Working for our future – today
Make your watermark!
Watersaver education program
Year 1
Lesson plans
Lesson plan 1
Year 1
Theme: Where water comes from
Lesson: The water cycle
Information for
teachers
Learning objectives
Students will be able to:
●
recognise that water is part of a natural cycle
●
recognise that water changes shape, taste and form
●
distinguish between salt and fresh water.
Learning outcomes
Subject
Strand and content descriptors
Science understanding:
●
Everyday materials can be physically changed in a variety of ways. (ACSSU018)
●
Observable changes occur in the sky and landscape. (ACSSU019)
Science as a human endeavour
●
Science involves asking questions about, and describing
changes in, objects and events. (ACSHE021)
●
People use science in their daily lives, including when caring
for the environment or living things. (ACSHE022)
Science
Science inquiry skills
Make your water mark!
●
Respond to and pose questions, and make predictions
about familiar objects and events. (ACSIS024)
●
Participate in different types of guided investigations to explore and answer questions,
such as manipulating materials, testing ideas, and accessing information. (ACSIS025)
●
Compare observations with those of others. (ACSIS213)
●
Represent and communicate observations and ideas in a variety of ways
such as oral and written language, drawing and role play. (ACSIS029)
Lesson plan 1
Year 1 - Information for teachers
Language
●
Explore differences in words that represent people, places and things
(nouns and pronouns), actions (verbs), qualities (adjectives) and
details like when, where and how (adverbs). (ACELA1452)
Literature
English
●
Listen to, recite and perform poems, chants, rhymes and songs, imitating and
inventing sound patterns including alliteration and rhyme. (ACELT1585)
●
Recreate texts imaginatively using drawing, writing, performance
and digital forms of communication. (ACELT1586)
Literacy
●
Engage in conversations and discussions, using active listening behaviours, showing
interest, and contributing ideas, information and questions. (ACELY1656)
Geographical knowledge and understanding
Geography
●
Places are named areas of the Earth's surface.
●
Places have characteristics that can change over time.
●
Environmental features of places can be observed, described and classified in different ways.
●
People affect the environments in which they live.
Geographical inquiry and skills
●
Pose and respond to several questions for an inquiry, based
on a variety of questions stems and stimulus.
●
Sort information and identify patterns.
●
Review their learning and determine what they could do next.
Important questions
●
Why is water important?
●
What do we use water for?
●
What is the water cycle?
●
Are there different types of water?
Make your water mark!
Lesson plan 1
Year 1 - Information for teachers
Background information
– the water cycle
Lesson plan
– the water cycle
More than 70 per cent of the Earth’s surface is
covered by water. However, most of it – 97 per
cent is salt water. Ice makes up two per cent and
only one per cent is suitable for drinking.
✪ Initiate a discussion about water to establish student
The amount of water on our planet does not change. It is
recycled continually through the hydrological or water cycle.
As water travels through the cycle it changes taste, shape
and form. Three major processes drive the water cycle:
evaporation, condensation and precipitation. Transpiration is
also important.
●
Evaporation: when water is heated it changes from
liquid to gas (water vapour) – the sun heating the ocean
produces most of the water vapour in the atmosphere.
●
Condensation: as water vapour rises, it cools and changes
into tiny droplets of water seen as clouds, fog or mist.
●
Precipitation: rain, hail or snow – as water vapour
condenses, the water drops join and become
heavier and eventually fall out of the air.
●
Transpiration: water emitted by plants through
pores in the leaves is evaporated and released
into the atmosphere as water vapour.
knowledge about water and how it is used.
✪ Use Activity sheet 1 ‘The water cycle’ to discuss
how water moves through the environment and
how it changes. Common observations can help
to illustrate elements of the cycle; such as washing
drying on the line can illustrate evaporation.
✪ Prepare the water samples as per the suggestions
in Activity sheet 5 ‘Water samples’. Ask students
to sample the types of water and to lick the ice
cubes, to describe the tastes and sensations in one
or two words. Ask which water tasted the best.
✪ Reveal the ingredients in the water samples, discuss the
type of water people need to survive and grow food.
Resource requirements
●
Activity sheet 1 ‘The water cycle’
●
Activity sheet 5 ‘Water samples’
●
Student self evaluation sheet 1
Additional activities
Linking locally
●
Prior to undertaking the following two activities ask
students to predict what they will observe; record the
predictions and compare with their actual observations.
●
Illustrating the water cycle. Boil water in a kettle
or jug. Observe the steam. Place the kettle or
jug next to a window or mirror to observe how
the steam cools and water drops form.
●
To demonstrate evaporation place water in two
identical jars or containers. Mark the water level and
place a lid on one jar. Put both jars on a windowsill
and record the changes in water level daily.
●
The class can illustrate the water cycle by preparing a
play, story or dance. Separate into groups; each group will
represent various natural features (sun, ocean, trees, and
mountains) or elements of the water cycle (evaporation,
precipitation, and clouds). Use props such as tinsel for rain
or wool for clouds. Why not video the performance and
send to Gold Coast City Council for display on our website?
●
Using various ‘tion’ words, including those associated
with the water cycle (evaporation, transpiration,
condensation, precipitation) ask students to
prepare simple rhymes, chants or poems
Elements of the water cycle can be easily
observed in your local suburb:
●
Rainfall evaporating from a footpath.
●
Clouds of water vapour moving from the
ocean toward the hinterland.
●
The rain from summer storms rushing towards the ocean.
The Hinze Dam at Gilston collects runoff from
local rainfall and is the major water source used
for drinking, washing and growing food.
Water vapour cools as it rises over the hinterland and rain is
produced. Valleys and creeks funnel this rain into the dam.
Make your water mark!
Lesson plan 2
Year 1
Theme: How water gets to our houses
Lesson: Dams, pipes and taps
Information for
teachers
Learning objectives
Students will be able to:
●
understand how water reaches our homes
●
recognise ways to use water wisely
Learning outcomes
Subject
Strand and content descriptors
Science understanding:
●
Observable changes occur in the sky and landscape. (ACSSU019)
Science as a human endeavour
●
Science involves asking questions about and describing
changes in objects and events. (ACSHE021)
●
People use science in their daily lives, including when caring
for the environment or living things. (ACSHE022)
Science
Science inquiry skills
●
Respond to and pose questions, and make predictions
about familiar objects and events. (ACSIS024)
Geographical knowledge and understanding
Geography
●
Space has different types of characteristics and uses.
●
Environmental features of places can be observed, described and classified in different ways.
●
People affect the environments in which they live.
Literature
●
English
Recreate texts imaginatively using drawing, writing, performance
and digital forms of communication. (ACELT1586)
Literacy
●
Make your water mark!
Engage in conversations and discussions using active listening behaviours, showing
interest, and contributing ideas, information and questions. (ACELY1656)
Lesson plan 2
Important questions
●
How do we use water in our homes?
●
What is a dam?
●
Where does the water in our taps come from?
●
How is water cleaned?
Background information
– dams, pipes and taps
In Australia we collect our water from three main sources,
groundwater, surface water and the ocean. Groundwater
is rain drained underground and collected in impermeable
layers. Surface water is rain drained into rivers or creeks or
collected in dams and water tanks. Water from the ocean is
treated by desalination. Desalination removes salts and other
minerals from sea water and transform it into drinking water.
Before water can be used for drinking or washing it must
be ‘cleaned’ at a water treatment plant through several
treatment processes. Mixing alum (aluminium sulphate)
with water and allowing it to settle removes mud, dirt
and other particles. Sand and gravel-filled filters remove
tiny particles and chlorine is added to kill bacteria.
The treated water is pumped to reservoirs for storage.
Reservoirs are usually on high ground so that water can
flow into underground pipes or water mains. The water in
the mains flows into the house when you turn on the tap.
Make your water mark!
Year 1 - Information for teachers
Linking locally
Most of the water used by Gold Coast residents comes
from the Hinze Dam. The dam can hold more than 310,000
million litres of water that supplies water to more than
500,000 residents and 10 million tourists (annually).
The Little Nerang Dam, upstream from the Hinze
Dam, also supplies water to the Gold Coast. This
dam has a capacity of 6,700 million litres.
Water from the dams is treated at water treatment
plants at Mudgeeraba and Molendinar. The plants can
produce 290 million litres of water every day. Treated
water is stored in one of 78 reservoirs and delivered
to households through a 3000 kilometre network of
pipes – equal to the distance from Cairns to Sydney.
Since 2009 the desalination plant at Tugun has been able
to supply up to 133 million litres of water a day. The plant
uses reverse osmosis to push water, under high pressure,
through membrane filters to remove salts and other minerals.
The desalination plant is an example of important change
in the water industry. New dams, the plant, groundwater
resources, Western Corridor Recycled Water Scheme will
all form part of the Water Grid. Regional pipelines will
move water supplies throughout South East Queensland.
Lesson plan 2
Lesson plan
– dams, pipes and taps
Year 1 - Information for teachers
Resource requirements
●
Poster – ‘Our urban watercycle’ (see
appendices or online resources).
●
Student self evaluation sheet 1.
✪ Introduce or reinforce the major elements of
the natural water cycle. Use Activity sheet
1 ‘The water cycle’ if necessary.
✪ Brainstorm the ways we use water at home,
at school and in the community.
✪ Discuss where water comes from and how it gets
to our homes. Students work in pairs to think
of ways water is used at home; how it is used
at school and in other familiar places and share
these with the group. Collate these themed
practices and display them in the classroom.
✪ Gauge students’ knowledge of the natural and urban
water cycle by asking them to describe how water is
collected, cleaned and transported for our use. The
poster ‘Our urban watercycle’ will help to understand
how water is treated and transported around the city.
✪ Discuss whether it is safe to drink water straight from a
creek or puddle. Alternatively, collect some water from
a creek, dam or puddle and use this as an example
of how water needs to be cleaned before drinking.
Make your water mark!
Additional activities
●
Demonstrate how water is filtered. Prepare a
water sample containing fine dirt, gravel, leaves
and plastic litter. Pour some of the water through
objects such as a funnel, colander and fine
strainer. Observe what objects are trapped.
●
Encourage students to design and draw a water-saving
device. Ideas could include a tap that sends
out a warning when it is left on or a sprinkler
that shuts down when the lawn is watered.
Lesson plan 3
Year 1
Theme: What we drink comes back
Lesson: How our water cares for us
Information for
teachers
Learning objectives
Students will be able to:
●
recognise how water is vital for human health
●
understand how water is a precious resource and should be used wisely.
Learning outcomes
Subject
Strand and content descriptors
Science understanding:
●
Living things have a variety of external features. (ACSSU017)
Science as a human endeavour
●
Science involves asking questions about, and describing
changes in, objects and events. (ACSHE021)
●
People use science in their daily lives, including when caring for
their environment and living things. (ACSHE022)
Science
Science inquiry skills
●
Respond to and pose questions, and make predictions
about familiar objects and events. (ACSIS024)
Geographical knowledge and understanding
Geography
●
Places are named areas of the Earth's surface.
●
Places have characteristics that can change over time.
●
Environmental features of places can be observed, described and classified in different ways.
●
People affect the environments in which they live.
Geographical inquiry and skills
●
Pose and respond to questions for an inquiry; based on
a variety of questions stems and stimulus.
●
Processing, analysing, interpreting and concluding: Sort information and identify patterns.
Literacy
English
Make your water mark!
●
Make short presentations using some introduced text structure and
language , for example opening statements. (ACELY1657)
Lesson plan 3
Important questions
●
How much water on Earth can be used
for drinking and washing?
●
How do people contribute to the water cycle?
●
Why is water important to people?
Year 1 - Information for teachers
Lesson plan
– how our water cares for us
✪ Review and reinforce knowledge of the water cycle.
Use Activity sheet 1 ‘The water cycle’ if necessary.
✪ Use ‘think, pair, share’ to have students
contribute to a class list of ways water is
used – in the home and at school.
✪ Students investigate their lunchbox, or view other
Background information
– how our water cares for us
More than 70 per cent of the Earth’s surface is covered by
water. Of this, almost 97 per cent is salt water,
two per cent is ice leaving only one per cent suitable for
human needs. Planet Earth could be renamed planet Ocean!
A person can survive for up to two months without food, but
less than a week without water. The human brain is
75 per cent water, while the rest of the body is made up of
50 to 65 per cent water. On average, the human body loses
three litres of water per day as perspiration, urine, and saliva.
We rely on water to help dispose of waste, as a
coolant or solvent in various industries, to wash our
bodies and possessions, and to irrigate our crops.
food items, and identify how water is used to
produce food. For example, water required for
growing fruit and vegetables; water for drinking
by chickens or other animals, water used to grow
wheat or other grain for snacks and crackers.
✪ Using a globe, map or Google maps/
Earth illustrate how planet Earth is mostly
water and that most of it is salt water.
✪ Ask the students how they feel if they do not drink
regularly. Reinforce the need to regularly drink water,
particularly during exercise. Keep a class tally of how
much water each student drinks during the day.
✪ Discuss the importance of water
for human health
and how water is removed from the body.
✪ Reinforce the limited amount of water
available to people and discuss ways to reduce
consumption without affecting our health.
Linking locally
Most of the water used by residents on the Gold Coast
is collected in the Hinze Dam. The dam holds more than
310,000 million litres of water to service a population of
more than 500,000 residents, ten million tourists annually,
and various industries who use this water source.
While the Gold Coast receives more average rainfall than
many other Australian areas, it is unreliable and spasmodic.
Gold Coast residents require water for drinking, washing,
cooking and many live in houses with gardens and/
or swimming pools. The tourists also need water.
Make your water mark!
Lesson plan 3
Resource requirements
●
Activity sheet 1 ‘The water cycle’
●
Student self evaluation sheet 1
Make your water mark!
Year 1 - Information for teachers
Additional activities
●
Using globes, maps, or Google Maps/Earth ask students
to identify water places such as oceans, rivers, and
label or plot their locations or details. Use appropriate
ICT to present images of water features and use
(such as irrigation; horticulture and recreation).
●
English: Describe a favourite water place or activity (a
rock pool, bath or beach) using terminology associated
with the water cycle or other relevant water words.
●
Alternatively, research how much water people in other
parts of the world use each day. Find out how they conserve
water. Present this information in a short speech or play.
●
Science: Observe plants and identify how they use water;
identify features such as roots, leaves and stems. Discuss
how some plants save water in their bodies (cactus) or have
tough leaves that reduce transpiration (many native plants).
●
Visualising transpiration: Place cut carnation flowers
with a stem or a celery stick with leaves attached in
a jar or vase. Fill the jar or vase with water until it is
approximately ½ way up the stems. Place a few drops
of food colouring in the water and stir. Observe what
happens to the celery or carnation over a few days.
●
Catching transpiration: Place a clear plastic bag over the
leaves on the end of a plant. Tie the opening of the plastic
bag with a piece of string. Monitor the bag throughout
the day (in 1 or 2 hourly intervals) to see evidence of
transpiration trapped in the bag. It is best to set up this
experiment first thing in the morning. The results will vary
depending on the heat of the day and the plant chosen.
Lesson plan 4
Year 1
Theme: Being a Watersaver at home
Lesson: How many buckets?
Information for
teachers
Learning objectives
Students will be able to:
●
Recognise the many ways water is used in the home
●
Identify how to reduce water use.
Learning outcomes
Subject
Strand and content descriptors
Science as a human endeavour
●
Science
People use science in their daily lives, including when caring for
their environment and living things. (ACSHE022)
Science inquiry skills
●
Respond to and pose questions, and make predictions
about familiar objects and events. (ACSIS024)
●
Represent and communicate observations and ideas in a variety of ways
such as oral and written language, drawing and role play. (ACSIS029)
Geographical knowledge and understanding
●
Geography
People affect the environments in which they live.
Geographical inquiry and skills
●
Participate in a guided inquiry and using a range of information sources.
●
Collect information about the local area.
Statistics and probability
Mathematics
Make your water mark!
●
Represent data with objects and drawings where one object or drawing
represents one data value. Describe the displays. (ACMSP263)
Lesson plan 4
Important questions
●
Where in the house do we use water?
●
Why is it important to save water?
●
What are some simple ways to save water?
Background information
– how many buckets?
Year 1 - Information for teachers
Lesson plan
– how many buckets?
✪ Brainstorm the ways water is used in the house or
garden – e.g. washing the dog, cleaning dishes,
drinking. Collect and display these words according
to categories such as: cleaning; cooking; playing.
✪ Students use ‘think, pair, share’ to consider ways
to save water and share them with the class, briefly
describing or displaying water saving actions. Remind
them that simple actions can save lots of water.
Examples of water saving strategies may include:
Drought and water restrictions throughout Australia
have focused on the need to conserve water.
The Australian Bureau of Statistics (Year Book
Australia 2008), reports more households have
installed water conservation devices, including dualflush toilets and reduced-flow shower heads.
46 per cent of households reported using one
or more water conservation practices. The most
popular included using full loads when washing
dishes and clothes, and taking shorter showers.
●
Turning off the tap when brushing your teeth.
●
Taking shorter showers – no more than four minutes.
●
Half fill your glass of water – so you don’t
throw away what you don’t drink.
●
Don’t water the garden after rain.
✪ Using Activity sheet 7 ‘How much water do you
use’ ask students to record how much water was used
in their house over a set period. Ask students to predict
what activities will use the most water in their house.
Attitudes and behaviour will need to change permanently
if we are to live sustainably. While water appears to be
limitless, the amount on the planet remains constant.
Collecting and supplying water incurs environmental and
social costs. For example, establishing new dams disrupts
natural environments and may impact on communities.
It may be easier to convert litres into buckets;
the following provides a conversion for
the items on Activity sheet 7
●
While government action at all levels can help reduce water
use, actions by individuals in the home, at work and at school
are also important to conserve this valuable resource.
●
●
●
●
●
Linking locally
●
While the Gold Coast receives more average rainfall than
many other areas in Australia, it is unreliable. The Gold
Coast has one major water storage facility, the Hinze
Dam, to provide water for more than 500,000 residents.
●
Shower = 1 bucket per minute.
Bath = 12 buckets.
½ Flush = ½ bucket.
Full flush = 1 bucket.
Dishes by hand = 1 bucket.
Washing machine = 10 buckets.
Cleaning teeth = 1 cup (or 1½ buckets
if the tap is left running).
Water garden = 1 bucket per minute.
✪ This information, along with the water saving ideas
suggested earlier could be displayed in the classroom,
perhaps on a display shaped like a large bucket.
Resource requirements
●
Activity sheet 7: 'How much water do you use'
●
Student self evaluation sheet 1
Additional activities
●
Make your water mark!
Ask students to collect water saving ideas from friends
and family. Collate and present them in a book, create
posters illustrating water saving ideas. Encourage
students to take home or place in the school.
Lesson plan 5
Year 1
Theme: Being a Watersaver at school
Lesson: Dealing with drips
Information for
teachers
Learning objectives
Students will be able to:
●
collect and analyse information on the ways water is used in the school.
●
identify how water use can be reduced.
Learning outcomes
Subject
Strand and content descriptors
Science understanding
●
Living things have a variety of external features. (ACSSU017)
●
Living things live in different places where their needs are met. (ACSSU211)
Science as a human endeavour
Science
●
People use science in their daily lives, including when caring for
their environment and living things. (ACSHE022)
Science inquiry skills
●
Use a range of methods to sort information, including
drawings and provided tables. (ACSIS027)
●
Represent and communicate observations and ideas in a variety of ways
such as oral and written language, drawing and role play. (ACSIS029)
Geographical knowledge and understanding
Geography
Make your water mark!
●
Environmental features of places can be observed, described and classified in different ways.
●
People affect the environments in which they live.
Geographical inquiry and skills
●
Participate in a guided inquiry and using a range of information sources.
●
Collect information about the local area.
●
Sort information and identify patterns.
●
Draw conclusions based on their investigations and share these conclusions.
Lesson plan 5
Year 1 - Information for teachers
Number and algebra
●
Mathematics
Represent and solve simple addition and subtraction problems using a range of
strategies including counting on, partitioning and rearranging parts. (ACMNA015)
Statistics and probability
●
Represent data with objects and drawings where one object or drawing
represents one data value. Describe the displays. (ACMSP263)
Important questions
●
Where and how do we use water in the school?
●
Why is it important to save water?
●
What are some simple ways to save water?
●
How do plants save water?
Background information
– dealing with drips
Schools are mini cities meeting the needs of
hundreds of students and staff daily, including the
water required for drinking and washing.
Heavy water use areas in schools include ovals,
gardens and toilets. Becoming a Watersaver
school will assist staff and students to learn about
water conservation and reduce water bills.
Linking locally
Water conservation can be achieved by changing
watering practices or through technological developments
such as water timers and infrared urinals.
Mulching (using organic matter such as straw or sugar cane
to reduce evaporation) garden beds, improving oval irrigation
and monitoring taps and bubblers can help save water.
Gold Coast school achievement
Miami State School has adjusted the flushing volumes in
toilets, replacing inefficient toilets and trialling a waterless
urinal, saving a massive 946,000 litres of water per year.
Make your water mark!
Lesson plan
– dealing with drips
✪ Using a map of the school identify the places
where water is used such as for toilet flushing,
hand washing, drinking and irrigation.
✪ Alternatively, take a tour of the school and mark
the water outlets with coloured ribbon – blue for
drinking, green for flushing, yellow for irrigation.
Any leaking taps or cisterns could also be noted.
✪ Calculate total for each category and display the
results using suitable icons – such as taps, toilets
and sprinklers or in other suitable formats.
✪ Students can think of ways to save water at
school. All the ideas should be listed and displayed.
Activity sheet 8 ‘Simple ways to reduce water
use at school’ can assist you with this.
Lesson plan 5
Resource requirements
Year 1 - Information for teachers
Additional activities
●
School map.
Make a Watersaver garden
●
Activity sheet 8 ‘Simple ways to reduce water use at school’.
●
●
Coloured ribbon or material.
●
Student self-evaluation sheet 1.
Make a mulch garden. With the assistance of the grounds
person select a small garden area; mulch half the site using
straw, grass clippings or similar material and leave the
other section. Observe the differences between the two
sites – check how the mulch keeps the garden cool and
moist by carefully lifting the mulch and feeling the soil –
you could also use a thermometer or moisture meter. Note
how well the plants grow and any animals near the mulch.
●
Discuss why mulch saves water.
●
Investigate suitable plants for the Watersaver garden;
examine other plants in the school grounds, do they
have adaptations that help them to conserve water?
For example some plants have thick waxy, leaves that
reduce transpiration; others have very small leaves or
spikes (cacti) for the same purpose. Many Australian
native plants have water saving adaptations.
Make your water mark!