuse waste water in detail on worksheet 2 Group’s representatives present group’s discussion to the class Introduce learners the pictures illustrating/showing the reuse of waste water, and the shortage of water.	10 mins.
	Activity 3: Study about water resource in the local area *Aim*: to develop/encourage a sense of protecting water resource from pollution Learners work in groups to observe water resource directly or to observe by use of microscope. The water samples are: river water, ponds water, lake water, well water, tap water, and rain water. Compare water samples mentioned above Discuss in group for answering the question: Which water samples are polluted and what can we do to protect water resource from pollution? Each group’s representatives share group results to class.	20 mins.
Closure	Learners and teacher summarize and emphasize that: human being cannot survive without water waste water can be reused for some extents. Therefore, we can save water by using water sensibly and economically we need to keep and preserve clean water, hygienic environment and should throw waste in the right places, not in the areas of water resources	5 mins.
Assessment / Evaluation	Observe learners’ performance Reflective test Written tests (Worksheets 1 and 2)

Photographs, pictures collected from magazines about actions of wasting water, and polluting water resource.

Do not damage pipe lines

Level         :     3 - 5 (Primary level)
Theme      :     Relations with natural environment
Topic        :     Saving and protecting water resources

Process	Steps	Note: Time, etc.
Preparation for learners to participate in the activities Group work set up Preparing learning materials	Divide learners into groups Checking learning materials: Worksheet 1 Worksheet 2 Paper A0 Funnels, cotton-wool or mixture sand and stone Photographs / pictures about water, water pollution, the use of water, shortage of water, etc.	5-6 learners in group Before lesson
Activities 1 Group work to find out the answers of the question: “What is water used for?”	Observing pictures, sharing self-experience. Discussion to fulfill worksheet 1 Presenting their group’s discussion results to the class Learners list out daily activities on how to use the water	10 minutes
Activity 2: Group work to answer the question: “What can we do with waste water/ the used water?”	Observing pictures Discussion in group about reusing used water Filling out worksheet 2 Presenting their group’s discussion results to the class Learners list out activities to reuse waste water	10 minutes
Activity 3: Group work to study about water resources at the local area	Collecting and observing through microscope the properties of water samples from river, ponds, lake, well, tap, and rain water. Discussion in group to answer question: What can we do to protect water resource from pollution? Sharing the finding to the class	20 minutes

Name of teacher : …………………………………………………….

Subject Matter Area : Moral

What	How	Who
Knowledge Learners are able to understand water value for life	Written test (worksheet 1)	Teacher
Problem Solving Skills Learners are able to use water sensibly and economically	Play role in group	Peers and parents
Scientific Inquiry Skills Learners are able to observe water resource around school	Observation of learners activities in experimental works	Teacher
Attitude expression Learners express the awareness about role of water and preventing water pollution	Listing learners’ attitude	Teacher
Value Expression Learners are able to show actions in daily activities to protect water	Individual activities and table of learners’ comments	Teacher and parents
Personal Expression	Reflective poster	Teacher

Water pollution mostly results from human activities. There are many sources of water pollution. The most polluting of them are the city sewage and industrial waste discharged into the rivers. The water we use is taken from lakes and rivers, and from underground (groundwater). After using, water can contain chemicals and suspended matters. When we dump the water, it will return into water source locations.

To keep our used water from spoiling our water resources, we have to reduce or remove pollutants before the water gets back into the environment. We can start to save our water resources by putting any waste in the right bins as supposed to.

By learning this lesson, learners are expected to understand the causes of water pollution and to avoid polluting the river water.

Subject Matter area	Geography	Time duration
Theme	Nature, human beings in the continents – Geography of Vietnam
Topic	The causes of river water pollution
Grade	3-5
Specific concepts covered in the lesson	Importance of water in daily life Real situation of water resource in local areas The causes of water resource pollution Protecting water resource
Human values addressed	Right conduct: protect water resource Truth: wise and efficient to use water Love: save, care, and concern to others Responsibility: To care of water and water resources Non violence:
Lesson objectives	At the end of the lesson, learners should be able to: To know the causes of river water pollution To be concious and have actions to protect river water resource
Materials needed	Photographs, pictures of river and lake pollution Chosen places of river or lake to explore Papers A0, whiteboard pen
Teaching-Learning Steps:		90 mins
Introductory or Motivational activities	Teacher asks learners to mention materials that may lead to river water pollution	5 mins
Lesson proper	Step 1: Activity 1 - What can pollute river and lake? Aim: to develop/ encourage a sense of collecting information about causes of river water pollution Learners (in pairs) do an observation at some places around a river or lake. Learners collect and count things, such as garbage, wrapping papers, falling leaves, nylon bags, and cans of beer, which could be found around the river or lakes. Some pairs of learners present their results to the class	30 mins
	Step 2: Activity 2 - Causes of river water pollution Divide the class into small groups (5-6 learners per group) Each group discusses any possibilities causing river water pollution Each group presents and shares group’s discussion results Teacher writes learners’ ideas about the cause of river water pollution on board. For example: waste water from daily activities in the city and countryside, from sewages, from industrial parks, from hospitals; garbage in daily life; and rotten dead animals absorbing into underground water and flow into river Teacher gives comments	15 mins.
	Step 3: Activity 3 - Protect our water resource *Aim:* to develop/ encourage behaviour and attitude of protecting river water Based the finding in the activities 1 and 2, each group (1-4) discusses any efforts they can do to minimize negative impacts on the environment caused by: Leaves and other materials falling into the river (group 1) garbage from daily activities around the river (group 2) home sewage (group 3) industrial sewage (group 4) 2. Each group presents their work to the class 3. Teacher comments	35 mins.
Closure	Learners and teacher summarize and emphasize about: The causes of water pollution Some activities to protect water pollution, and human values related to them	5 mins.
Assessment / Evaluation	Observe learners’ performance Reflective test

Process	Steps	Note: Time, etc.
Preparation for learners to participate in the activities Group set up Preparation to work in a river area Preparing learning materials	Dividing class in groups consisting 5 -6 learners in a group. Checking learning materials: Papers A0, whiteboard and pen	Before lesson In classroom 5 minutes
Activity 1: Identifying the causes of river pollution	Collecting wastes and materials that they can find around the river which may pollute the river Counting the materials Sharing the finding to the class Some pairs present their work	in the area of a safe river around the school 30 minutes
Activity 2: Studying the causes of river water pollution	Discussing in group the causes of river water pollution Presenting their finding to the class Listing out main causes of river water pollution	in the classroom or in the area of the river 15 minutes
Activity 3: Indicating some ways to protect water resource at local area	Group discussion to answer question: What do you have to do to minimize negative impacts on the environment caused by: Garbage falling into the river (Group 1) Garbage from daily life (Group 2) waste water from sewerage (Group 3) Waste water from industrial parks and from hospitals (Group 4) Present their group’s discussion Discussion in class	in the classroom or in the area of the river 20 minutes 15 minutes

Name of teacher : …………………………………………………….

Topic : River and Human life

What	How	Who
Knowledge Learners are able to recognize the causes of water resource pollution	Written or reflective test	Teacher
Problem Solving Skills Learners are able to protect water resource	Experimental results	Teacher
Scientific Inquiry Skills Learners are able to observe the causes of water resource pollution around the house, school, and community	Observation of learners’ works	Teacher
Attitude expression Learners express their awareness of good habits for water river protection	Observation of learners attitude in experimental work and discussion	Teacher
Value Expression Learners have the action to minimize water resource pollution	Individual activities	Teacher and parents
Personal Expression Learners appreciate water resource around them	Writing report and presentation	Teacher and students

Water that people drink must clean, with no bacteria or other organism contents that may cause human disease. Unclean water can be known from its odor and color. The odor and color can be the result of microbial activity, or compounds of chemicals such as iron, manganese or sulfur. For example, hydrogen sulfide leading to bad smell is a result of decaying organic matter and the activity of sulfur and iron bacteria. Purification is necessary for safe, healthy drinking water. This requires the use of a filter and some chemicals.

In this lesson, learners will try a very simple way to purify unclean water by use of filter to encourage their responsibility for health, clean and fresh water resources.

Subject Matter area

Science

Time duration

Theme

Material and energy

Topic

Polluted water

Grade

3-5

Specific concepts covered in the lesson

Importance of water in daily life
Using water properly
Purifying water

Learning outcomes

To know some ways to purify water
Practice saving water in the family
Be conscious of protecting water resource

Human values addressed

Right conduct: protect water resource
Truth: wise and efficient to use water
Love: save, care, and concern to others
Responsibility: have a sense of someone pollutes water resource

Lesson objectives

At the end of the lesson, learners should be able:

To distinguish the properties of clean water and polluted water
To explain the causes of river or lake water
To mention side effects of using polluted water resources for human health

Materials needed

Samples of river water and fresh well water
4 empty bottles
Two funnels
Filtering cotton
Magnifying glass

Teaching-Learning Steps:

40 mins

Introductory or Motivational activities

Teacher shows the picture of learning materials and asks learners why the activities need to be done?

5 mins

Lesson proper

Step 1: Activity 1 - Explore some properties of water in natural sources

Dividing the class into three or five small groups of 5-6 learners
Each group collect water samples, one bottle of river water, and another one of well water.
Label both bottles.
Making a hypothesis about differences of the water. For examples: well water is cleaner than river water because of its less dust content.
Using 2 funnels and filtering cotton, filter the water and collect them into separate 2 empty bottles.
Observing the filtering cotton from each funnel (Learners may use a magnifiers glass to observe microorganisms – if any)
Each group presents their results

15 mins

Step 2: Activity 2 - Criteria of polluted water and fresh 20 mins

water

Groups discuss and create their own criteria for polluted water and fresh water
Groups note their discussion results in the Table 6.I.3.1 below, and present to the class.

Table 6.I.3.1. Water Criteria

Criteria	Polluted water	Fresh water
1. Color	……………….	……………….
2. Odor	……………….	……………….
3. ………….	……………….	……………….
4. ………….	……………….	……………….
	……………….	……………….

Other groups ask and discuss.

Closure

Learners and teacher summarize the results of discussion

5 mins.

Assessment / Evaluation

Observe learners’ performance
Reflective test

Process	Steps	Note: Time, etc.
*Preparation for learners to participate in the activities* Group set up Checking learning materials	Dividing learners into group of 5-6 learners Preparation of learning materials: River water, lake water, used water from washing hands, and clean fresh water in separate bottle. Two empty bottles Two funnels Cotton wool Magnifier	Before lesson
*Activities* Activity 1: Exploring the properties of water from natural resources	Collecting river water sample and well water sample Labeling bottles of river water and of well water. Using 2 funnels with wool cotton to filter the water into 2 empty bottles Observing cotton wool after filtering which may need to use magnifying glass Discussion in groups Sharing group finding to the class	15 minutes
Activity 2: Criteria to evaluate polluted water or fresh water	Discussing the criteria of polluted water or fresh water Discussion in groups to fill the table 1 on the Lesson Plan Each group presents their results to the class Summarizing final results	5-6 learners per group 20 minutes

Assesssment sheet

Name of teacher : …………………………………………………….

Topic : Polluted water

Instructional Objectives

What	How	Who
Knowledge Learners are able to understand side effects of using polluted water resources to human health	Written test	Teacher
Problem Solving Skills Learners are able to distinguish clean water and polluted water	Group’s experimental results and activities (Activity sheet)	Peers and teacher
Scientific Inquiry Skills Learners are able to explore the criteria to evaluate polluted water and fresh water.	Writing a list of some criteria	Teacher
Attitude expression Learners are able to express the awareness of using clean water.	Attitude table (Lickert scale)	Teacher
Value Expression Learners are aware of using clean water	Individual activities	Teacher and parents
Personal Expression Learners appreciate water value for human life	Writing Report and presentation	Teacher and students

Because of the importance of water and its resources, everyone must be responsible for protect them. People sometimes forget to protect water because they live in regions containing unrestricted local water resources. This unconsciousness responsibility will absolutely harm their lives. Therefore, since early learners should realize to protect water resources.

Learners should be aware of and learn the responsibility for development and implementation of local and regional source water protection since they are at elementary schools. As consequences, learners will establish constructive habits for those responsibilities.

Subject Matter area	Science	Time duration
Theme	Environment and natural resource
Topic	Protect water sources
Grade	3-5
Specific concepts covered in the lesson	The causes of water resource pollution Protecting water resource
Learning outcomes	Human daily activities, and water environment and air environment situation Practice specific methods to protect environment
Human values addressed	Right conduct: protect water resource Love: save, care, and concern to others Responsibility: protecting water resources Non violence: awareness
Lesson objectives	At the end of the lesson, learners should be able: To identify activities that should be done and should not to protect water resources To improve constructive behavior to protect water resources To draw pictures for campaigning water resource protection
Materials needed	Some A0 papers, paint brushes, for groups Pictures
Teaching-Learning Steps:		90 mins
Introductory or Motivational activities	Teacher shows the purpose of learning Teacher asks learners to mention activities of people around them relating to water resource protection.	5 mins
Lesson proper	Step 1: Activity 1 - Find the ways to protect water sources Asking learners to get a friend for pair activities. Each pair of learners observe pictures given on Attachment 1, and choose pictures showing good or bad behaviour to protect water resources Some pairs present their work to the class. Asking learners to mention what people around them do to protect water sources.	40 mins
	Step 2: Activity2 - Draw pictures about water resources protection campaign Dividing learners into groups. Learners in groups make commitment to protect water sources, and design a picture to express the commitments: Discuss contents of the picture Draw the picture Each group presents their results to the class Group discussion about protecting water resources Teacher comments and emphasizes	40 mins.
Closure	Learners and teacher summarize about good and bad behavior to protect water resources	5 mins.
Assessment / Evaluation	Observe learners’ performance Reflective test

A. Things that shouldn’t be done to protect water resource:
Picture 1. Destroying water pipes that may leave pollutants get into the water
Picture 2. Discharging rubbish into pond that causes pond water polluted and animals in the ponds died

B. Things should be done to protect water source:
Picture 3.     Selecting recycled garbage and putting them into a right trashcan.
Picture 4.     Using self – disintegrated lavatories to avoid groundwater pollution.
Picture 5.     Guttering around wells so that pollutants cannot get into water and mosquitoes do not reproduce well
Picture 6.     Building sewage systems

Picture 2. Discharging wastes into ponds

Picture 3. Using dustbin

Picture 4. Using self – disintegrated lavatories

Picture 5. Cleaning up water sources

Process

Steps

Note: Time, etc.

Preparation for learners to participate in the activities

Group work set up
Providing learning materials

Dividing students into pairs (Activity 1) and groups (Activity 2)
Providing learning materials:
Some A0 papers, paint brushes, for groups
Pictures

Before lesson

Activity 1:

Explore some features of water in natural sources

Pair work

Observing 6 pictures and indicating actions/things shouldn’t be done to protect water source
Some pairs present their finding to the class
Teacher asks learners to relate their finding to the activities of their families, and communities, especially to protect water sources

In classroom

15 minutes

20 minutes

Activity 2: Draw pictures for water sources protection campaign

Group work

Making commitments for protecting water sources
Discussing and design the content for drawing picture to express their commitments
Each group presents their results to class
Groups discuss and evaluate the results

30 minutes

15 minutes

Instructional Objectives

What	How	Who
Knowledge Learners are able to understand what should and shouldn’t be done to protect water resources.	Written test (reflective test)	Teacher
Problem Solving Skills Learners are able to protect water resources.	Play role in group to find solution of water resource pollution.	Peers and teacher.
Scientific Inquiry Skills Learners are able to observe what families and communities have done to water resources.	Observation table (Lickert scale)	Teacher
Attitude expression Learners express the awareness of protecting water sources.	Attitude table (Lickert scale)	Student
Value Expression Learners are responsible for protecting water sources.	Individual activities	Teacher and parents
Personal Expression Learners appreciate the value of water	Reflective picture for water resource protection campaign.	Teacher and students

Activity 3: Study about water resource in the local area

Subject Matter Area : Moral

Step 2: Activity 2 - Causes of river water pollution

Step 3: Activity 3 - Protect our water resource

Topic : River and Human life

Knowledge

Step 2: Activity 2 - Criteria of polluted water and fresh 20 mins

water

Topic : Polluted water

Instructional Objectives

Step 2: Activity2 - Draw pictures about water resources protection campaign

Instructional Objectives

Problem Solving Skills

Scientific Inquiry Skills

Attitude expression

Value Expression

Personal Expression