SDG 06: Clean Water and Sanitation

Teacher Guide

This guide offers educators a structured yet adaptable framework, including background information, practical examples, and didactic strategies. All exercises can be completed without having any specific pre-existing knowledge about the topic. They build on each other but can also be carried out independently of each other, and individually. Of course, you can make adjustments as needed. The modular structure allows for flexible implementation - lessons can be taught sequentially or individually, depending on time constraints and students' prior knowledge.

It is ideally suited for subject lessons or project-based learning and can also be utilized outside the traditional classroom setting by environmental groups and clubs.

Boardstory

Together with your students watch the short and fact-based boardstory on SDG 6. If terms are unclear, students can also be asked to write down unknown terms and questions so that they can be clarified after watching the boardstory. Student questions can also create the opportunity for further inquiry and exploration.

Take a second look at the boardstory and use the pause button on the player to ask comprehension questions. Use the interactive exercises embedded in the boardstory. The three exercise types - search game, impulse questions, and quiz - allow you to discuss the content, improve understanding and deepen knowledge on SDG 6.

Student Workbook

After watching the boardstory you can extend and enhance the learning process using the "Student Workbook" for which background information, didactic notes and explanation to each of the exercises can be found in the tab "Teaching Unit".

EXPLORING THE BOARDSTORY

This is a wrap-up activity that helps the students connect what they have learned with the content of the Boardstory. Through discussion and reflection, they will revisit key themes, reinforce their understanding, and explore real-world applications of the story's message.

Session 1:

Watch the short, fact-based SDG 6 boardstory with your students. Have an initial discussion and solve the integrated interactive tasks.

Before watching the boardstory for the first time, give the students a listening task: "What do you learn in the boardstory?" Possibly with the addition: "Remember at least three things."

Then, ask the students to describe the boardstory by asking the following:

• What happened in the boardstory?

• What caught your interest and why?

• Why is it important to have clean water and sanitation?

Session 2:

Work (further) on the worksheets.

Hand out the worksheets "EXPLORING THE BOARDSTORY" from the student workbook to engage the students in the content of the SDG 6 Boardstory.

A VARIETY OF TOILETS

This exercise invites students to explore how basic needs are met in different ways around the world. By comparing everyday objects like toilets, students will reflect on global diversity, quality of life, and sustainability.

After students have drawn their own idea of a toilet as part of the exercise "EXPLORING THE BOARDSTORY" and discussed other types they know, hand out the worksheet "A VARIETY OF TOILETS" from the student workbook.

Students will work in small groups (4–5 students) to look at images showing different types of toilets from around the world. Their task is to observe and discuss how these variations reflect different ways of meeting the same basic human need.

Group Discussion Questions:

• What basic need does this object meet?

• Which examples would you prefer to use, and which would be less desirable?

• How would your quality of life be affected if you could only use a less desirable option?

• Why do you think there are such big differences between the examples?

• How does access (or lack of access) to different toilets affect efforts to achieve a fair and just society?

• Are some toilet options more sustainable or less sustainable? Why?

The goal is to help students understand that everyday objects can vary greatly based on factors like environment, culture, economy, and technology—and that these differences impact people's lives and the pursuit of global fairness and sustainability.

CONFLICTS ABOUT WATER

Access to water is important for everyone. Of course, humans use water for very different purposes. Some use might lead to conflicts about water. In this exercise the students explore and evaluate potential conflicts that arise from limited access to water. They practice critical thinking, empathy, and democratic decision-making by discussing water scarcity and allocating limited water resources.

To introduce this exercise, you could refresh their knowledge from the boardstory, that water stress levels are different globally and clean water is not everywhere guaranteed, and/or how climate change amplifies water problems. You can also show the examples from the news.

Introduction:

It is important for students to understand the difference between clean (drinkable) water and water that is either non-drinkable or possibly polluted. While some students might remember the water cycle, it is essential to clarify that this cycle does not ensure the same amount of clean, drinkable water is available anytime or everywhere. We recommend an open discussion with your students with questions like:

• What is water scarcity?

• Are there different types of water?

  (To simplify things, it would be enough for this exercise to differ between three types: 1) drinkable water; 2) non-drinkable, but still usable water, e.g. rainwater for toilets; 3) polluted water)

• What can pollute water?

Main Activity: Water Allocation Role-Play

Start by setting the Scene:

"Imagine that it has not rained for weeks. In your town, tensions are rising about who should have access to the remaining water. Climate change may make situations like this more common in the future. You will form a 'plenum' (a decision-making group) to decide how the limited water resources should be distributed among different people."

Instruction:

1. Form the Jury (Plenum):
   Ideally, one plenum for the whole class. If the class is large, form multiple groups, each with its own set of water chips.

2. Distribute Materials:

   1. Give some students (or pairs of students) role cards that describe different characters. They are part of the students' workbook.

   2. The plenum / the group of students receives 4 chips representing water: 2 chips for drinkable water and 2 chips for non-drinkable rainwater. They are part of this Teacher Guide and are included after the description of this exercise.

3. Role Presentations:
   Students briefly introduce their character and explain why they urgently need water. They can use the quote on their card and add their own arguments.

4. Plenum Discussion:
   After all characters present their cases, the plenum discusses how to allocate the 4 chips (2 drinkable, 2 non-drinkable). Encourage students to debate and reach a democratic consensus.

5. Decision-Making:
   Only four characters can receive water. The plenum must agree on the final allocation and be able to justify their decision.

6. Role Influence (Optional):
   You can choose whether students stay “in roles” during the discussion (advocating for their character) or switch back to being themselves when making decisions.

THE WATER FOOTPRINT

This exercise helps students understand how we use water both directly and indirectly. They will learn about the concept of virtual water which is the hidden water used to produce everyday products. They also explore their own water footprint. Through discussion and a sorting activity, students will realize how much water different items actually require.

First, establish the difference between direct and indirect water usage. Either let your students name different activities they can think of (possible question: “How did you use water this week?”, “Which activities use water?”) and maybe steer them in the direction of indirect water use (e.g. by asking “Remember the burger from the boardstory? Are there more ways we use water?”). Or you just list the following activities on the board and ask your students to decide whether they represent direct or indirect use of water:

• Taking a shower (d)

• Buying new clothes (i)

• Watering the plants (d)

• Washing the dishes (d)

• Drinking cow milk (i)

• Eating fruit (i)

• Using the toilet (d)

Continue to explain, that indirect water usage makes it hard to see how much water is used for a product or activity. The concepts of virtual water and the water footprint try to visualize that. It can be surprising how much water is usually used for certain products or activities.

To let your students experience that give them the item cards from worksheet "THE WATER FOOTPRINT" and ask them to sort them from least to highest amount of virtual water.

The estimated virtual water amount can of course differ from country to country. Feel free to add other products. The website of the water footprint network might help you research: www.waterfootprint.org/resources/interactive-tools/product-gallery or www.waterfootprint.org/resources/schoolresources/Poster-A3-WaterFootprint-of-Products.pdf

The solution:

• 1 tomato (100g) ~ 21 liters of water

• 1 orange (150g) ~ 84 liters of water

• 500g of potatoes ~ 145 liters of water

• 1 large banana (160g) ~ 160 liters of water

• 1 chicken egg (50g) ~ 160 liters water

• 500g of potato crisps ~ 520 liters of water

• 1 liter (cow) milk ~ 1,000 liters water

• 1 cotton t-shirt ~ 1,500 liters of water

• 1 steak (300g beef) ~ 4,650 liters water

• 1 pair of jeans ~ 8,000 liters water
  

TAKING ACTION

This exercise focuses on identifying ways to taking action and making plans for promoting clean water and sanitation in different areas of life. Students are encouraged to get creative and develop stickers or posters to also engage other people to become involved.

Hand out the last worksheet "TAKING ACTION" from the workbook to engage the students in taking action in their local environment.