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Water management in the Asia regionBookmark

Learning area: Technologies
Year level: Year 7, Year 8
Country: China, India, Thailand
General capability:

This learning sequence examines water management in the Asia region and how it impacts food and fibre production.

Engage

Two boys on canoes in a flooded villageTwo boys navigate a flooded village

  1. Read about water resources management in the Asia region from a website that describes a non-government organisation's water management programmes in a range of countries.

    Complete the following:

    • identify the key issues impacting on water management
    • describe what you think about these issues
    • describe what you wonder about water management and future food and fibre management.
  2. Discuss your observations.

Explore

  1. View the links and videos below, which describe the range of water management projects in the countries of Asia:
    • Reversing desertification in China – Global Education case study focusing on reversing desertification in China
    • ‬‬‬‬Water-saving initiatives in India – website describing water-saving strategies assisting the milk industry in India

      • Wastewater treatment project in Thailand– a documentary describing a water treatment project assisting Thai farmers

      SuMaRiO – a documentary describing a water management project reversing desertification in northern China

  2. Create a chart that:
    • summarises each project's aims, defining the technology used
    • identifies whether it is traditional or contemporary
    • identifies whether it is labour intensive or not
    • lists the outcomes.
  3. Rank as a class the projects in order of success and explain the criteria used to make your decisions.

Reflect

  1. Read about water management in Australia on Water: Australia, an Australian government website describing water management programmes. Compare and contrast the projects you have investigated in the Asia region with Australia's water management plans. Focus on the impact these projects would have on food and fibre production. You may wish to use a‬‬‬‬ Venn diagram to complete this activity.
  2. Discuss your findings as a class.

It is recommended teachers preview websites prior to use in class to ensure they are suitable for their students. Content accessed via these links is not owned or controlled by Asia Education Foundation and is subject to the terms of use of the associated website.

Acknowledgements

Images: Cambodian communities respond to flooding on the Mekong River by Rory Hunter/AusAID(CC BY 3.0)
Videos: Waste water treatment project in Thailand by LausanneHorseShow ‪‪‪‬‬‬‬(Standard YouTube Licence); SuMaRiO by UFZde ‪‪‪‬‬‬‬(Standard YouTube Licence)

Australian Curriculum alignment

Learning area: Technologies

Year level: Year 7, Year 8

Country: China, India, Thailand

Content description: Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable ‬‬‬‬(ACTDEK032)

Elaboration: comparing land and water management methods in contemporary Australian food and fibre production with traditional Aboriginal systems and countries of Asia, for example minimum-tillage cropping, water-efficient irrigation

Cross-curriculum priority: Asia and Australia's engagement with Asia

OI.2 Interrelationships between humans and the diverse environments in Asia shape the region and have global implications.

General capability: Intercultural understanding

Students will be involved in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.

Use the learning activities to explore water management in the Asia region and how it has an impact on food and fibre production.

Acknowledgements

The Australian Curriculum alignment statement is based on the Australian Curriculum, Assessment and Reporting Authority (ACARA) materials which are licensed under a ‪‪‬‬Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia (CC BY NC SA) licence.

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