Construct visual representations of the world distribution of water, and the distribution of water in Saskatchewan, including watersheds, lakes, rivers, streams, river systems, wetlands, ground water, saline lakes, and riparian areas.

Compare physical characteristics of surface water features, such as lakes, rivers, streams, wetlands, and riparian areas.

Examine the significance of water to First Nations and Métis people of Saskatchewan, including water as an essential element of life, transportation, water quality, fishing practices, and treaty rights regarding fishing.

Apply the concept of systems as a tool for interpreting the structure and interactions of water systems by constructing representations of systems such as the water cycle, watersheds, and continental drainage basins and showing interrelationships between parts of the system.

Construct a written, visual, or dramatic representation of the water cycle, including showing or explaining how a single particle of water can travel through the cycle over extended periods of time.

Identify possible personal, societal, economic, and environmental consequences of natural changes and human practices and technologies that pose threats to surface and/or ground water systems in Saskatchewan (e.g., vegetation removal, water and sewage treatment plants, timber harvesting, over-application of fertilizers, agricultural and urban irrigation, impervious ground cover, land alterations, mining, introduction of invasive species, shoreline erosion, fluctuating lake levels, flooding, draining and/or channelling of surface water features, and damming of rivers).

Research a specific human practice or technology that may pose a threat to surface and/or groundwater systems in Saskatchewan and explain how different groups in society (e.g., landowner, consumer, business owner, recreational user, fisherman, government official, and farmer) may have conflicting needs and desires in relation to the practice or technology and how those decisions or actions of different stakeholders may or may not be addressed by scientific or technological knowledge.

Evaluate individual and group processes used in planning, problem solving, decision making, and completing a task related to studying threats to water systems, such as accepting various roles in a group, sharing responsibility for carrying out decisions, and seeking consensus before making decisions.