{"id":88,"date":"2022-11-05T12:46:48","date_gmt":"2022-11-05T12:46:48","guid":{"rendered":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/?post_type=chapter&#038;p=88"},"modified":"2023-11-28T18:08:34","modified_gmt":"2023-11-28T18:08:34","slug":"unit-1-water-sustainability-and-awareness","status":"publish","type":"chapter","link":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/chapter\/unit-1-water-sustainability-and-awareness\/","title":{"rendered":"Unit 1: Water Sustainability and Awareness"},"content":{"raw":"<h1>Introduction<\/h1>\r\nThrough this unit you will be introduced to the topic of water sustainability, why water conservation is important and the idea of a water footprint as a measure of water use\/waste.\r\n<h1>Activity 1.1<\/h1>\r\nRead through <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a> slides 3-4. Using the data provided, work in pairs to complete the following problem:\r\n<ul>\r\n \t<li>If a 1L bottle is used to represent the total surface water on the earth, how many ml of this would make up the planet\u2019s usable water supply?<\/li>\r\n \t<li>Compare your answers with those of other groups? Discuss the answers in relation to the availability of freshwater for human consumption.<\/li>\r\n<\/ul>\r\n<h1>Activity 1.2<\/h1>\r\nRead through slide 5-7 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.\r\n\r\nWorking in pairs, choose one of the four processes which make up the water cycle and write a causal explanation and share it using <a href=\"https:\/\/jamboard.google.com\/d\/1dLbKrxRAzkPJttKlK1dSi5h65uP5QdKMvKlbOqW3Z4Q\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">Google Jamboard<\/a> (or other platform).\r\n\r\nComplete <a href=\"https:\/\/wordwall.net\/resource\/59849329\/states-of-matter\" target=\"_blank\" rel=\"noopener\">this\u00a0quiz<\/a> to revise how matter changes state.\r\n\r\nCarry out the investigation which pertains to the water-cycle process you have already chosen. Complete the relevant worksheet.\r\n<ul>\r\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/docs.google.com\/document\/d\/1j8AuYkYTYPLe0Gz9k88LAzeXUXZhAtdVdCNKEgZNmhw\/edit\" target=\"_blank\" rel=\"noopener\">Evaporation<\/a><\/li>\r\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/docs.google.com\/document\/d\/1NvkHr_-hTBRkkUh1fHn-LDsQzFFiePRQpp0M1zMoyAU\/edit\" target=\"_blank\" rel=\"noopener\">Condensation<\/a><\/li>\r\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/docs.google.com\/document\/d\/1ZAU0xioHFUlK-A1f8lju2RQ5kFen-rl3NSMXTtIt5dI\/edit\" target=\"_blank\" rel=\"noopener\">Precipitation<\/a><\/li>\r\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/docs.google.com\/document\/d\/1H9E8qHBIQABQki7sBs_3sP8WzP-tZUo2FU_Mq6i5LYY\/edit\" target=\"_blank\" rel=\"noopener\">Collection<\/a><\/li>\r\n<\/ul>\r\n<img class=\"size-full wp-image-368 alignright\" src=\"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-content\/uploads\/sites\/3\/2022\/11\/dcu-u1-fig1.png\" alt=\"\" width=\"276\" height=\"272\" \/>\r\n\r\nRead through slides 9 - 12 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>, watching the two videos on slide 10. Write a causal explanation for what you observe in the videos. Present your explanations to the group. Compare your explanations to that presented in slide 13 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.\r\n\r\nReturn to the causal explanation of your chosen water-cycle process. Update the explanation you initially wrote on <a href=\"https:\/\/jamboard.google.com\/d\/1dLbKrxRAzkPJttKlK1dSi5h65uP5QdKMvKlbOqW3Z4Q\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">Google Jamboard<\/a>, using all you have learned throughout this activity.\r\n\r\nGet together with three other groups (see diagram) to share your learning from this activity and your causal explanations of each water-cycle process. Provide feedback to the other groups on their causal explanation. Listen to feedback on your causal explanation. Compare your approaches to writing a causal explanation. Refine your causal explanation and update it on <a href=\"https:\/\/jamboard.google.com\/d\/1dLbKrxRAzkPJttKlK1dSi5h65uP5QdKMvKlbOqW3Z4Q\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">Google Jamboard<\/a>.\r\n<h1>Activity 1.3<\/h1>\r\nIn pairs, using <a href=\"https:\/\/bubbl.us\/\" target=\"_blank\" rel=\"noopener\">bubbl.us<\/a>, create a mindmap, which outlines all that you know about water. Share your mindmap with the rest of the class using <a href=\"https:\/\/jamboard.google.com\/d\/1hsZ36dLTdlkaevTIlb7apx7ec1I_F-zD17SduNncuwQ\/viewer\" target=\"_blank\" rel=\"noopener\">Google Jamboard<\/a>.\r\n\r\nDevelop your understanding of states of matter further by completing <a href=\"https:\/\/docs.google.com\/document\/d\/1yn0B6k0BKsZR1h-eLg5e9Z7JlBBMh3tXft_ELijR2No\/edit?usp=drive_link\" target=\"_blank\" rel=\"noopener\">this interactive activity<\/a> based around an online simulation.\r\n<h1>Activity 1.4<\/h1>\r\nRead through slides 17-19 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>. Watch the two videos on the impact of drought, on slide 18.\r\n\r\nReview slide 20 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a> and estimate how much water you flush down the toilet each day assuming you flush:\r\n<ul>\r\n \t<li style=\"font-weight: 400\">3L every time you do a \u201cnumber 1\u201d and<\/li>\r\n \t<li style=\"font-weight: 400\">6L very time you do a \u201cnumber 2\u201d<\/li>\r\n<\/ul>\r\nCompare your result to other students in your class. Are there any obvious trends? Who uses more water per day, boys or girls?\r\n<h1>Activity 1.5<\/h1>\r\n<strong>Part 1:<\/strong>\r\n\r\nPart 1: Review slides 21-22 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.\r\n\r\nWatch <a href=\"https:\/\/www.youtube.com\/watch?v=Wpm7cvGqI8g\" target=\"_blank\" rel=\"noopener\">this video<\/a>, which introduces the concept of water footprint.\r\n\r\nExamine the list of foods in part 1 of <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/17NS548uNZs2kUIt6Un0TMxuAFRmR8Vtfs2juwRFsVTw\/edit#gid=618456857\" target=\"_blank\" rel=\"noopener\">this spreadsheet<\/a>. In pairs, estimate which water-footprint category, each food belongs to (note the water footprint categories are included in the spreadsheet). Fill your predictions into the relevant column in the spreadsheet.\r\n\r\nCompare your choices to other students in your class and discuss why you chose to put certain foods in a given category.\r\n\r\nCompare your predictions to the correct answers, which are included on slide 21 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.\r\n\r\nAnswer the questions on the spreadsheet and discuss with the whole class.\r\n\r\n<strong>Part 2:<\/strong>\r\n\r\nRead <a href=\"http:\/\/www.waterfootprint.org\/time-for-action\/what-can-consumers-do\/\" target=\"_blank\" rel=\"noopener\">this article<\/a> on the steps each of us can take to reduce our water footprint on slide 22 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.\r\n\r\nUsing the same <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/17NS548uNZs2kUIt6Un0TMxuAFRmR8Vtfs2juwRFsVTw\/edit#gid=618456857\" target=\"_blank\" rel=\"noopener\">spreadsheet<\/a> and <a href=\"https:\/\/www.waterfootprint.org\/resources\/interactive-tools\/product-gallery\/\" target=\"_blank\" rel=\"noopener\">this water footprint data source<\/a>, estimate the water footprint of each of the three lunch boxes.\r\n\r\nAnswer the questions in the spreadsheet and discuss with the whole class.\r\n\r\n<strong>Part 3:<\/strong>\r\n\r\nUsing the same <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/17NS548uNZs2kUIt6Un0TMxuAFRmR8Vtfs2juwRFsVTw\/edit#gid=618456857\" target=\"_blank\" rel=\"noopener\">spreadsheet<\/a>, estimate the water footprint of each person in your group.\r\n\r\nAnswer the questions in the spreadsheet and discuss with the whole class.\r\n<h1>Activity 1.6<\/h1>\r\nWhat are the major contributors to water footprints?\r\n\r\nHow can you reduce your water footprint?\r\n\r\nShare your thoughts with the rest of your class by posting them to <a href=\"https:\/\/jamboard.google.com\/d\/1MnhvG5Q5UO3bGpw8Aitq48kt3QiJpzWXPh3Dv-wICAY\/viewer?f=1\" target=\"_blank\" rel=\"noopener\">this jamboard<\/a>.\r\n\r\nDiscuss the different ideas \/ suggestions.\r\n\r\nThe water footprint activities are based on <a href=\"https:\/\/www.scienceinschool.org\/article\/2020\/do-you-know-your-water-footprint\/\" target=\"_blank\" rel=\"noopener\">this article<\/a> referenced on slide 24 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.\r\n<h1>Activity 1.7<\/h1>\r\nReflect on your learning throughout Unit 1, by downloading and completing <a href=\"https:\/\/docs.google.com\/document\/d\/1sFvxf7izA6f8WVtqjyNF-umPTu-1UoD33diaHkylrBU\/edit?usp=drive_link\" target=\"_blank\" rel=\"noopener\">this learning log<\/a>. Share your reflections with your tutor.\r\n\r\n<hr \/>\r\n\r\n<div><a href=\"https:\/\/leplanner.ee\/en\/scenario\/3072\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/leplanner.ee\/en\/scenario\/3072&amp;source=gmail&amp;ust=1701279052525000&amp;usg=AOvVaw2l52L8ZgCRHWWQo8rcpTCL\">LePlanner link<\/a><\/div>","rendered":"<h1>Introduction<\/h1>\n<p>Through this unit you will be introduced to the topic of water sustainability, why water conservation is important and the idea of a water footprint as a measure of water use\/waste.<\/p>\n<h1>Activity 1.1<\/h1>\n<p>Read through <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a> slides 3-4. Using the data provided, work in pairs to complete the following problem:<\/p>\n<ul>\n<li>If a 1L bottle is used to represent the total surface water on the earth, how many ml of this would make up the planet\u2019s usable water supply?<\/li>\n<li>Compare your answers with those of other groups? Discuss the answers in relation to the availability of freshwater for human consumption.<\/li>\n<\/ul>\n<h1>Activity 1.2<\/h1>\n<p>Read through slide 5-7 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.<\/p>\n<p>Working in pairs, choose one of the four processes which make up the water cycle and write a causal explanation and share it using <a href=\"https:\/\/jamboard.google.com\/d\/1dLbKrxRAzkPJttKlK1dSi5h65uP5QdKMvKlbOqW3Z4Q\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">Google Jamboard<\/a> (or other platform).<\/p>\n<p>Complete <a href=\"https:\/\/wordwall.net\/resource\/59849329\/states-of-matter\" target=\"_blank\" rel=\"noopener\">this\u00a0quiz<\/a> to revise how matter changes state.<\/p>\n<p>Carry out the investigation which pertains to the water-cycle process you have already chosen. Complete the relevant worksheet.<\/p>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/docs.google.com\/document\/d\/1j8AuYkYTYPLe0Gz9k88LAzeXUXZhAtdVdCNKEgZNmhw\/edit\" target=\"_blank\" rel=\"noopener\">Evaporation<\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/docs.google.com\/document\/d\/1NvkHr_-hTBRkkUh1fHn-LDsQzFFiePRQpp0M1zMoyAU\/edit\" target=\"_blank\" rel=\"noopener\">Condensation<\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/docs.google.com\/document\/d\/1ZAU0xioHFUlK-A1f8lju2RQ5kFen-rl3NSMXTtIt5dI\/edit\" target=\"_blank\" rel=\"noopener\">Precipitation<\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/docs.google.com\/document\/d\/1H9E8qHBIQABQki7sBs_3sP8WzP-tZUo2FU_Mq6i5LYY\/edit\" target=\"_blank\" rel=\"noopener\">Collection<\/a><\/li>\n<\/ul>\n<div class=\"wp-nocaption size-full wp-image-368 alignright\"><img class=\"size-full wp-image-368 alignright\" src=\"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-content\/uploads\/sites\/3\/2022\/11\/dcu-u1-fig1.png\" alt=\"\" width=\"276\" height=\"272\" srcset=\"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-content\/uploads\/sites\/3\/2022\/11\/dcu-u1-fig1.png 276w, https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-content\/uploads\/sites\/3\/2022\/11\/dcu-u1-fig1-65x64.png 65w, https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-content\/uploads\/sites\/3\/2022\/11\/dcu-u1-fig1-225x222.png 225w\" \/><\/div>\n<p>Read through slides 9 &#8211; 12 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>, watching the two videos on slide 10. Write a causal explanation for what you observe in the videos. Present your explanations to the group. Compare your explanations to that presented in slide 13 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.<\/p>\n<p>Return to the causal explanation of your chosen water-cycle process. Update the explanation you initially wrote on <a href=\"https:\/\/jamboard.google.com\/d\/1dLbKrxRAzkPJttKlK1dSi5h65uP5QdKMvKlbOqW3Z4Q\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">Google Jamboard<\/a>, using all you have learned throughout this activity.<\/p>\n<p>Get together with three other groups (see diagram) to share your learning from this activity and your causal explanations of each water-cycle process. Provide feedback to the other groups on their causal explanation. Listen to feedback on your causal explanation. Compare your approaches to writing a causal explanation. Refine your causal explanation and update it on <a href=\"https:\/\/jamboard.google.com\/d\/1dLbKrxRAzkPJttKlK1dSi5h65uP5QdKMvKlbOqW3Z4Q\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">Google Jamboard<\/a>.<\/p>\n<h1>Activity 1.3<\/h1>\n<p>In pairs, using <a href=\"https:\/\/bubbl.us\/\" target=\"_blank\" rel=\"noopener\">bubbl.us<\/a>, create a mindmap, which outlines all that you know about water. Share your mindmap with the rest of the class using <a href=\"https:\/\/jamboard.google.com\/d\/1hsZ36dLTdlkaevTIlb7apx7ec1I_F-zD17SduNncuwQ\/viewer\" target=\"_blank\" rel=\"noopener\">Google Jamboard<\/a>.<\/p>\n<p>Develop your understanding of states of matter further by completing <a href=\"https:\/\/docs.google.com\/document\/d\/1yn0B6k0BKsZR1h-eLg5e9Z7JlBBMh3tXft_ELijR2No\/edit?usp=drive_link\" target=\"_blank\" rel=\"noopener\">this interactive activity<\/a> based around an online simulation.<\/p>\n<h1>Activity 1.4<\/h1>\n<p>Read through slides 17-19 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>. Watch the two videos on the impact of drought, on slide 18.<\/p>\n<p>Review slide 20 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a> and estimate how much water you flush down the toilet each day assuming you flush:<\/p>\n<ul>\n<li style=\"font-weight: 400\">3L every time you do a \u201cnumber 1\u201d and<\/li>\n<li style=\"font-weight: 400\">6L very time you do a \u201cnumber 2\u201d<\/li>\n<\/ul>\n<p>Compare your result to other students in your class. Are there any obvious trends? Who uses more water per day, boys or girls?<\/p>\n<h1>Activity 1.5<\/h1>\n<p><strong>Part 1:<\/strong><\/p>\n<p>Part 1: Review slides 21-22 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.<\/p>\n<p>Watch <a href=\"https:\/\/www.youtube.com\/watch?v=Wpm7cvGqI8g\" target=\"_blank\" rel=\"noopener\">this video<\/a>, which introduces the concept of water footprint.<\/p>\n<p>Examine the list of foods in part 1 of <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/17NS548uNZs2kUIt6Un0TMxuAFRmR8Vtfs2juwRFsVTw\/edit#gid=618456857\" target=\"_blank\" rel=\"noopener\">this spreadsheet<\/a>. In pairs, estimate which water-footprint category, each food belongs to (note the water footprint categories are included in the spreadsheet). Fill your predictions into the relevant column in the spreadsheet.<\/p>\n<p>Compare your choices to other students in your class and discuss why you chose to put certain foods in a given category.<\/p>\n<p>Compare your predictions to the correct answers, which are included on slide 21 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.<\/p>\n<p>Answer the questions on the spreadsheet and discuss with the whole class.<\/p>\n<p><strong>Part 2:<\/strong><\/p>\n<p>Read <a href=\"http:\/\/www.waterfootprint.org\/time-for-action\/what-can-consumers-do\/\" target=\"_blank\" rel=\"noopener\">this article<\/a> on the steps each of us can take to reduce our water footprint on slide 22 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.<\/p>\n<p>Using the same <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/17NS548uNZs2kUIt6Un0TMxuAFRmR8Vtfs2juwRFsVTw\/edit#gid=618456857\" target=\"_blank\" rel=\"noopener\">spreadsheet<\/a> and <a href=\"https:\/\/www.waterfootprint.org\/resources\/interactive-tools\/product-gallery\/\" target=\"_blank\" rel=\"noopener\">this water footprint data source<\/a>, estimate the water footprint of each of the three lunch boxes.<\/p>\n<p>Answer the questions in the spreadsheet and discuss with the whole class.<\/p>\n<p><strong>Part 3:<\/strong><\/p>\n<p>Using the same <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/17NS548uNZs2kUIt6Un0TMxuAFRmR8Vtfs2juwRFsVTw\/edit#gid=618456857\" target=\"_blank\" rel=\"noopener\">spreadsheet<\/a>, estimate the water footprint of each person in your group.<\/p>\n<p>Answer the questions in the spreadsheet and discuss with the whole class.<\/p>\n<h1>Activity 1.6<\/h1>\n<p>What are the major contributors to water footprints?<\/p>\n<p>How can you reduce your water footprint?<\/p>\n<p>Share your thoughts with the rest of your class by posting them to <a href=\"https:\/\/jamboard.google.com\/d\/1MnhvG5Q5UO3bGpw8Aitq48kt3QiJpzWXPh3Dv-wICAY\/viewer?f=1\" target=\"_blank\" rel=\"noopener\">this jamboard<\/a>.<\/p>\n<p>Discuss the different ideas \/ suggestions.<\/p>\n<p>The water footprint activities are based on <a href=\"https:\/\/www.scienceinschool.org\/article\/2020\/do-you-know-your-water-footprint\/\" target=\"_blank\" rel=\"noopener\">this article<\/a> referenced on slide 24 of <a href=\"https:\/\/drive.google.com\/file\/d\/1ZtVv6iJQsx4Wv8eRup3brRxtZH7Abe6y\/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Unit 1 Presentation<\/a>.<\/p>\n<h1>Activity 1.7<\/h1>\n<p>Reflect on your learning throughout Unit 1, by downloading and completing <a href=\"https:\/\/docs.google.com\/document\/d\/1sFvxf7izA6f8WVtqjyNF-umPTu-1UoD33diaHkylrBU\/edit?usp=drive_link\" target=\"_blank\" rel=\"noopener\">this learning log<\/a>. Share your reflections with your tutor.<\/p>\n<hr \/>\n<div><a href=\"https:\/\/leplanner.ee\/en\/scenario\/3072\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/leplanner.ee\/en\/scenario\/3072&amp;source=gmail&amp;ust=1701279052525000&amp;usg=AOvVaw2l52L8ZgCRHWWQo8rcpTCL\">LePlanner link<\/a><\/div>\n","protected":false},"author":3,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[50],"contributor":[],"license":[],"part":79,"_links":{"self":[{"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/pressbooks\/v2\/chapters\/88"}],"collection":[{"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/wp\/v2\/users\/3"}],"version-history":[{"count":5,"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/pressbooks\/v2\/chapters\/88\/revisions"}],"predecessor-version":[{"id":428,"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/pressbooks\/v2\/chapters\/88\/revisions\/428"}],"part":[{"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/pressbooks\/v2\/parts\/79"}],"metadata":[{"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/pressbooks\/v2\/chapters\/88\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/wp\/v2\/media?parent=88"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/pressbooks\/v2\/chapter-type?post=88"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/wp\/v2\/contributor?post=88"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/web.htk.tlu.ee\/stem\/stem2\/wp-json\/wp\/v2\/license?post=88"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}