4—Water scarcity in Indonesia
Global inequality in access to clean water
Introduce students to a map showing global distribution of access to safe drinking water (.pdf 1.2 MB).
Invite students to interpret the map, noting the meaningful selection of shades of blue to suggest ‘water’ and the importance of the key. Students should identify countries which have contrasting levels of clean water access by using the thematic water distribution map in conjunction with a political map. Make sure some particular attention is given to countries with which students’ families have personal connections, neighbouring countries to Australia in Asia, and African countries. Have students propose explanations for global inequality in access to safe water.
Discuss: What implications might this inequality have?
For the teacher: Get Connected: Water in the world, pages 10–11 (.pdf 1.7 MB) has relevant information and activities comparing Australia, Indonesia and Niger.
Why is clean water so important?
Have students view the following videos and complete the film clip analysis (.pdf 1.26 MB) activity sheet which encourages them to reflect on the purpose, content and form of the messages in the videos.
Have students complete a ‘jigsaw’ activity using this information sheet on water and health (.pdf 1.9 MB). Students should read one main section of the sheet only (the sections are: diarrhoea, malaria and ‘Water Health Life’), then decide how to communicate their expertise on that topic to others, and finally students share information in groups consisting of at least one ‘expert’ on each of the three topics.
Case study: West Sumba
Students independently or with guidance read the text ‘Hanging out with Ariyanto in Indonesia’ (.pdf 6.5 MB). Guide students in jointly constructing a consequence chart for Ariyanto’s experiences, both ‘before’ and ‘after’ his family had good access to clean water. Guide students in identifying implied cause and effect in the text; the text is essentially written as a recount but some events are related causally to subsequent events/outcomes.
Case study: Flores
Inform students they will be creating their own consequence chart for a case study of water scarcity on the Indonesian island of Flores. The chart will demonstrate their comprehension of a video and written text/s on the topic.
Students view the video clip Water — A case study on Flores and make notes of main ideas and relevant factual detail, using their prior knowledge to help them identify important cause and effect relationships and outcomes.
Students then read information on the same topic, using one or both of these resources:
Students discuss in groups: What are the benefits of having good access to clean water in the villages of Flores featured in this video?
Students independently create a consequence chart which shows how the completion of the pipeline carrying clean water to these communities has brought not only health improvement but also economic development and other social benefits. Students should incorporate factual details as evidence of their claims.
For the teacher: Find a useful map reading activity using the Flores contour map found on page 22 of Get Connected: Water in the world (in Indonesia: rural water issues, above)