Working for our future – today
Year 7
Lesson plans
Lesson plan 1
Year 7
Theme: Where water comes from
Lesson: The dam and its catchment
Information for
teachers
Learning objectives
Students will be able to:
●
observe and undertake experiments that demonstrate process associated with the water cycle
●
make and test predictions associated with experiments and provide explanations
for observations using appropriate scientific terminology.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Mixtures, including solutions, contain a combination of pure substances
that can be separated using a range of techniques. (ACSSU113)
●
Water is an important resource that cycles through the environment. (ACSSU222)
Science as a human endeavour
●
Science knowledge can develop through collaboration and connecting
ideas across the disciplines of science. (ACSHE223)
●
Science and technology contribute to finding solutions to a range
of contemporary issues; these solutions may impact on other areas
of society and involve ethical considerations. (ACSHE120)
●
Science understanding influences the development of practices in areas of human activity
such as industry, agriculture and marine and terrestrial resource management. (ACSHE121)
Science
Science inquiry skills
Make your water mark!
●
Identify questions and problems that can be investigated scientifically
and make predictions based on scientific knowledge. (ACSIS124)
●
Communicate ideas, findings and solutions to problems using scientific language
and representations using digital technologies as appropriate. (ACSIS133)
Lesson plan 1
Important questions
Year 7 - Information for teachers
Activity 1 - Evaporation and condensation
●
What natural processes affect the water cycle?
The experiment demonstrates the water cycle and
how water can change its form when exposed to high
and low temperatures. A water cycle is created in the
classroom using an electric frypan and sheet of glass.
●
How can we replicate key aspects of the water
cycle in a safe and practical manner?
●
What happens to water when it is evaporated? What
happens to the salt in seawater when water is evaporated?
1. Heat up the frypan and seat the students around it.
●
Where is condensation observed in daily life? What
role does condensation play in the water cycle?
2. Encourage students to predict what will happen when
the water is poured onto the hot frypan. They may discuss,
illustrate or write a short sentence about the predictions.
3. Place several tablespoons of water onto the hot pan.
It will sizzle and evaporate within several seconds.
Lesson plan
– the dam and its catchment
4. Ask, “Where has the water gone?” The water
may seem to have been drawn into the pan.
Learning objectives
5. Place a sheet of glass or glass lid over the
pan and repeat the procedure. Water will
evaporate and condensate onto the glass.
✪ This lesson incorporates five activities that enable
students to investigate processes that demonstrate
how water cycles through the environment, including
the processes of condensation and evaporation. The
additional activity – Make a terrarium – is a great
way to culminate your study of the water cycle.
✪ Prior to the investigations undertake a review of the
processes associated with the water cycle. Using the
natural water cycle image in this lesson plan, ask students
to identify and name key processes of the water cycle
(evaporation, precipitation, transpiration) as well as key
physical components such as clouds, the ocean, trees etc.
Reinforce key facts associated with the water cycle; e.g.
the amount of water on Earth is fixed and is in a constant
process of recycling, changing from liquid, to gas to solid.
✪ Ask students to consider natural influences on the
water cycle and how these may influence the key
process of evaporation, precipitation and infiltration;
eg. the rate and level of infiltration will be influenced
by the physical character of the soil, the soil cover,
rainfall intensity and the weather content of the soil.
Evaporation rates will be influenced by temperature
(sunlight intensity, ocean temperature), the characteristics
of the water body (e.g. depth) or the physical character
of the soil and its influence on infiltration; while
precipitation rates will be affected by prevailing winds.
6. Ask the students to describe and explain observations
by writing, illustrating a diagram or flow chart,
discussing the basic principles of a water cycle.
Extension - Activity 1
Set up a bowl with hot water and blue food
colouring, and cover with plastic film.
Ask students to predict what will happen when
warm vapour from the coloured water hits the
plastic. What colour will the drops be?
Activity 2 - Where’s the salt?
This simple experiment demonstrates distillation and
illustrates the process of evaporation from salt water.
1. Heat up the frypan and seat the students around it.
2. Place a large tablespoon of salt into a
container of 150ml of water, stir.
3. Encourage students to predict what will happen when
the water is poured into and heated in the frypan;,
what will happen to the salt. They may discuss, illustrate
or write a short sentence about the predictions.
3. Pour the water into the pan and bring to the boil.
4. Place a sheet of glass or glass lid over the pan. As
condensate forms on the lid carefully pour it into
a container. Continue until all water in the pan
has evaporated. Cool and taste the water.
6. Ask the students to describe and explain observations
by writing, illustrating a diagram or flow chart,
discussing the basic principles of a water cycle.
Make your water mark!
Year 7 - Information for teachers
Lesson plan 1
Activity 3 – Disappearing puddles
This activity involves observation and measurement of puddles to strengthen understanding of evaporation.
1. Find or make a puddle in the playground.
2. Define the boundary of the puddle by drawing or placing a string border
around it (sticks in ground provide a sufficient marker system).
3. Measure the changes in size of the puddle.
4. Make observations over a day or week, re-marking the boundaries.
5. Watch what happens over time and describe these in a simple table.
Time
Size
Record observation (what changes did you see?)
Follow up questions
How quickly did the puddles disappear?
What was causing the changes? Where did the water go?
Would the same thing happen if… ?
Ask students to predict what might happen if the puddle was on a different surface, in the shade, or deeper.
Extension – Activity 3
Activity 4 – Sweating glass
Make puddles using the same small amount of water
for each puddle. Pour water gently onto a level
surface. Use three different surfaces - grass, bare dirt
or sand, and bitumen. Choose places in full sun.
Winter is usually cold outside. You get into a car
at night and look out the window. Soon they are
covered with condensation. People who wear
glasses can relate to this. Their glasses ‘fog up’.
You can examine how condensation happens.
Make puddles on bitumen, with one in the
shade and the other in the sun.
Make puddles shallow, deeper, same depth as before.
Ask students to make predictions and record observations.
1. Put the bottle or glass into the
refrigerator for at least an hour.
2. Take the glass or the bottle out of the fridge.
3. Watch the surface of the glass.
4. What happens? Write down your observations.
5. Try to explain why the glass was
covered with condensation.
Make your water mark!
Year 7 - Information for teachers
Lesson plan 1
Activity 5 – Freezing the ocean
Can the ocean freeze? What type of water – fresh, salt or sugar will freeze faster? This lesson expands
student understanding of the water cycle by investigating the influence on freezing of salt and sugar.
1. Prepare three containers and fill each with the same volume of tap water.
2. To one of the containers add one tablespoon of salt; mix well and label. To another container
add one tablespoon of sugar; mix well and label. Label the remaining container.
3. Inform students that the containers will be placed in a freezer for 90 minutes; they will be checked
every 30 minutes. Students are encouraged to predict which container will freeze fastest and why.
Ask the students to describe and explain observations by writing, illustrating a diagram or flow chart.
Sample
Time
Record observation (what changes did you see?)
30 minutes
Fresh water
60 minutes
90 minutes
30 minutes
Salt water
60 minutes
90 minutes
30 minutes
Sugar water
60 minutes
90 minutes
Resource requirements
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Electric frypan
Electric frypan
Stick
3 containers
Sheet of glass
or glass lid
Sheet of glass
or glass lid
String or chalk
1 clean, dry empty
bottle or one clean,
dry empty glass
Glass of water
Salt
Spoon
Water
Bowl
Spoon
Cling film
Cup/beaker
Blue colouring
Make your water mark!
Sugar
Salt
Refrigerator
Tap water
Freezer
Lesson plan 1
Additional activities – Build a terrarium
A terrarium is a miniature garden grown inside a covered glass
or plastic container. It is a low maintenance way to incorporate
plants into your classroom and excellent for teaching about
the water cycle because it demonstrates evaporation,
condensation and precipitation. In the presence of light and
heat, water evaporates from the soil and is emmitted through
the plants through transpiration. When enough water
accumulates or the temperature drops, the condensation
precipitates down the sides of the container into the soil.
Resource requirements
Potting soil - good quality works better. (Potting mix has
been linked to Legionnaires’ disease. Always follow the
manufacturer’s instruction and wear a mask and gloves).
●
A packet of seeds such as marigold or pea.
●
A container for pouring water.
●
A plastic container such as a two litre soft drink
bottle with the lid cut off (keep the lid).
●
A small amount of gravel.
Discussion questions prior to building the terrarium:
How do the parts of the water cycle fit together?
What would happen if one part was left out?
1. Cut the mouthpiece off the two-litre
bottle (students may do this at home).
2. Clean the container using soapy water
and rinse well. Dry completely.
3. Cover the bottom of the container with one to two
centimetres of gravel for drainage. This mimics the bedrock
found under our soils and allows excess water to drain.
4. Fill the container one-third to one-half full with
moist potting mix. The amount of soil you put
in will depend on the size of the container (you
need to have enough room for plant roots).
5. Pour the soil into a bowl or tub and mix with water
until the soil is moist and clings in a ball when pressed
into the hand. If water drips from the soil, it is too wet
so add more dry potting soil. Once you find the perfect
balance, place the soil in your container. Try to avoid
getting soil particles stuck on the sides of the container
above the soil level (it’s a good idea to wear gloves).
6. Add the seeds. Push your finger into the soil down
to the first knuckle. Make four or five holes. Put a
seed in each hole and cover loosely with soil.
Make your water mark!
Year 7 - Information for teachers
7. You can add other objects to create mini landscape
scenes. For instance, decorative rocks, small animal
figurines, small bridges or mirrors to look like mini ponds.
8. After planting, attach the container lid, or cover with
plastic. Place the terrarium on a windowsill with indirect
light or under grow lights. Do not place in direct sunlight or
water will evaporate too quickly and plants may not grow.
9. Observe the terrarium closely for the first few days to
monitor the correct moisture level. If the sides and top get
misty with water droplets in bright light, the moisture level
is good. No moisture along the sides, means add some
water. As the seeds grow into plants, keep monitoring
the water on the inside of the bottle. If the sides are
always very wet and it is hard to see the plants, there’s
too much water and you should remove the top for a
few hours and allow the excess water to evaporate.
10. Check your terrarium each day and
monitor the growth of the seeds.
Lesson plan 1
The natural water cycle
Make your water mark!
Year 7 - Information for teachers
Lesson plan 2
Rainfall processes
Year 7
Information for
teachers
Learning objectives
Students will be able to:
●
identify conditions that contribute to rainfall events
●
name and describe three types of rainfall processes.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Water is an important resource that cycles through the environment. (ACSSU222)
Science as a human endeavour
Science
●
Science knowledge can develop through collaboration and connecting
ideas across the disciplines of science. (ACSHE223)
●
People use understanding and skills from across the disciplines
of science in their occupations. (ACSHE224)
Geographical knowledge and understanding
Geography
●
Water is a resource that links places together as it moves through the water cycle.
●
Water is a difficult resource to manage because it moves through the environment, is an
essential but shared resource, has competing uses and is highly variable over space and time.
●
Environmental hazards such as droughts, or storms, or floods
have different causes, frequencies and distributions.
Geographical inquiry and skills
●
Make your water mark!
Develop geographical texts using appropriate geographical vocabulary,
concepts and geographical conventions to communicate effectively in one
or more of the following forms: written, oral, visual and graphic.
Lesson plan 2
Important questions
●
What processes within the water cycle
contribute to rainfall events?
●
What climatic and geographic factors influence rainfall?
●
What types of rainfall process are common in our region?
Year 7 - Information for teachers
✪ Students identify suitable sources and undertake
further research into at least one type of rainfall
and produce a diagrammatic representation of
the process, utilising appropriate vocabulary and
concept explanation in a visual or graphic format.
✪ Present and explain their representation to their peers.
✪ Rainfall definitions:
Lesson plan
– rainfall processes
✪ This lesson introduces students to three types of
rainfall – orographic, frontal and convection.
✪ Using the materials listed in ‘resource requirements’
explain to students that they will observe an
experiment that will mimic the process of rain forming
and falling. The students will observe the process
and then offer explanations on what occurred.
1. Pour 1 cup of boiling water into the jar.
2. Place the metal lid upside down on the jar (the
dimples should face down into the jar), make sure
the lid completely covers the mouth of the jar.
3. Place 3-4 ice cubes in the lid. Add a large
pinch of salt, some cold water and stir.
4. Wait and observe.
✪ Explanation: The cold surface of the lid cools the steam
from the boiling water as it rises. The steam changes back
into liquid, the indentations provide a place for the drops
to gather, as they get heavier and bigger they fall as rain.
✪ Following the experiment further gauge or reinforce
student understanding of the water cycle and
particularly the causes of rainfall; key points being the
influence of wind in transporting moist air and the
consequences of moist air (clouds) cooling as they rise.
✪ Ask students to contribute recollections relating to
storm events, including weather conditions prior to
rainfall, time of rainfall, location of rainfall event. For
example summer afternoon storms (convection) or rain
in the hinterland or other higher ground (orographic).
✪ Use this information to introduce the terminology orographic, frontal and convection and briefly explain
the processes contributing to each type of rainfall.
Orographic: also known as relief rainfall, winds
travelling over the ocean pick up moisture and make
the air moist. When the moist air reaches land it may
be forced to rise over hills, ranges or mountains. As it
rises it cools, the water vapour condenses and forms
clouds, if it condenses and cool rain is produced. On
the other side of hills or mountain the air drops and
warms, it is now able to hold more water and rain may
cease. This area is referred to as a ‘rain shadow’.
Convection: Familiar to Queenslanders, convection
rainfall is common in tropical and subtropical regions
and is marked by regular, heavy rainfall in the afternoon.
Sunlight heats the ground and increases surface
temperatures, warm air above the ground rises, as it
rises, it cools, the water vapour condenses and forms
clouds, if it condenses and cool rain is produced.
Frontal: Caused when two air masses – one warm
and one cold meet. The lighter, less dense, warm air
is forced to rise over the denser, cold air. As it rises,
it cools, the water vapour condenses and forms
clouds, if it condenses and cool rain is produced.
Resource requirements
Rainfall activity: Jar with a metal lid, ice cubes, salt,
spoon, kettle, water. Prior to the experiment use the
hammer and nail to make 5 or 6 indentations on the
inside of the metal lid – do not pierce the lid.
Additional activities
Using a suitable vessel (e.g. plastic bottle with top
removed) students design and construct a rain gauge
(see Activity Sheet 9 'Making a rain gauge').
Students collect additional data on climatic conditions,
such as wind direction and speed, cloud type,
movement of hot and cold fronts through physical
observation and reference to weather forecasts.
Make your water mark!
Lesson plan 3
Moisture from the Earth
Year 7
Information for
teachers
Learning objectives
Students will be able to:
●
gain insight into the process of condensation by undertaking a series of investigations
●
speculate on observations and communicate ideas and evidence using appropriate scientific terminology.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Water is an important resource that cycles through the environment. (ACSSU222)
Science as a human endeavour
●
Science knowledge can develop through collaboration and connecting
ideas across the disciplines of science. (ACSHE223)
●
Science and technology contribute to finding solutions to a range
of contemporary issues; these solutions may impact on other areas
of society and involve ethical considerations. (ACSHE120)
●
Science understanding influences the development of practices in areas of human activity
such as industry, agriculture and marine and terrestrial resource management. (ACSHE121)
Science
Science inquiry skills
●
Identify questions and problems that can be investigated scientifically
and make predictions based on scientific knowledge. (ACSIS124)
●
Communicate ideas, findings and solutions to problems using scientific language
and representations using digital technologies as appropriate. (ACSIS133)
Important questions
●
What is condensation? What is its role in the water cycle?
●
How will variables such as differing surface environments and temperature affect the rate of condensation?
Make your water mark!
Year 7 - Information for teachers
Lesson plan 3
Lesson plan
– moisture from the Earth
✪ Evaporation, transpiration and condensation are parts of everyday life. This simple
exploration looks at heat and how it affects these processes.
1. Give each group five clean jars - number the jars 1, 2, 3, 4 and 5.
2. Move outside to a sunny location with moist soil, lawn and small plants close to a concrete path.
3. Stand jar 1 upside down on the cement path, jar 2 upside down on grass, jar 3 upside down over a
small plant or weed, jar 4 upside down on moist soil and jar 5 upside down in a saucer of water.
4. Carefully watch what happens in each jar and record observations in a data table (see below).
5. Time needed to observe depends on local conditions and there may be no observable differences between
some jars. In most cases 15 minutes should be adequate. This activity is best done between 9am and 10am.
Jar
Over
1
Concrete
2
Grass
3
Weed
4
Moist soil
5
Saucer of water
Describe observation (what did you see?)
6. Guide observations by asking questions.
In which jar did water droplets first appear?
Where do you think the moisture came from? Why do you think there is more water in some jars than others?
Which jar contains the least water? Why do you think this is so?
7. Encourage students to feel the moisture with their fingers.
8. Wipe two glasses dry. Invert one on lawn in the shade and one nearby on lawn in the sun. In
which jar does the moisture first appear? (Students should be able to infer that heat energy
from the sun causes some of the water in the soil and grass to change to a vapour).
9. Encourage students to make inferences such as: a lot of moisture rises into the air on a sunny day, seas and
oceans lose a lot of water in one day through evaporation. Rain and rivers replace the water that oceans lose.
10. Repeat the activity at home to determine high and low moisture areas.
Make your water mark!
Lesson plan 3
Resource requirements
Glass jars
Clean cloth
Saucer
Year 7 - Information for teachers
Additional activities
– Cloud in a bottle
This activity demonstrates condensation
by creating a cloud in a bottle.
1. Fill a plastic soft drink bottle with just enough
warm water to cover the bottom.
2. Strike a match, let it burn and then blow it
out. Hold the match inside the bottle, tilt the
bottle and allow the smoke to fill the bottle.
3. Without squeezing the sides of the bottle,
screw the cap onto the bottle.
4. Squeeze the sides of the bottle hard three or four
times. Each time wait a few seconds, and squeeze the
bottle again, holding the squeeze for longer each time.
5. Behold – a cloud in a bottle.
Clouds are formed when pressure is reduced as warm air
rises, lower pressure allows the air to cool down and water
vapour creates clouds. When the bottle is squeezed the
gas is compressed and its temperature rises – releasing
the squeeze allows the gas to expand and cool.
Make your water mark!
Lesson plan 4
Groundwater
Year 7
Information for
teachers
Learning objectives
Students will be able to:
●
understand what groundwater is and where it is derived from
●
understand key terminology associated with groundwater processes, including aquifer; water table, infiltration and porosity
●
understand issues associated with the management and use of groundwater supplies.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Some of Earth’s resources are renewable, but others are non-renewable. (ACSSU116)
●
Water is an important resource that cycles through the environment. (ACSSU222)
Science as a human endeavour
Science
●
Science understanding influences the development of practices in areas of human activity
such as industry, agriculture and marine and terrestrial resource management. (ACSHE121)
●
Science knowledge can develop through collaboration and connecting
ideas across the disciplines of science. (ACSHE223)
●
People use understanding and skills from across the disciplines
of science in their occupations. (ACSHE224)
Geographical knowledge and understanding
Geography
●
Water is a resource that links places together as it moves through the water cycle.
●
Water is a difficult resource to manage because it moves through the environment, is an
essential but shared resource, has competing uses and is highly variable over space and time.
●
Aboriginal Peoples and Torres Strait Islander Peoples have contributed to
the knowledge about water resource management within Australia.
●
There are several strategies for increasing water supply and reducing water
use, such as dams, desalination, charging higher prices, aquifer recharge and
storage, recycling, changing the uses of water, and trade in virtual water.
Geographical inquiry and skills
●
Make your water mark!
Develop geographical texts using appropriate geographical vocabulary,
concepts and geographical conventions to communicate effectively in one
or more of the following forms: written, oral, visual and graphic.
Lesson plan 4
Important questions
●
Should groundwater supplies be managed
in the same way as other resources?
●
Is groundwater free?
●
How is groundwater utilised in our region?
Year 7 - Information for teachers
✪ Students are first asked to record comparative
observations of the samples, particularly in relation
to the particle size of each sample and the space
between the particles (the space between particles is
referred to as porosity) and predict which sample will
allow water to flow more freely through the container.
These observations and predictions are recorded.
✪ Students carefully pour water into each container
and record observations. Did they observe a
relationship between the space between particles
(porosity) and the speed of the water?
Lesson plan
– groundwater
✪ This lesson provides an understanding of the formation of
groundwater supplies and considers their management
and use in comparison with other water resources.
✪ Introduce the term ‘groundwater’ and ask students
to contribute definitions or explanations for the
term. The use of graphics or images showing
windmills; bores or wells or other relevant images
can assist. Some students may use groundwater at
home or have used in other parts of Queensland
– for agricultural purposes for example.
✪ Pose the questions: Where does the water in
groundwater come from? Are groundwater supplies
associated with the natural water cycle?
✪ As appropriate reinforce key aspects associated with
the water cycle: groundwater supplies are part of
Earth’s supply of water which is constantly recycled
through processes of evaporation, condensation and
precipitation. During rainfall events some rain will flow
over the surface of the Earth and eventually return
to rivers and oceans – this is referred to as runoff.
However some soaks into the soil and eventually
travels below the soil surface to be stored in aquifers
as groundwater – this process is called infiltration.
✪ In small groups students are provided with three clear
plastic or glass containers (straight sided soft drink
bottles with the tops cut off are suitable) and instructed
to fill one container with sand, one with gravel and
one with a clay (or soil mixture containing clay).
Make your water mark!
✪ Introduce the term permeability which describes the
speed at which water moves through soil. If they
continue to pour water into the sample what happens?
✪ Like surface water supplies, groundwater can be
polluted. Use food colouring, jelly crystals or drink
powder to represent pollution, place it on the surface of
the samples, pour water over it, observe and record.
✪ What happened to the ‘pollution’? Did the
‘pollution’ move through all samples in the
same way and at the same speed?
✪ Observations and predictions are recorded and
accompanied with diagrams and appropriate terminology
to produce a report on groundwater processes.
✪ Follow up activities associated with
groundwater management are included
in the additional activities below.
Lesson plan 4
Resource requirements
●
Samples of sand, gravel and clay based soil, containers.
●
Poster: Our Urban Watercycle.
●
Plastic or glass containers.
Year 7 - Information for teachers
Additional activities
Groundwater in the neighbourhood: Investigate groundwater
resources in your region, identify what they are used for
and how they are managed (e.g. are there restrictions on
how you can use the water or how much you can use?).
The Great Artesian Basin (GAB): The GAB is a groundwater
resource that stretched from Cape York in Northern
Queensland to Dubbo in New South Wales. Research the
GAB and identify; how was the basin formed? How has
the water and associated environments been used and
viewed by both Indigenous and European Australians? How
is the GAB managed to ensure long term sustainability?
Make your water mark!
Lesson plan 5
Drought and floods
Year 7
Information for
teachers
Learning objectives
Students will be able to:
●
identify the causes and consequences associated with floods and droughts
●
identify and explain key weather patterns that influence rainfall in Queensland and the eastern seaboard
●
consider the characteristics of urban environments that may contribute to flood severity.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Water is an important resource that cycles through the environment. (ACSSU222)
Science as a human endeavour
●
Science and technology contribute to finding solutions to a range of contemporary issues; these
solutions may impact on other areas of society and involve ethical considerations. (ACSHE120)
●
Science understanding influences the development of practices in areas of human activity
such as industry, agriculture and marine and terrestrial resource management. (ACSHE121)
Science
Science inquiry skills
●
Communicate ideas, findings and solutions to problems using scientific language
and representations using digital technologies as appropriate. (ACSIS133)
Geographical knowledge and understanding
●
Water is a resource that links places together as it moves through the water cycle.
●
Water is a difficult resource to manage because it moves through the environment, is an
essential but shared resource, has competing uses and is highly variable over space and time.
●
Environmental hazards such as droughts, storms, or floods have
different causes, frequencies and distributions.
●
There are differences and similarities in the ways that communities
manage or adapt to the chosen environmental hazard.
Geography
Geographical inquiry and skills
Make your water mark!
●
Develop geographical texts using appropriate geographical vocabulary,
concepts and geographical conventions to communicate effectively in one
or more of the following forms: written, oral, visual and graphic.
●
Select appropriate methods, including the use of ICT to display data in graphs, tables, maps or statistics.
●
Select key findings from an inquiry to inform decisions on how to best respond
to the question, issue or problem and where appropriate, plan for action.
Year 7 - Information for teachers
Lesson plan 5
Important questions
●
How have droughts and floods impacted locally? What
impacts did they have on students and their families?
●
What are the consequences of periods of
drought and flood in Australia?
●
What factors influence patterns of
drought and flood in Australia?
✪ Students should research the conditions that
indicate an El Nino or La Nina period and
develop a presentation, using appropriate
terminology, to illustrate these conditions.
✪ Presentations could be developed in a number of ways,
through the use of appropriate ICT or in a dramatic,
collaborative format presented to their peers.
✪ The Climate Dogs animations at http://www.
dpi.vic.gov.au/agriculture/farming-management/
weather-climate/understanding-weather-andclimate/climatedogs will provide an engaging
introduction to relevant weather systems.
Lesson plan
– drought and floods
✪ Gauge student understanding of floods and droughts.
✪ In small groups students consider and record a
definition of the terms flood and drought, they
then identify and list causes of each phenomenon
and a number of consequences of each. Collate,
display and discuss the group work.
✪ Using student’s personal experience of extreme
rainfall or drought events develop understanding
and reinforce key concepts associated with both
flood and drought (varying causes of floods – e.g.
flash floods, slow and rapid onset floods; impacts
of rural/regional droughts on urban centres such as
increasing costs or unavailability of particular foods).
✪ Students identify the research process required to
produce a case study of an historical flood or drought
event; such as identifying type and scale of the
event, cause or causes, social and economic impacts.
Students produce a case study of the particular event
incorporating a range of text and graphical tools,
including maps, photographs and weather related data.
✪ The Australian Government website http://disastermapper.ema.edu.au is a
useful resource for this stage.
✪ A number of the events documented in the case study
will have been associated with the weather patterns
known as El Nino and La Nina. These weather patterns
have considerable influence on the Australian climate
particularly in relation to rainfall frequency and intensity.
Make your water mark!
Resource requirements
●
Access to listed websites.
Additional activities
The next drought: Students develop a brief guide
that provides advice to householders and others
on ways to reduce water use, this could include
consideration of practical water restrictions.
Students investigate the factors in urban environments that
may contribute to the severity of flash flooding and identify
behaviours and technologies that could reduce flood impacts
(investigation of Water Sensitive Urban Design principles
such as those associated with the Pimpama Coomera
Waterfuture Masterplan would assist in this process).
Rainfall and Floods in 2011. In 2011 floods and significant
rainfall events struck large parts of Queensland, including
South East Queensland causing widespread damage. What
were the causes of these events and what technological
or other solutions have been implemented or could be
implemented to reduce the severity of future events
(for example levee banks surrounding towns, backflow
prevention device used on the Brisbane and other rivers)?
Lesson plan 6
Spatial distribution of water
Year 7
Information for
teachers
Learning objectives
Students will be able to:
●
understand the availability and use of fresh water resources varies throughout the world
●
recognise similarities associated with sustainable water management in Australia and a location in the developing world
●
understand specific factors impacting on sustainable water management in a location in the developing world.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Water is an important resource that cycles through the environment. (ACSSU222)
Science as a human endeavour
●
Science and technology contribute to finding solutions to a range of contemporary issues, these
solutions may impact on other areas of society and involve ethical considerations. (ACSHE120)
●
Science understanding influences the development of practices in areas of human activity
such as industry, agriculture and marine and terrestrial resource management. (ACSHE121)
Science
Science inquiry skills
●
Make your water mark!
Communicate ideas, findings and solutions to problems using scientific language
and representations using digital technologies as appropriate. (ACSIS133)
Year 7 - Information for teachers
Lesson plan 6
Geographical knowledge and understanding
●
Environmental resources (including renewable resources, non-renewable and continuous
resources) have different characteristics that affect their use and significance.
●
Water is a resource that links places together as it moves through the water cycle.
●
Water is a difficult resource to manage because it moves through the environment, is an
essential but shared resource, has competing uses and is highly variable over space and time.
●
The distribution, availability and uses of fresh water vary throughout the region and the world.
●
There are several strategies for increasing water supply and reducing water
use, such as dams, desalination, charging higher process, aquifer recharge and
storage, recycling, changing the uses of water, and trade in virtual water.
Geography
Geographical inquiry and skills
●
Develop geographical texts using appropriate geographical vocabulary,
concepts and geographical conventions to communicate effectively in one
or more of the following forms: written, oral, visual and graphic.
●
Select appropriate methods, including the use of ICT to display
data in graphs, tables, maps or statistics.
●
Select key findings from an inquiry to inform decisions on how to best respond
to the question, issue or problem and where appropriate, plan for action.
Important questions
●
What factors influence the distribution and availability
of fresh water sources throughout the world?
●
Are fresh water resources in the developing
world managed in the same way as resources
in South East Queensland or Australia?
●
Can knowledge or expertise from Australia
assist in more sustainable management of
water resources elsewhere in the world?
Make your water mark!
Year 7 - Information for teachers
Lesson plan 6
Lesson plan
– spatial distribution of water
●
Key uses of water resources (including
for non-domestic purposes).
✪ This lesson engages students in an assessment of
●
Water treatment and delivery systems
(e.g. how people receive water, how is
it cleaned;, how is it disposed of).
●
Water management arrangements (e.g. is the resource
shared by multiple countries, is some of the resource
diverted for other use before it reaches the location).
water resources and management in a region of the
developed world. Information and data collected is
compared with similar issues in Australia, to produce
a report that includes recommendations and rationale
that will improve sustainable management of water
resources in a selected region of the developed world.
✪ Using the data and information collected students
✪ Water scarcity is both a natural and a human-made
develop a report on the status of water resources
in their selected city that focuses on identifying
threats and incorporating management strategies
to strengthen the sustainable management and
use of water resources. Students could consider:
phenomenon. There is enough freshwater on the planet
for six billion people but it is distributed unevenly and
too much of it is wasted, polluted and unsustainably
managed. Reinforce key concepts of the water cycle
relevant to this area of study (for example most of the
Earth’s water supplies are unavailable for use as they
are either saltwater or ice. Climatic conditions can
influence the extent of fresh water resources over time).
✪ Ask students to identify continents or countries
that they think would have greater or less
available fresh water resources than Australia.
●
Current and future impacts on water resources e.g.
significant increases in population, sustained drought,
diminished quality of water resources, diversion of
water resources by neighbouring regions/countries.
●
Opportunities to improve water resource
availability and management and subsequent
outcomes. For example, benefits (economic/social/
environmental) associated with improved water
treatment and/or access to clean water, utilising
additional water resources or reuse of current
resources through technological or other means.
●
Assistance: Identifying resource, expertise or other
means that could assist the location in improving
water management systems including assistance that
could be provided from Queensland or Australia as
a result of relevant water management initiatives.
✪ Students undertake research to identify and select a
regional centre or rural place in the developed world
that has some demographic and other similarities to
familiar Australian locations. For example, it should
support a reasonably sized, sedentary population and
utilise water for a range of purposes including domestic,
horticultural/agricultural and ‘industrial’ purposes.
✪ In the first stage students identify suitable resources
and techniques to enable identification of the major
water sources (rivers, dams, groundwater) utilised
in the location. Using edit or similar functions in
Google Maps/Earth or other ICT programs students
develop a map that shows key information related
to water resources and use, for example:
●
Location of water resources.
●
Capacity of water storages.
●
Current status and health of water
resources (e.g. health of waterways,
fullness of dams or other storages).
✪ This information should then be considered in
light of a range of demographic, climatic and
water management information that should be
collected analysed and added to the map or used
in accompanying documentation, for example:
●
Size of the population accessing resources.
●
Annual rainfall or other relevant meteorological
statistics (e.g. period of monsoon; recent droughts).
Make your water mark!
Resource requirements
●
Access to resource materials, including the internet
and relevant ICT programs as required.
Additional activities
2005 – 2015 is the International Decade for Action – ‘Water
for Life, the United Nations Environment Program website
at http://www.un.org/waterforlifedecade/scarcity.shtml has
a range of maps and information that can add value to
aspects of this lesson. The site also includes dedicated pages
for school students including games and other materials.
Lesson plan 7
Year 7
Water for all: Managing water
supplies in SEQ
Information for
teachers
Learning objectives
Students will be able to:
●
understand the demands currently placed on water supplies
●
understand the environmental and social pressures impacting on water supplies in the future
●
understand the role of technology in reducing impacts associated with ensuring adequate water supplies
●
understand that along with technology, water supplies can be managed through strategies
associated with economics, education and other drivers of behaviour.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Water is an important resource that cycles through the environment. (ACSSU222)
Science as a human endeavour
●
Science and technology contribute to finding solutions to a range of contemporary issues, these
solutions may impact on other areas of society and involve ethical considerations. (ACSHE120)
●
Science understanding influences the development of practices in areas of human activity such
as industry, agriculture and marine and terrestrial resource management. (ACSHE121)
Science
Science inquiry skills
●
Make your water mark!
Communicate ideas, findings and solutions to problems using scientific language
and representations using digital technologies as appropriate. (ACSIS133)
Year 7 - Information for teachers
Lesson plan 7
Geographical knowledge and understanding
Geography
●
Water is a resource that links places together as it moves through the water cycle.
●
Water is a difficult resource to manage because it moves through the environment, is an
essential but shared resource, has competing uses and is highly variable over space and time.
●
There are several strategies for increasing water supply and reducing water
use, such as dams, desalination, charging higher process, aquifer recharge and
storage, recycling, changing the uses of water, and trade in virtual water.
Geographical inquiry and skills
●
Develop geographical texts using appropriate geographical vocabulary,
concepts and geographical conventions to communicate effectively in one
or more of the following forms: written, oral, visual and graphic.
●
Select appropriate methods, including the use of ICT to display
data in graphs, tables, maps or statistics.
●
Select key findings from an inquiry to inform decisions on how to best respond to
the question, issue or problem and where appropriate, plan for action.
Important questions
●
Why is it important to investigate opportunities
to access or develop water resources that
are not solely reliant on rainfall?
●
Will technological solutions, such as desalination,
effectively drought proof communities in the future?
●
Why is it important to tackle water management and
supply issues in a diverse and integrated way?
●
What is virtual water?
Make your water mark!
Lesson plan
– water for all: Managing water
supplies in SEQ
✪ The premise for this lesson can be established through
the delivery of a case study (delivered in the form of
a news bulletin or a press release from the Minister
for Energy and Water Supply for example).
✪ The case study should state that the region is facing a
severe crisis as water resources required for domestic
and industrial and horticultural use are diminishing. The
reasons for the shortage could include the following:
●
Reduced rainfall associated with a prolonged
drought with consequent falls in major
dams to less that 25 per cent capacity.
●
Increasing population pressures in key areas that are
placing pressure on water supplies and water supply
infrastructure (reservoirs, pumps, treatment plants etc).
●
Current daily consumption per person is on
average 300 litres per day; the minister suggests
this needs to be reduced by 50 per cent.
●
Additionally, there are community concerns
regarding the siting of and costs associated
with a proposed new dam and the impacts
associated with disposing of treated wastewater
into local waterways, including the ocean.
Year 7 - Information for teachers
Lesson plan 7
✪ As a group or in small groups students are asked to
suggest ways to overcome the water crisis, these should
be recorded and displayed and categorised according to
type where possible. It is likely that technological solutions
such as desalination or new dams will be prominent.
Resource requirements
●
Access to the internet or other
resource materials as required
✪ Using the list of technological solutions as foundation,
students undertake self-directed research identifying
key facts about a chosen technology and present
these in a ‘marketing’ document or presentation
that promotes the adoption of the chosen
technology, including the following information:
●
An explanation of how the technology works,
including diagrams, photographs and other images.
●
Information on the capacity of the technology
to provide additional water supplies or
reduce pressure on existing supplies.
●
Requirements to establish and maintain the
technology (essentially a cost/benefit analysis e.g.
the cost to build, natural resources such as land
required, energy to run the technology, savings in
other areas, long term security of water supply).
✪ Technologies investigated by students could
include: Desalination; various uses and types of
recycled water, aquifer recharge and storage,
sourcing water from other regions and transporting
by pipeline or similar, building new dams.
✪ Ask the students to consider whether the technology
they researched solves the water crisis?
✪ For example does it assist or encourage people
to use less water? Does it reduce environmental
concerns described above or pose new ones?
✪ Introduce the concept of the 5 E’s of
Demand Management and provide
some relevant examples for each.
Engineering (Technology) - as investigated.
Education - giving information to the community to help
them understand how they use water and make changes.
Enforcement - enforcing standards, such as the
use of dual flush toilets or use of rainwater tanks.
Economics - financial incentives
associated with the price of water.
Encouragement - rebates for water saving
washing machines and toilets.
✪ Students identify aspects associated with the 5E’s
that can complement or add value to their preferred
technological solution, providing a rationale for the
addition on non-technological management strategies.
This information is added to the original case study.
Make your water mark!
Additional activities
Global studies: How are other countries in our region
managing water supplies? Do they face similar issues
as those in South East Queensland? An internet search
using the terms ‘Managing water supplies’ with the
addition of a regional country or city (Singapore, Jakarta,
Auckland, Bangkok) would provide useful initial data.
Virtual water: All the products or services we used require
water; for example it takes around 10,000 litres of water
to produce 1 kilogram of beef. In this case countries that
produce large quantities of beef for export (Australia, United
States, and Argentina) are exporting millions of litres of water
every year. This is referred to as virtual or hidden water.
Students identify the volume of water required to produce
a number of products, including foods such as wheat, rice
and eggs and other consumables such as cars and clothing.
Information is presented in a chart or similar. Students then
consider the following statement: We should charge the
countries that buy our beef for the water used to make
the beef? Could this be possible? What might the impacts
be on Australia’s economy? What goods are imported into
Australia that contains high volumes of virtual water?
(Information on http://www.unwater.org/
worldwaterday/campaign.html may assist students).
Lesson plan 8
ATSI and Water
Year 7
Information for
teachers
Learning objectives
Students will be able to:
●
gain perspective on the importance of water resources to Indigenous Australians
●
understand how drawings and other graphical representations by Indigenous Australians
provide information on water resources and other geographic features
●
understand how symbols can be used to provide information in maps and
incorporate this knowledge in the development of a map.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Science
Water is an important resource that cycles through the environment. (ACSSU222)
Science as a human endeavour
●
Science understanding influences the development of practices in areas of human activity
such as industry, agriculture and marine and terrestrial resource management. (ACSHE121)
Geographical knowledge and understanding
Geography
Make your water mark!
●
Water is a resource that links places together as it moves through the water cycle.
●
Aboriginal Peoples and Torres Strait Islander Peoples have contributed to the
knowledge about water resource management within Australia.
Geographical inquiry and skills
●
Develop geographical texts using appropriate geographical vocabulary,
concepts and geographical conventions to communicate effectively in one
or more of the following forms: written, oral, visual and graphic.
●
Select appropriate methods, including the use of ICT to display
data in graphs, tables, maps or statistics.
Year 7 - Information for teachers
Lesson plan 8
Important questions
●
●
✪ Suggested research headings could include:
Region, location, size and other details of water resources.
How did Indigenous Australians find water
and preserve water resources?
Lifestyle significance (food, water, medicine).
Cultural significance (ceremony, culture).
What information can be incorporated into
drawings and maps by Indigenous Australians?
●
What can we learn from Indigenous Australians
practices for caring for water environments?
●
What environments associated with water are
important to you? Why are they important?
Management: How the resource
was protected or sustained.
✪ As a culminating activity students develop a water
map that illustrates a water place of significance to
them (eg. a beach, fishing spot, dam or river).
✪ Using symbols to represent key points, including
geographic, human and journey aspects, students
develop a map in the style of an Indigenous map
that tells the story of the students connection
and use of the site and how it is ‘symbolic’
or special to them and their family.
Lesson plan
– ATSI and Water
✪ Ask students to imagine they were transported
to an unfamiliar natural environment.
✪ Their first task is to find water – what ‘signs’ in the
landscape could indicate a supply of water (eg. pockets
of eucalypts could indicate a creek line, certain plants
such as reeds could indicate water, flocks of birds
gathered together could indicate a nearby billabong).
✪ Could there be other sources of moisture? (eg. digging
for water below the soil, moisture from fruit).
Resource requirements
●
Prior internet research or similar for copies of Indigenous
art and explanations of common symbols.
●
Contemporary maps (street directory or similar).
●
Materials for map making.
✪ Once they had located water (and other supplies)
how could they remember where these things
were or tell other people how to find them?
✪ Introduce paintings by Indigenous Australians and
discuss how the paintings, along with telling stories
about ancestors, the stars and planets, also showed
camp sites and clan borders, landforms such as water
holes and creeks and travel journeys or paths.
✪ Investigate the paintings and identify what the various
symbols represent and what information the painting
provides. Compare with modern maps: Do modern maps
still use symbols? What types of symbols are used?
✪ Water sites and associated environments were
special to Indigenous Australians and may have
cultural, ceremonial significance, as well as a
place to gather food, water and medicine.
✪ Students undertake research into the uses and
significance of water resources and the part
Indigenous Australians played in maintaining
the health and function of these sites.
✪ Allotting specific regions of Queensland and
Australia and providing instruction to collect
information under the same key headings will
enable the development of comprehensive
overview of Indigenous connection with water.
Make your water mark!
Additional activities
How did Indigenous Australians collect and transport
water? Research tools for water use (such as coolamons),
replicate these tools through drawing or modelling
using papier mache, flexible plastic or similar materials.
How well does your coolamon hold water?
Research local perspectives and uses of water by
Indigenous Australians in South East Queensland eg.
Yugambeh Museum (http://www.yugambeh.com/).
Investigate opportunities for relevant excursions
or invite a local elder to speak to your class.
Lesson plan 9
Solutes and solubility
Year 7
Information for
teachers
Learning objectives
Students will be able to:
●
understand that substances can be suspended or dissolved in water and that
water treatment involves the removal of these materials
●
undertake investigations that mimic aspects of the water treatment process, including distillation and filtration
●
identify materials that should not be disposed of via drains or sinks.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Water is an important resource that cycles through the environment. (ACSSU222)
●
Mixtures, including solutions, contain a combination of pure substances
that can be separated using a range of techniques. (ACSSU112)
Science as a human endeavour
Science
●
Science knowledge can develop through collaboration and connecting
ideas across the disciplines of science. (ACSHE223)
●
Science and technology contribute to finding solutions to a range of contemporary issues; these
solutions may impact on other areas of society and involve ethical considerations. (ACSHE120)
●
Science understanding influences the development of practices in areas of human activity
such as industry, agriculture and marine and terrestrial resource management. (ACSHE121)
Science inquiry skills
●
Identify questions and problems that can be investigated scientifically and
make predictions based on scientific knowledge. (ACSIS124)
●
Communicate ideas, findings and solutions to problems using scientific language
and representations using digital technologies as appropriate. (ACSIS133)
Important questions
●
Why water is called the universal solvent?
●
What is the difference between a solvent and a solute?
●
How are substances that are suspended in water removed?
●
How are substances that are dissolved in water removed?
Make your water mark!
Year 7 - Information for teachers
Lesson plan 9
2. To one container add 3 tablespoons of jelly crystals,
to the other jar add 3 tablespoons of soil.
Lesson plan
– solutes and solubility
✪ Water is sometimes called the universal solvent
as more substances dissolve in water than any
other chemical. Substances that don’t dissolve
in water may be held in suspension.
✪ Substances that dissolve or are suspended in water may
be naturally derived – such as soil in a dam catchment,
or be generated from households or industry, e.g. soap,
oil and dirt. Regardless of the source, water needs to be
treated before it is distributed and after it is used. This
lesson provides some practical insight into the processes
used to ensure the quality of water supplies is maintained.
✪ Suspended or dissolved?
The following activities can be undertaken in small
groups. Following the explanation of the experiment
procedure, students should record predictions and their
reasons for these predictions. During the experiment they
should complete an observation log as shown below.
3. Place lids on containers and record initial observations
(e.g. colour of water, visible materials).
4. Shake the containers vigorously for 1
minute and record observations.
5. Place the containers, undisturbed on a flat surface,
and record observations after 5 and then 10 minutes.
✪ The jelly crystals have dissolved (the water acting
as a solvent has dissolved the crystals – termed
a solute and produced a solution). The soil has
been suspended; particles may be visible and
‘held’ in the water column, heavier particles
may have settled to the bottom of the jar.
✪ Students may suggest substances derived from
water catchments or household activities and
whether these dissolve or remain suspended. The
experiment could be repeated with a range of
substances including, oil, soap, or tissue paper.
1. Instruct each group to fill each container
with water to about ¾ of the volume.
Sample
Time
1. (record time)
Sample 1 –
Jelly crystals
2. (record time)
3. (record time)
4. (record time)
1. (record time)
2. (record time)
Sample 2 - Soil
3. (record time)
4. (record time)
Make your water mark!
Record observation (what changes did you see?)
Year 7 - Information for teachers
Lesson plan 9
✪ Removing suspended substances from water
treatment plants to remove nitrogen and phosphorous
derived from detergent) and distillation. This activity
provides instruction for an activity that models distillation.
may be achieved through a number of processes
including clarification, filtration and flocculation.
✪ Filtration is used to remove suspended
✪ Distillation
substances from water.
Observing Sample 1 students suggest techniques
to remove dissolved matter from the sample.
✪ Observing Sample 2, students suggest
techniques to remove suspended matter from
the sample. (Some of the material will have
settled out, some will still be in suspension).
Construct a simple distillation device
(see resource requirements).
1. Using a microwave or stove heat sample 1.
✪ Students design and construct a simple filter (see
2. While sample 1 is heating attach one end of the
aquarium tube to the funnel spout and secure.
resource requirements) and test its effectiveness at
removing suspended solids. (Keep a control sample
of dirty water to compare with filtered samples).
3. Wrap the remaining tube around the
bottle of frozen water and place the end
of the tube in a collection container.
✪ Students record the effectiveness of their filter
and identify practices that achieved or hindered
filter effectiveness (e.g. water volume or speed,
filter material permeability) and make suggestions
on improving the effectiveness of the filter.
4. Pour the heated sample 1 solution into
a container with an opening the same
diameter as the top of the funnel
✪ Discuss whether the water is now clean? Consider
5. Place funnel over the container opening (spout
and tubing pointing up) and fix or seal.
how dissolved substances could be removed.
✪ Removing dissolved substances from water may be
achieved through a number of processes including
chemical reactions, use of biological organisms to remove
nutrients (for example bacteria can be used at wastewater
✪ Students observe and record observations
using appropriate scientific terminology.
Resource requirements
Suspended or dissolved?
Filtration
Distillation
2 clear jars (or similar with lids)
Plastic funnels
Microwave or stove
Jelly crystals
Filter material (e.g. dishcloths,
filter papers; sand; fine gravel)
Container to heat water in
Soil (preferably clay based)
Water
Collection containers
Plastic funnel
Container (opening same
size as funnel diameter)
Aquarium tubing
Bottle of frozen water
Collection container
Additional activities
Take a class excursion and visit the Pimpama Recycled Water Treatment Plant for free!
Email [email protected] for more information.
Research the impact of incorrect materials being flushed down drains or toilets; produce
a brochure, poster or short video to discourage these practices.
Make your water mark!