Ingénieurs sans frontières vous présente « Eau pour le monde »

Un Quiz sur l’eau Quel pourcentage du corps humain est constitué d’eau? 20% 50% 70% 85% Combien de personnes sur la terre n’ont pas accès à de l’eau potable? 100 million (environ 1 personne sur 50) 500 million (environ 1 personne sur 10) 1.1 milliard (environ 1 personne sur 5) 3 milliard (environ 3 personnes sur 5) Chaque jour, combien de personnes meurent de maladies reliées à une eau insalubre? 100 – 1,000 1,000 – 10,000 10,000 – 100,000 100,000 ou plus Un Quiz sur l’eau In your groups, try to come up with your best guess to the following questions: 1. Quel pourcentage du corps humain est constitué d’eau? a) 20% b) 50% c) 70%  RÉPONSE d) 85% 2. Combien de personnes sur la terre n’ont pas accès à de l’eau potable? a) 100 million (about 1 in 50 people) b) 500 million (about 1 in 10 people) c) 1.1 billion (about 1 in 5 people)  RÉPONSE d) 3 billion (about 3 in 5 people) 3. Chaque jour, combien de personnes meurent de maladies reliées à une eau insalubre? a) 100 – 1,000 b) 1,000 – 10,000 c) 10,000 – 100,000  RÉPONSE (30,000) d) 100,000 or more

Un Quiz sur l’eau 4. Quelle quantité d’eau usée est déversée dans la nature chaque année au Canada? cent litres mille litres 1 million de litres 1 trillion de litres (1018 litres) 5. Combien de personnes dans le monde vivent avec moins de 1$ par jour? 1 million 12 millions 120 millions 1.2 milliards 6. Quel pourcentage de l’eau de la planète est disponible pour la consommation? Moins de 1 % 5 % 10 % 20 % 4. Quelle quantité d’eau usée est déversée dans la nature chaque année au Canada? a) cent litres b) mille litres c) 1 million de litres d) 1 trillion de litres  RÉPONSE 5. Combien de personnes dans le monde vivent avec moins de 1$ par jour? a) 1 million b) 12 million c) 120 million d) 1.2 milliards  RÉPONSE 6. Quel pourcentage de l’eau de la planète est disponible pour la consommation? a) Moins de 1 %  RÉPONSE(0.08%) b) 5 % c) 10 % d) 20 % 97% de l’eau de la planète est salée. Bien que des procédés existent pour séparer le sel de l’eau, ils sont coûteux et ont une capacité limitée. Cette eau donc inaccessibles au pays en voie de développement. Mais ce n’est pas tout, des 3% restant, 2% sont sous forme de glaciers, principalement en antarctique et en arctique. Il ne reste donc qu’un pourcent d’eau douce. Ce serait suffisant pour la consommation mondiale mais malheureusement, elle n’est pas répartie uniformément. Ainsi, le Canada possède environ 20% de l’ensemble de l’eau sur la planète. Devant une telle abondance, on oublie l’importance de cette ressource et on se laisse aller à polluer nos cours d’eau. En déversant les surplus d’égouts dans les rivières, en laissant certaines entreprises déversé leurs déchets toxiques dans l’eau des rivières, par la sur-utilisation de pesticides et herbicides qui se retrouvent ainsi dans nos rivières et en jetant des produits dangereux dans la toilette ou dans le lavabo, on gâche une ressource précieuse. D’ailleurs, la ville de Sherbrooke et les municipalités environnantes ont du travail à faire dans le domaine. Les déversements lors de grandes pluies dépassent ceux permis par le ministre de l’environnement. Si on compare au reste du monde, le Canada est vraiment privilégié par rapport à l’eau potable, plus de 95 % des Canadiens ont accès à de l’eau potable. Nous sommes le pays avec les plus grandes ressources en eau douce. Au Québec, nous sommes aussi les plus grands gaspilleurs d’eau potable d’Amérique du Nord.

Qui a entendu parler de la crise à Walkerton? 2300 personnes ont été malades et 7 sont morts à cause de la contamination à l’E. coli That’s a great start. Even though Canada has a large share of the world’s water, not everyone in Canada has clean water to drink. Raise your hand if you know what happened in Walkerton, Ontario. OR Raise your hand if you know what happened in North Battleford, Saskatchewan. [Ask someone who raised their hand to tell you what happened in Walkerton/North Battleford] That’s right. In Walkerton, bacteria from cattle manure contaminated Walkerton's water supply in May of 2000. The lethal strain of E. coli killed seven people and made 2,300 others sick. In North Battleford, more than 7,000 people fell ill in 2001 when the town's water supply became tainted with the cryptosporidium bacterium. Some Canadians have felt what it’s like to get sick from unsafe water. Now imagine what it would be like to live with unsafe water every single day. Si ce genre d’événement peut survenir au Canada, imagine un tel événement dans un pays en développement

Accès à l’eau dans le monde Still, compared to the rest of the world, Canadians have it really good when it comes to clean water. As shown in green on the map, Canada is one of the lucky countries were more than 70% of the population has access to clean drinking water that flows from our taps. In fact, according to the 2005 Human Development Report, 100% of Canadians have access to an improved water source. That is much higher than in Ethiopia, for example, where only 22% percent of its population has access to clean drinking water. Pourcentage de la population 70% et plus 50% - 69% Moins de 50% Pas de données

Contaminateurs de l’eau potable Micro-organismes produits chimiques dissous Without an improved water source, people who drink water directly from lakes, rivers and wells may get sick from contaminants. There may be harmful bacteria or viruses in the water. E.coli is an example of a type of bacteria found in water that can make people very sick. There may be toxic chemicals in the water, from industrial waste or oil spills. Or there may be particulates in the water that makes water look cloudy. These particulates provide a place for harmful microorganisms to hide. particules

Villes canadiennes – d’où vient notre eau? Source d’eau Coagulation Floculation Sédimentation Filtration In Canadian cities such as [insert city here], water goes through an elaborate treatment process before it is delivered to your taps. Water is taken from the source through a large pipe and drawn into the treatment plant. A screen at the end of the pipe prevents logs, fish, and plants from being drawn in. Chemicals such as chlorine and aluminum sulphate (alum) are added and mixed into the water. These chemicals kill bacteria in the water, improve its taste and odour, and cause any tiny particles in the water to clump together and settle – this is called coagulation. Then the particles begin to stick to each other and form larger particles – this is called called flocculation. The water sits in a sedimentation basin for a time to allow the particles to settle to the bottom. In addition to removing particles from the water, this process also removes bacteria, which typically attach themselves to the particles. The water flows out of the sedimentation basin and into the filtration area. The water is filtered through layers of sand, gravel and other media such as activated carbon to remove any remaining particles. Chlorine is added to kill any bacteria that are still in the water; a small amount remains in the water to kill any new bacteria that may be picked up while the water travels to people’s homes. Distribution Entreposage Désinfection

Pays en développement d’où vient leur eau? Let’s compare that with what it’s like not to have an improved water source, which is the reality for 1.1 billion people in the world. In many communities in developing countries, water is taken directly from the source, and carried for long distances by women and children for use at home. Where families have the resources, sometimes this water is filtered or boiled before it is consumed. But for most people living in developing communities, the cost for a filter or for the firewood needed to boil the water is too expensive. People often have no choice but to drink water that can make them sick. Source d’eau Les femmes et les enfants transportent l’eau du puits

Consommation moyenne canadienne / personne 335 litres / jour 30 % chasse d’eau Utilisation domestique de l'eau par pays Ce tableau montre la quantité d'eau consommée par personne par jour dans les divers pays énumérés. Pays Utilisation de l'eau (litres par personne par jour) États-Unis 380 Canada 335 Italie 250 Suède 200 France 150 Israël 135 5 % nettoyage 35 % bains et douches 10 % cuisine et boisson 20 % lessive

Conservation de l’eau Dans la maison Dehors Ne laissez pas couler l’eau inutilement pendant que vous vous brosser les dents, laver la vaisselle… Prenez des douches de 5 minutes Actionnez la chasse de la toilette seulement quand c’est nécessaire Dans le réservoir de la toilette, mettez une bouteille de plastique ou une brique Réparez les fuites Dehors Arrosez au moment le plus frais de la journée Utilisez un seau et une éponge pour laver l’auto (économie de 300 litres) Utilisez un balai pour nettoyer l’entrée d’auto ou le trottoir (économie de 200 litres)

Une étape importante du traitement de l’eau… Filtration! Activité : fabriquez votre propre filtre à eau En groupe, décidez quoi faire Suivez les instructions Achetez le matériel Fabriquez et testez le filtre Vous avez 20 minutes Pour les prochaines 30 minutes, vous allez construire vous même votre propre filtre à eau, une technologie peu coûteuse qui fonctionne bien. - va former 6 groupes qui vont représenter 6 pays différents. - commence à assigner des pays Maintenant, je veux que tout le monde prenne leurs affaires, Ghana vous serez là, États-unis... Go [Distribute materials (pop bottle, plastic cup, bottle of dirty water, handouts and money) to each group.] [Tip: To get the students’ attention back, you may want to clap your hands, or flick the classroom lights.] Vous avez tous de l’argent monopoly qui représente votre budget pour acheter du matériel pour le filtre. Après avoir conçu votre filtre, testez le avec votre eau sale et on verra qui aura l’eau la plus propre à la fin. Il y a trois règles dans cette activité: - Utilisez seulement le matériel fourni, aucun vol n’est toléré - Agissez comme vous croyez que votre pays agirait, - On vous encourage à interagir avec les autres pays [After 20 minutes, or when every group has completed their filter, ask a representative from each country group to stand at the front of the class and explain their group’s strategy to making the filter. Keep the samples of filtered water at the front of the class so that everyone can judge which one is the cleanest. If there isn’t a clear winner, you can get the class to vote on which sample is the cleanest.]

Comment cette activité est-elle reliée à la réalité? Moyens économiques différents selon les groupes Basé sur le produit intérieur brut (PIB) Instructions illisibles Basé sur le taux d’alphabétisation des pays Manque d’éducation et d’accès à la technologie Grande créativité malgré le peu de moyens Les gens vivant dans des pays pauvres ont leurs propres mécanismes de compensation Collaboration entre les pays Les pays riches ont formé le G8 et l’OCDE Les pays pauvres ont formé le G24 Condescendance, charité Lié au pouvoir, aussi longtemps que cela ne compromette pas les besoins du pays riche Slide 7 Now we’re going to talk about how the activity relates to the real world. [Show each row one by one by covering the rows below with a piece of paper. Before showing the “Real World” column for each row, ask the class what they think the elements of the activity relate to. For example:] 1. Each country group was given a different amount of money. What do you think this relates to in the real world? [Tip: If no one raises their hand, ask everyone in the Ethiopia country group to raise their hands, and pick someone from their group to answer. Then ask everyone in the United States or Canada group to raise their hands, and pick someone from their group to answer. After the students have answered, reveal the “Real World” column.] The GDP is the total amount of money a country generates in a year, through goods produced, services provided and investments. This amount is divided by the total number of people in a country to give income per capita (or per person). 2. Some countries’ instruction sheets were difficult to read. Raise your hand if your country group’s instructions were illegible. [Pick someone with their hand raised to explain what he/she thinks this represents in the real world.] 3. The poorer countries were really creative and resourceful. [Use actual examples of this that you observed during the activity.] This is true in real life too. People in developing communities may not have lots of education or lots of financial resources, but they still come up with innovative ways to get by. 4. I noticed some collaboration between countries. [Use actual examples of this that you observed during the activity. For example, sharing of resources.] This happens in real life too. Richer countries have formed organizations such as the G8 and the OECD (Organisation for Economic Co-operation and Development). Poorer countries from Asia, Africa, Latin America and the Caribbean have formed the G24. At the last World Trade talks in Cancun last September, the G24 used their collective voice to try to urge the richer countries to lower agricultural subsidies. 5. Any signs of patronizing attitudes? A parallel to the real world is that richer countries sometimes “dump” leftover food such as wheat and milk to developing countries. Sometimes, the receiving countries are not used to eating the foreign food, so it all goes to waste. In other cases, the surplus of food caused by dumping lowers the value of the locally produced food, and farmers in developing communities become even poorer.

Ce que vous pouvez faire Informez-vous! Agissez! Conservez l’eau Partez un club à conscience sociale à l’école Dites-nous ce que vous faites! Envoyez-nous votre carte-postale Participez au concours étudiant d’essai de ISF What can you do to help communities gain access to clean and safe drinking water? Here are some ideas: Get informed! There’s a tonne of information out there on local and global water issues and how you can make a difference. You can start with the ideas listed on the bookmark [Distribute postcards/bookmarks to students] Take action! You can start by becoming conscious of the water that is wasted every day at home and at school. Try conserving water and encouraging your friends and family to do the same. If there’s a social justice or environmental club at school, you can take action as a group. If there isn’t already a club, you can start one! Tell us what you’re doing! We’d love to hear all about the issues you’re learning about, and what you’re doing about them. Send in your postcard and we’ll feature your activities on the EWB website. Enter the EWB Essay contest! [Flip to next slide]

Le puits de Ryan A parti un organisme pour construire des puits en Afrique pour donner accès à de l’eau potable Il n’a que 15 ans Jusqu’à présent, il a ramassé plus de $1,000,000 In closing, I'd like to tell you a story that I find particularly inspiring. Has anyone here heard of Ryan’s Well? Ryan’s Well Ryan Hreljac is an 15-year old from Kemptville, Ontario. When he was 6 years old, his Grade 1 teacher told his class a story about the lives of African children without access to medicine, food or clean water. The teacher explained it would cost $1 to buy a hot meal for a child, $2 for a blanket, and $70 to build a well. Ryan went home and asked his parents for $70. They encouraged him to earn it by doing extra chores. For four months, Ryan vacuumed, washed windows, and cleaned the garden. He diligently put all he earned into a cookie jar until he had saved $75—$5 extra to "buy some hot lunches for the people making the well." Holding on firmly to the jar, Ryan went to give the money to an organization that supports water and sanitation projects in developing countries. There he was told it would actually take $2,000 to build a well, rather than $75. Undaunted, Ryan just shrugged and said he would do more chores. News soon spread of Ryan's goal, prompting many people to make donations. In July 2000, Ryan travelled to Uganda to see his well and meet the children who, because of him, now enjoyed clean water. Now 15, Ryan Hreljac, has for the past six years been raising money to provide safe water to poor African communities. With the help of other organizations, Ryan has, to date, raised over $1 million and has funded more than 250 wells. Ryan has proven there are no such things as borders or your age when it comes to helping others and making a difference. --------------------------------------------------------------------------------------------------------------- This concludes my presentation. It has been a pleasure speaking with your class today. I'd like to thank you all for participating. I'd also like to thank [insert teacher’s name] for giving us the opportunity to speak with your class.