Is Water Just Water? by Cori-Lee Valois

Essential Question

How can we rebuild our relationship with water to honour its life-giving role, respect its cultural significance and ensure its protection for future generations?

Problem

The water problem at the heart of this project is the growing disconnect between people and water. In particular in urban settings, water is often viewed only as a utility and a resource. People see water as something to be used, consumed and as a result it is often taken for granted. Water is not seen as a living being that sustains life, holds memories and deserves care and respect. This lack of relationship leads to waste, pollution, misuse and lack of respect for this precious resource and life giver. This also results in a failure to recognize the deeper cultural and spiritual meanings water holds in many Indigenous cultures and a mutual love and respect for her.

Project Summary

This inquiry-based project invites students to explore the guiding question: “Is water just water?” This question begins an investigation of water’s meaning and significance in students’ lives. Through personal reflection, storytelling and observation, students will be encouraged to shift their perspective, from seeing water as a simple resource to recognizing it as a living presence. The goal is to cultivate a deeper sense of care, responsibility and respect for water as part of their development as global citizens.

The project begins with class conversations about water, what it is and how it is used daily. These early discussions will help students understand water as an essential part of life and begin noticing its presence in everyday routines.

From there much of the learning will take place outdoors, particularly at a nearby retention pond and other local water sources within the community. Through repeated visits, students will observe, draw, write and take photos and videos, strengthening their connection to water and place. These experiences are designed to nurture curiosity and a sense of belonging to the natural world.

The project also responds to the Truth and Reconciliation Commission’s Call to Action #63(iii), which encourages educators to foster intercultural understanding, empathy, and mutual respect. Students will engage with Indigenous perspectives on water through stories, books, videos and time with a local Knowledge Keeper. These teachings will help students see water not only as a resource, but as a sacred being and memory keeper.

From there, personal connections to water will be further explored through reflection. Students will be invited to recall water-related memories such as rainy walks, time at the lake, chores or play. They will share them through writing, drawing, poetry, photography or video. This multimodal approach allows each student to communicate their relationship with water in ways that are meaningful to them. Through learning about the sacredness of water through Indigenous teachings and making the personal connections to water in their lives, students will begin to see that water is more than “just water.”

As the project progresses and the students have spent a fair bit of time in the retention pond area, students will consider actions they can take to care for the local area, such as reducing waste, picking up litter or simply paying attention to the well-being of the nearby water spaces. These small, tangible steps reinforce the message that even young learners can make a positive impact. They can become water protectors.

The project will conclude with a collective publication of a classroom book or multimodal piece titled Is Water Just Water? It will be a collection of personal reflections and student commitments to being water protectors. This will be shared with families during an outdoor gathering in the pond area and will be added to the school library as a lasting artifact of the learning journey.

Ultimately, the project encourages students to build a relationship with water, one that is rooted in respect, care and connection. When water is seen as a relative rather than a resource, the way water is treated will begin to change and transformation becomes possible.