Data Logger
Curriculum
Module
Resources and educational materials
for teachers and students.
Primary and Secondary.
www.myswep.com.au
Contents
Introduction
Secondary Activities
About SWEP 1
SWEP and Water – Learn it! Live it!
1
Using data loggers in the classroom 1
Savings in water usage of schools 2
with data loggers installed
How data loggers work
2
The SWEP website
3
Standard Reporting 3
Custom Reporting 4
Water Supply 4
Water Calculator 5
Comparison 5
Detecting unusual water usage 6
Case Study: Carwartha College
6
Primary Activities – Curriculum links 7
Victorian Essential Learning Standards
Australian Curriculum
Secondary Activities – Curriculum links 8-9
Victorian Essential Learning Standards
Australian Curriculum
Primary Bloom-Gardner Matrix 10
Secondary Bloom-Gardner Matrix
11
Activity 1: What is a data logger and how can we use it to save water?
Worksheet 1: What’s a data logger and how can we use it to save water?
22
23-24
Activity 2: Using the Data Logger Software Worksheet 2: Using the Data logger Software
25
26
Activity 3: Data logger Maths Worksheet 3: Data logger Maths 27
28-29
Activity 4: Using the Information Worksheet 4: Using the Information 30
31-34
Activity 5: Water Use throughout the Year (extension activity)
Worksheet 5: Water Use throughout the Year
35
Activity 6: Creating a campaign Secondary Worksheet 6: Creating a campaign
36
37
38-39
Activity 7: Evaluating the Campaign 40
Worksheet 7: Evaluating the Campaign 41-42
Activity 8: Extending the Campaign (extension activity)
Worksheet 8: Extending the Campaign
Primary Activities
Activity 1: What are data loggers?
Worksheet 1: Water data loggers – helping your school to save water
12
13-14
Activity 2: How much water does our school use?
Worksheet 2: How much water does our school use?
Activity 9: Looking for Leaks Worksheet 9: Looking for Leaks Activity 10: Reflecting and Sharing Knowledge Worksheet 10: Reflecting and Sharing Knowledge
15
16
Activity 3: Reading graphs Worksheet 3: Reading graphs 43
44
45
46-47
48
49-51
17
18-19
Activity 4: Looking for leaks Worksheet 4: Checking for leaks around your school
20
21
Activity guide and worksheet key:
Primary
Activity
1
Primary activities are
highlighted in orange
Secondary
Activity
1
Secondary activities are
highlighted in blue
Primary
Worksheet
1
Worksheets are
highlighted in green
Introduction
About SWEP
The Schools Water Efficiency Program (SWEP) is a
voluntary program open to all schools within Victoria.
Currently in its second phase, SWEP enables schools to
continuously track their water consumption by using data
logger technology. The school’s data can be accessed
by facility managers, teachers and students through an
interactive website.
SWEP enables schools to monitor water usage and
detect leaks so they can be rectified, allowing schools
to save water and in most cases save money as well.
The program also provides students with an opportunity
to learn about water efficiency through maths concepts
such as measurement and data in a tangible and realistic
environment.
SWEP and Water –
Learn it! Live it!
Prior to the expansion of the program SWEP was contained
as a dedicated unit within the resource materials developed
for the Water – Learn it! Live it! (Water-LiLi) initiative.
The Water – LiLi initiative includes curriculum resources
on all aspects of water education, conducts teacher
professional development sessions and schools can
be accredited as a Water LiLi school by completing a
number of steps outlines by the initiative. There are two
different versions of Water – LiLi, one for the metropolitan
schools supported by City West Water, South East Water
and Yarra Valley Water and a regional version which
supports the regional water corporations in Victoria.
Details on the full Water LiLi program can be accessed
at www.waterlili.com.au
Each water corporation offers its own specific education
resources and materials to complement those contained
within either the Water LiLi initiative or SWEP, please
contact your local water corporation for more information.
Using data loggers
in the classroom
This resource provides educational materials to support
schools that have been fitted or have existing data loggers.
The information provided by the data logger can serve as
a practical tool for learning activities and a powerful tool for
students to develop water conservation strategies in their
school; additionally it’s also an important tool to assist with
the management of the water use within the school, such
as identifying leaks.
There are many different types of data loggers and service
providers (e.g. Footprint, and Select Solutions). While each
logger type works slightly differently, the information can be
uploaded to a central server and can be securely accessed
by each school through a personalised domain provided at
activation through SWEP.
The learning materials in this resource are separated
into Primary and Secondary sections, however it is at the
teacher’s discretion as to how they apply the lessons and
to which year levels they make them available.
They consist of lesson plans for teachers and supporting
worksheets for students. Bloom-Gardner matrixes with
activity ideas have also been included at the beginning
of the resource.
Did you know?
A pilot program conducted with 45 schools found
that schools that used their data loggers as a learning tool (in the classroom) had a significantly greater
reduction in water use than schools that did not use
this data with students! The graph below shows the
difference in water savings between schools that
have incorporated data logger activities in the
classroom and those that have not.
Introduction
1
Savings in water usage of schools
with data loggers installed
35%
30%
25%
20%
29%
15%
10%
5%
4%
0%
Data Logger not used in classroom
Data Logger used in classroom
Data logger attached to the water meter.
2
Introduction
How data loggers work
A data logger is a device to continuously record the data
from a water meter or other type of meter. Once a data
logger is attached to the school water meter via a probe
called a read switch, it records the pulses of the water
meter. A pulse typically detects water usage in intervals of
1, 5, 10 or 100 litres. Each time this amount of water passes
through the meter the data logger records the water usage
on its internal memory. SWEP data loggers are configured
to record this information in 15 minute intervals.
On a daily basis (usually midnight) the data logger then
transmits the data collected over the past 24 hours to a
central server which translates and configures the data
so it can be viewed by the schools on a dedicated
SWEP website.
The SWEP website
Standard Reporting
The SWEP website www.myswep.com.au was developed
to assist facility managers, teachers and students of a
school to interpret the information collected by the school’s
data logger in a clear and engaging way.
This section of the website provides
graphs which are interactive and allow
you to view the most recent day’s data,
the past 7 days, past 30 days, and
year to date.
When you log in to the website for your school, you will be
immediately able to access valuable water use information
via a dashboard. This dashboard provides you with a range
of information and the menu to other data and related
information about your schools water use.
The site will give you access to graphs and raw data
showing the water consumption of your school. This
information can be used to assess the schools water use
over time, check for possible leakage, use in classroom
activities and compare your schools with other schools.
Figure 1.2: Standard report for last seven days water use.
Figure 1.1: The SWEP dashboard providing high level school
information.
Introduction
3
Custom Reporting
Water Supply
The custom reporting function also
allows you to select the date range,
unit of measurement and time period
for each data set as required and exports
your data to Excel. You will be able to
observe spikes in water use, usually
corresponding to recess and lunch time
when lots of toilet flushing happens!
The water supply tab provides access
to an interactive map supported by
the Department of Sustainability and
Environment. The water supply map
provides information on Dam storage
levels across Victoria.
In addition to these functions weather
observations from the schools nearest
Bureau of Meteorology weather station
are also provided, this includes rainfall
and temperature observations for the
last 30 days.
A drop-down menu on this site also
provides a link to all water corporations
(urban and rural), catchment management
authorities and irrigation allocations for
irrigation districts across Victoria.
Figure 1.3: Custom report to download consumption data.
Figure 1.4: Water storage sites on the Water Supply page.
4
Introduction
Water Calculator
Comparison
The water calculator is designed to
provide more insight into the schools
usage and break that into more tangible
units of measure that students can easily
identify with.
Comparison reporting is only available
to schools that have elected to share their
monthly “average usage” results with
other schools, if your school has elected
not to share this information then you’ll
not be able to view this tab.
Being able to understand how much
water has been used either in the last
day, week, and month or for the year
to date is importantly supported by the
further exploration of how this relates
to household items such as buckets of
water. In addition to these household
items there is a secondary unit of
measure which is designed to provide
students with an introduction to embodied
water by touching on the healthy drinking
requirements of people.
Changing the schools profile so that this
data can be shared can only be done by
the schools SWEP administrator.
Comparison reporting provides a per
capita water usage figure for each
participating school, meaning smaller
schools are not at a disadvantage to
larger schools and vice versa. Arrows
located next to the ranking number
indicate if the school has improved or
worsened in its comparative water use
from the previous month. A map of the
DEECD education regions provides an
understanding as to which regions have
the highest per capita water use
in comparison to others.
Figure 1.5: Water calculator page showing water using familiar
containers.
Figure 1.6: Comparison table with top 5 schools highlighted.
Introduction
5
Detecting unusual water usage
Detecting unusual water usage at your school can save
thousands of litres of water a year – and money too! You
might have an underground leak, a faulty tap or toilet or an
irrigation system might be on that you don’t know about.
Your data logger will be able to help you detect these
leaks by measuring water flow during what should be a
non-consumption period (e.g. midnight to 3am or during
the weekend). The data can then be used to quantify the
amount of water that could be lost over a year or other
period of time if the situation isn’t resolved.
Case Study:
Carwartha College
Before installing data loggers on their water meter,
Carwartha College used 15 million litres of water
(75 litres/student/day), costing the school around
$30,000 per year. Using the information from
their data logger, they detected that there was a
significant water leak during typically non usage
periods (10pm-6am).
The school began by inspecting taps and located
around the school but were unable to find the leak.
They enlisted the help of a specialist acoustic leak
detection service who found that there was a leak
under a concreted area.
Fixing the leak required excavation but the results
were worth the trouble. The school now uses 3.3
million litres of water each year (16.5 litres/student/
school day), a saving of $23,000 each year.
The school does still have some ongoing leakage
issues, but tries to keep on top of their aging water
infrastructure as best they can.
Figure 1.7: Water use graph showing a potential leak.
Action should then be taken to find water loss,
which could either be:
• Above ground (e.g. leaking taps or toilet cisterns,
or irrigation systems).
oilet and tap leaks are fairly simple to locate. Leaking
T
toilets, for example, can be identified through listening for
water running or placing 6–8 drops of food colouring in
the cistern and waiting for five minutes without flushing
the toilet. If the colouring appears in the toilet bowl, the
cistern has a leak and should be repaired. Irrigation
systems are usually characterised by a large spike in
water use early in the morning or late in the evening,
when typically these activities occur.
• Below ground (e.g. In your water pipe system).
hese types of leaks are harder to find, but are
T
sometimes evident at the surface. They can be identified
by excessively soft soil, very green grass in summer, or
wet concrete. If they are fast leaks, you can sometimes
hear them too. In some cases, you will need to engage a
specialist to assist in finding the leak, such as an acoustic
leak detection plumber to detect and fix these leaks.
6
Introduction
Application of the data logger technology in the
classroom, including in the year seven sustainability
unit, has ensured that the students are taking
ownership for the way they use water at school.
Primary Activities – Curriculum links
Thinking
Processes
ICT
Design, Creativity
& Technology
Communication
Science
Mathematics
Humanities
English
The Arts
Civics &
Citizenship
Personal Learning
Interpersonal
Development
Victorian Essential Learning Standards
Activity 1:
What are data
loggers?
Activity 2:
How much water
does our school use?
Activity 3:
Reading graphs
Activity 4:
Looking for leaks
Australian Curriculum
Sustainability
Asia and Australia’s
engagement with Asia
Aboriginal and Torres Strait
Islander histories
and cultures
Intercultural understanding
Cross-curriculum
priorities
Personal and social
competence
Ethical behaviour
Critical and creative
thinking
Information and
communication technology
competence
Numeracy
Literacy
General Capabilities
Activity 1:
What are data
loggers?
Activity 2:
How much water
does our school use?
Activity 3:
Reading graphs
Activity 4:
Looking for leaks
Introduction • Primary Activities – Curriculum links
7
Secondary Activities – Curriculum links
Activity 1:
What’s a Data
logger and How
Can We Use it to
Save water
Activity 2:
Data logger Maths
Activity 3:
Using the Data
logger Software
Activity 4:
Using the
Information
Activity 5:
Water Use
Throughout the Year
Activity 6:
Creating a campaign
Activity 7:
Evaluating the
Campaign
Activity 8:
Extending the
campaign
Activity 9:
Looking for Leaks
Activity 10:
Reflecting and
Sharing Knowledge
8
Introduction • Secondary Activities – Curriculum links
Thinking
Processes
ICT
Design, Creativity
& Technology
Communication
Science
Mathematics
Humanities
English
The Arts
Civics &
Citizenship
Personal Learning
Interpersonal
Development
Victorian Essential Learning Standards
Secondary Activities – Curriculum links
Australian Curriculum
Sustainability
Asia and Australia’s
engagement with Asia
Aboriginal and Torres Strait
Islander histories
and cultures
Intercultural understanding
Cross-curriculum
priorities
Personal and social
competence
Ethical behaviour
Critical and creative
thinking
Information and
communication technology
competence
Numeracy
Literacy
General Capabilities
Activity 1:
What’s a Data
logger and How
Can We Use it to
Save water
Activity 2:
Data logger Maths
Activity 3:
Using the Data
logger Software
Activity 4:
Using the
Information
Activity 5:
Water Use
Throughout the Year
Activity 6:
Creating a campaign
Activity 7:
Evaluating the
Campaign
Activity 8:
Extending the
campaign
Activity 9:
Looking for Leaks
Activity 10:
Reflecting and
Sharing Knowledge
Introduction • Secondary Activities – Curriculum links
9
Intrapersonal
Interpersonal
Musical
Kinesthetic
Spatial
Maths
Verbal/Linguistic
Primary Bloom-Gardner Matrix
Remembering
Make a list of all
the words you
find challenging
on the SWEP
website.
Look for
patterns in
how your
school uses
water. E.g. are
there certain
times during
the day when
more water is
used?
Create a chart
with pictures of
glasses of water
to show how
much water
each student
uses in a day.
Walk around
your school and
look for all the
things that use
water.
List sounds
that water can
make.
Read a book
about water to
the class.
List all the ways
that you save
water.
Understanding
Explain what
a litre is.
Explain how to
read a water
usage graph.
Draw a graphic
timeline showing how your
school uses
water during
the day.
Act out the
average day of
a data logger.
Sing a song
about water.
Discuss what
saving water
looks like.
Keep a personal
scrapbook
about your
experiences
with water.
Applying
Make wordsearch with
words about
water and
volume.
Estimate how
much water
each student
uses every day.
Look at the
Water Supply
section of the
SWEP website
to find the
reservoir which
is closest to
you.
Make a model
showing how
your school
uses water
during the day.
Make sound
effects that
show how
water is used
around the
school. E.g.
slurping for
people drinking,
swirling for
flushing toilet
etc.
Tell a story
to the group
about an
experience
you have had
with water.
Explain
how you feel
about water
conservation
Analysing
Write a report
on how your
school uses
water during
the day. When
is the most
water used?
When is the
least water
used?
Survey students
in your class to
find out what
they do to save
water around
your school.
Draw a Venn diagram showing
the similarities
and differences
between bar
graphs and line
graphs.
Demonstrate
your best
water saving
technique.
How can water
sounds change
our mood?
E.g. waves at
the beachrelaxing, heavy
rain – scary etc.
Explain what’s
on the SWEP
website.
Reflect on how
well you save
water at school
and home.
Evaluating
Write three
arguments for
why all schools
should have
data loggers
Rank and rate
water saving
actions according to how
much water
they will save.
Evaluate the
SWEP website.
What other
information
would you like
included?
Provide
feedback to
someone who
is working on a
project about
water.
Give feedback
on another
student’s
musical project
e.g. water song
they have
created.
Review another
class member’s
performance or
presentation
Reflect on
your feelings
during this unit
of work and
how you have
changed.
Creating
Write an
advertisement
to get people at
your school to
save water.
Make up an
experiment for
measuring how
much water can
be saved
by fixing a
leaky tap.
Create a water
saving logo for
your school.
Make up and
perform a play
about water
conservation.
Compose a
song to
encourage
people to save
water.
Create a group
game about
saving water.
Design a
personal watersaving logo.
10
Primary Bloom-Gardner Matrix
Remembering
Make a list what does the
data logger
show us?
Write
instructions for
how to use the
data logger
website.
Write an article
for school
newsletter
about the
data logger.
Intrapersonal
Interpersonal
Musical
Make a chart
of school water
use using a
graphic
example (e.g.
buckets).
Walk around
the school and
identify your
water meters
and areas of
water use.
Research
songs, dance,
and poems
about water
across different
cultures.
Consider how
you fit into
water cycle.
Make a poster
outlining how
you use water
and where it
goes next.
Think about
how your
school fits
into the water
cycle? Make a
list of where
each stage
might occur.
Explain what
the graphs
mean.
Create a
wall mural or
decorate your
rainwater tank
with ways water
is being saved
at school.
Use waterrelated pictures
(taps, water
meters, pipes,
etc.) to create
a photo trail
scavenger hunt.
Record the
sounds of
water around
the school
and create a
musical piece.
Keep a diary of
how you use
water at school
over one week.
Brainstorm
how people use
water at school
(e.g. students,
teachers,
grounds
manager, etc.)
and share with
your classmates.
Use the raw
data in data
logger to make
your own
graphs.
Draw a map of
your school,
showing where
your water
meters are
located and
where the
water is used.
Make a 2D/3D
model of your
school, showing
where water
meters are
located and
where water
is used.
Create a soundscape that
mimics how
water is used at
school during
the day i.e the
sounds of peak
times and low
use times.
Consider how
to reduce your
water use at
school? Write
an oath and
stick to it!
Find a way
to ensure the
whole school
is aware of and
taking part in
water saving
behaviours.
Teach someone
who is
unfamiliar
with data
loggers how to
get information
on water usage.
Applying
Kinesthetic
Research
different types
of graphs.
Discuss the
features of the
data logger
with other
students.
Understanding
Spatial
Maths
Verbal/Linguistic
Secondary Bloom-Gardner Matrix
Interview
students about
how they use
water at school
and compare
their responses
with the information from the
data logger.
Analysing
Present a
report on the
trends found,
using the data
logger
software, and
develop a
whole school
plan.
Devise a
strategic plan
for reducing
school water
use.
Produce a
visual display of
the data logger
results.
Demonstrate to
other classes
how they can
save water at
school.
Consider why
the sound of
running water
makes some
people need
to go to the
toilet?!
On the data
logger graph,
mark where you
contributed to
school water
use and
savings.
Compare
differences
in water use
between your
school and
others.
Evaluating
Review your
data logger
findings.
Discuss the
results with
other students
and compare
them. Share
ideas for
water saving.
Write an
evaluative
report on the
data logger
pilot and
include whether
it helped the
school to save
water.
Evaluate the
data logger
webpage. Is it
visually
appealing, easy
to understand
etc.?
Use a rubric
to evaluate
another 2D/3D
model/role
play/rap, etc.
Develop a
rubric to evaluate the song,
music, chant
or soundscape
other people
compose.
Imagine tap
water cost
as much as
bottled water.
Would it
change the
way you used
water?
Use “Plus,
Minus, Interesting” to evaluate
your data logger experiences
and findings.
Creating
Write and
record an
advertisement
to encourage
other schools
to use data
loggers.
Create an
experiment to
find out “How
far you can
make one litre
of water go”.
Redesign the
data logger
webpage to
make it more
visually
appealing.
Write and perform a rap song
about how to
save water at
school, making
sure you use
the word data
logger!
Compose
a song, music,
chant or
soundscape to
promote water
conservation.
Design
personal
logo that will
encourage you
to save water.
Create an
advertising
campaign to
sell your water
saving initiative
to the school
community.
Secondary Bloom-Gardner Matrix
11
Primary
Activity:
1
What are data loggers?
Summary/Description
Outcomes
Hold a class discussion about water-saving initiatives
that your school has been involved in. This may include
activities that are included in this resource, water
conservation campaigns run by students,
or upgrades to school infrastructure such as water tanks,
dual flush toilets or waterless urinals.
By completing this activity, students will:
Inform students that the school has had a water data
logger installed and explain how it can provide information
about how much water the school uses.
Students read the information on Primary worksheet 1
and answer the questions. Before giving out the worksheet,
you may need to discuss terminology such as data,
information and graphs.
12
Primary Activity 1 • What are data loggers?
• develop an understanding of what a data logger
is and how they can access the data
• develop reading comprehension skills.
Concepts
Data, graphs, information, water usage.
Further Reading/Additional Resources
Video on data loggers in schools
www.myswep.com.au
Primary
Activity
1
Primary
Activity
2
Primary
Activity
3
Primary
Activity
4
Worksheet
1
Worksheet 1:
Water data loggers – helping your school
to save water
Did you know that your school
has been fitted with one or more
water data loggers?
Figure 1.8:
This graph shows how much water a school uses
in a day in 30 minute intervals.
A data logger measures how much water your school uses
every 15 minutes. The information is sent to the SWEP
website where, you can see a graph of how much water
your school uses in a day, a month and a year. The data is
presented in different intervals on the standard reporting
page, which includes 30 minute, hourly and daily intervals.
Figure 1.8: Water use graph showing a potential leak.
How can a data logger help your
school to save water?
Some schools have old pipes, taps and toilets which
sometimes have leaks. By looking at the graph on the
website, you can find out whether there are any leaks
at your school.
You can also see how much water your school has used
from one week to the next. If everyone is trying hard to
save water, you can see how well you are doing. Think of
the places where you could use less water in and around
your school.
Section
Primary •Worksheet
Subsection1
13
Primary
Activity
1
Primary
Activity
2
Primary
Activity
3
Primary
Activity
4
Worksheet
1
Are other schools doing this?
Yes! Lots of other schools are using data loggers. In fact, one school saved 9.4 million litres in one year by using a data
logger. That’s about 188 backyard swimming pools full of water!
Questions
What is the purpose of a water data logger?
Where does the information from the data logger go?
How can a data logger help schools to save water?
How could you use the data logger information to check if there are any leaks at your school?
14
Primary Worksheet 1
Primary
Activity:
2
How much water does our school use?
Summary/Description
Outcomes
Demonstrate to students how to login to the SWEP
website using a specific class log in (see help guide for
more on this) and show students the different sections
of the site. The usage statistics, standard reporting and
water calculator will be most relevant for students.
By completing this activity, students will:
Ask students to complete Primary worksheet 2.
Students will need to access the school’s usage statistics
and the water calculator section of the SWEP website
or be provided with the information which can be
downloaded from the site.
• develop an understanding of the SWEP website and how
to access water usage data for their school
• discover how much water their school uses and how
much each person in the school uses each day.
• make comparisons with the volume of everyday objects.
Concepts
Volume, data, statistics.
Primary Activity 2 • How much water does our school use?
15
Primary
Activity
Primary
Activity
1
2
Primary
Activity
3
Primary
Activity
4
Worksheet
2
Worksheet 2:
How much water does our school use?
Login to the SWEP website www.myswep.com.au and look at how much water your school uses.
Complete the table.
Clue: you will need to look at the information in the Water Calculator section of the website.
Most Recent Day
Litres used
Glasses of water
Cartons of milk
Buckets of water
Bathtubs
Swimming pools
Can you see any patterns in the data that you found?
For example when is the most water used and when is the lowest water use.
16
Primary Worksheet 2
Past Week
Primary
Activity:
3
Reading graphs
Summary/Description
Outcomes
Show students the graph of the water usage for the most
recent day on the SWEP website.
By completing this activity, students will:
Discuss the features of the graph i.e. horizontal and vertical
axes, title, labels.
Toggle between the line graph and the bar graph by
clicking the type of graph buttons in the right hand corner.
Ask students to point out the differences between the line
graph and the bar graph.
Model how to find the amount of water that was used by
the school at different times of the day. Note that you can
find the exact value and time by hovering over the section
of the graph.
• develop an understanding of the features of line
and bar graphs
• develop an understanding of how to read graphs
• develop critical thinking skills when evaluating the
information in graphs.
Concepts
Volume, data, line graphs, bar graphs, tables.
Ask students to record school water usage data during
the previous day in the table on Primary worksheet 3.
Discuss the data with students using the questions on
the worksheet.
Primary Activity 3 • Reading graphs
17
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Primary
Activity
2
Primary
Activity
3
Primary
Activity
4
Worksheet
3
Worksheet 3:
Reading graphs
Log in to the SWEP website www.myswep.com.au
Click on Standard Reporting and choose Most Recent Day
Fill in the table below by reading the graph.
Time
Litres used
Time
1:00 am
1:00 pm
2:00 am
2:00 pm
3:00 am
3:00 pm
4:00 am
4:00 pm
5:00 am
5:00 pm
6:00 am
6:00 pm
7:00 am
7:00 pm
8:00 am
8:00 pm
9:00 am
9:00 pm
10:00 am
10:00 pm
11:00 am
11:00 pm
12:00 pm
12:00 am
18
Primary Worksheet 3
Litres used
Primary
Activity
1
Primary
Activity
2
Primary
Activity
3
Primary
Activity
4
Worksheet
3
When was the most water used?
Why do you think the most water was used at this time?
When was the least water used?
Why do you think the least water was used at this time?
Primary Worksheet 3
19
Primary
Activity:
4
Looking for leaks
Summary/Description
Outcomes
Ask students to choose a time when people aren’t
likely to be using water at their school (e.g. 12am – 2am).
Students should then look at the graph of the most recent
day and find out whether any water is being used at this
time. They can then determine whether the school has
any leaks.
By completing this activity, students will:
If students find that the school has a leak, organise for
them to do a water audit of the school. This will involve
students surveying different areas of the school to
investigate whether there are any leaking taps or toilets.
Students can use Primary Worksheet 4 to record their
observations.
If there are taps or toilets that need fixing, have students
prepare a list of actions that can be presented to the
school principal.
20
Primary Activity 4 • Looking for leaks
• develop their skills in reading and interpreting graphs
• develop an understanding of how water is used around
the school and how fixing leaks can save significant
amounts of water.
Concepts
Volume, data, line graphs, bar graphs, tables, leaks.
Leaking toilets
Leaking toilets can be identified through listening
for water running or placing 6–8 drops of food
colouring in the toilet cistern and waiting for five
minutes without flushing the toilet. If the colouring
appears in the toilet bowl, the cistern has a leak
and should be repaired.
Primary
Activity
1
Primary
Activity
2
Primary
Activity
3
Primary
Activity
4
Worksheet
4
Worksheet 4:
Checking for leaks around your school
Area or locations of school checked:
Water fixtures found (e.g. taps, toilets, drinking fountains, showers):
Leaks found:
Primary
Section Worksheet
• Subsection
4
21
Secondary
Activity:
1
What is a data logger and
how can we use it to save water?
Summary/Description
Outcomes
Students read the information about data loggers in
Secondary worksheet 1. Discuss with students how data
loggers work and demonstrate how the information from
the data logger is presented by logging into the SWEP
website using a specific advanced class log in (see help
for more on this) www.myswep.com.au
By completing this activity, students will:
Discuss with students:
• how they think the information from the data loggers
could be used to save water around the school
• understand the basic principles of how a data logger
works and how the information from the data logger
is presented
• clarify concepts around flow rate, volume and time that
they will need to understand to be able to use information
from the data loggers
• explore ways that a data logger’s water consumption
data can be used for water conservation
• what concepts they think they will need to know to
be able to use the information from the data logger
Concepts
Students use de Bono’s thinking hats (Secondary
worksheet 1) to explore ideas about how the data loggers
can be used for water conservation.
De Bono’s Thinking Hats, brainstorming, data loggers,
managing data
Students keep the ideas they have generated using the
thinking hats to use in Activity 6: Creating a campaign.
22
Further Reading/Additional Resources
Video on data loggers in schools
www.myswep.com.au
Secondary Activity 1 • What is a data logger and how can we use it to save water?
Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary
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Worksheet 1:
What’s a data logger and
how can we use it to save water?
Your school has been fitted with a water data logger. This
is a device that is attached to your school’s water meter
to continuously record your schools water consumption.
The information from the data logger is sent to a website
www.myswep.com.au you will be able to login and look
at how much water your school uses and other important
information.
How a Data logger Works
Data loggers measure the amount of water that is used
in your school over a certain period of time. They can tell
you how much water your school uses in different time
intervals such as 15 and 30 minutes, hourly, daily,
monthly or annually.
You can use this information to help your school
save water!
Figure 2.1: Data logger fitted to a water meter.
Secondary
Section •Worksheet
Subsection1
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Use de Bono’s thinking hats to explore how the data logger might help you save water around your school.
White Hat – Information and Facts
What information do you have about the
data logger? What information do you need
to find out?
Black Hat – Caution, Difficulties and Problems
What difficulties and problems might
arise from using the data logger?
Yellow Hat – Benefits and Values
What benefits might there be in using
the data logger?
Red Hat – Feelings and Hunches
Write down any emotions, feelings and
hunches you have about the data logger.
Green Hat – Alternatives and Creative Ideas
What imaginative or creative ways can you
think of to use the information from the data
logger?
Blue Hat – Managing the Thinking Process
How can we use the data logger to save water?
What thinking will we need to do?
Save these great ideas! You will get the opportunity to use them in another activity.
24
Secondary Worksheet 1
Secondary
Activity:
2
Using the Data Logger Software
Summary/Description
Outcomes
If you haven’t done so already, add your class to the SWEP
website www.myswep.com.au
By completing this activity, students will:
This can be done in the classes section of your school’s
settings area. Select ‘Add Class’ and then enter the class
name and password. Classes can be assigned Basic or
Advanced settings.
Classes with Basic settings cannot view or use the custom
reporting option.
• learn how to navigate the SWEP website
• develop skills in reading bar graphs and line graphs
• learn to manipulate data in an Excel spread sheet
Concepts
Graphs, spread sheets, data management
Classes with Advanced settings can view and use all
functionality provided.
Ask students to log in to the SWEP website and complete
Secondary worksheet 3 to find information about their
school’s water usage.
Figure 2.2: Adding and editing a class.
Secondary Activity 2 • Using the Data Logger Software
25
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2
Worksheet 2:
Using the Data logger Software
Login to the SWEP website www.myswep.com.au to complete the information below.
Your teacher will provide you with your class name and password.
Find out the following information:
The amount of water that your
school used yesterday.
The amount of water that your
school used in the last week.
The amount of water that your
school has used in the last month.
The amount of water that your
school has used so far this year.
Click on the ‘Water Calculator’ button.
For the amount of water your school used in the previous day, find out the equivalent number of:
Glasses of water
Milk cartons
Buckets of water
Bathtubs
Swimming pools
How did these figures compare with your estimates in the previous activity?
26
Secondary Worksheet 2
Secondary
Activity:
3
Data logger Maths
Summary/Description
Outcomes
This lesson aims to build students’ maths skills so that they
will require to effectively use the information supplied by
the data logger.
By completing this activity, students will:
Bring in various containers that are used to hold liquids
e.g bottles, cans of soft drink, washing liquid. Discuss the
units that these are measured in. Have students investigate
what units of measurement are used for larger bodies
of water e.g. swimming pools, water tanks, reservoirs.
Students complete the activities in Secondary
worksheet 2 which include:
• building a concept of units of measurement
• converting units of measurement from litres to kilolitres
• reading graphs
• making comparisons between water usage and the
volume of real objects.
• build a concept of the quantity of millilitres, litres, kilolitres
and megalitres of water
• be able to convert volume from litres to kilolitres
or megalitres
• make comparisons between daily water usage and the
volume of real-life objects.
Concepts
Litres, kilolitres, megalitres, converting units of volume,
graphs.
Extension
Students represent the water usage data in
Secondary worksheet 2 as a pie graph.
Secondary Activity 3 • Data logger Maths
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3
Worksheet 3:
Data logger Maths
Measuring water
Water is measured by its volume. Some units of measuring water are millilitres, litres, kilolitres, megalitres and gigalitres.
Research units of measurement for measuring water and complete the table.
Unit of Measurement
Symbol
Items that are measured
with this unit
Millilitre
mL
Can of soft drink – 375mL
Litre
Kilolitre
Megalitre
Gigalitres
What other units can you find for
measuring water?
Converting Units
For large amounts of water, we use kilolitres (kL). The data logger provides the schools water usage in kL.
Find out how many litres there are in a kilolitre (kL).
1 kilolitre (kL) = _____________________________ litres (L)
Change these amounts from kilolitres (kL) to litres (L)
5.0 kilolitres (kL) = __________________________ litres (L)
25.7 kilolitres (kL) = _________________________ litres (L)
13.5 kilolitres (kL) = _________________________ litres (L)
28
Secondary Worksheet 3
Change these amounts from litres (L) to kilolitres (kL)
2000 litres (L) = _________________________ kilolitres (kL)
8000 litres (L) = _________________________ kilolitres (kL)
50 0000 (L) = ___________________________ kilolitres (kL)
Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary
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2
3
4
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Worksheet
3
Reading Graphs
The graph in Figure 2.3 (right) shows a school’s water usage over a day. Look at the graph to complete the
following questions.
At which time was the
most water used?
At which time was the
least amount of water
used?
How many litres were
used at the peak time?
Estimate the total
amount of water used
over the day.
Figure 2.3: Graph of the daily use of water for a school.
Making comparisons
Ask your teacher to provide you with the amount of water your school used in the last school day.
Complete the table below, remembering to explain how you worked out your answers.
Number
How I worked out the answer
How many litres of water your
school used yesterday?
How many 375mL cans of soft
drink would this equal?
How many 1.25 litre bottles of soft
drink might this be?
How many 9 litre kitchen sinks
might this be?
How many 240 litre wheelie bins
would this equal?
How many 5,000 litre rainwater
tanks would this equal?
Secondary Worksheet 3
29
Secondary
Activity:
4
Using the Information
Summary/Description
Outcomes
Students create a graph of the school’s water usage over a
week and analyse the information. They then choose a day
of the week and plot a line graph showing the water usage
over the day.
By completing this activity, student will:
Students analyse the graph to determine what time of the
day peak usage occurs and compare their findings for
different days.
• develop skills in interpreting trends in graphs.
This information can be used later when students are
planning a campaign to reduce water usage around
the school.
Note: Students will need to access the ‘You will need to
go to the Custom Reporting section of the SWEP website
section of the SWEP website to complete this activity. If
your students are unable to access this area of the website,
this can be changed by the school’s SWEP administrator.
30
Secondary Activity 4 • Using the Information
• be able to manipulate data using Excel
• develop skills in constructing bar graphs and line graphs
Concepts
Line graphs, Data trends, Spreadsheets
Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary
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4
Worksheet 4:
Using the Information
Find the amount of water your school used each day in the last week and complete the table below.
You will need to go to the Custom Reporting section of the SWEP website to find this information.
Day of the Week
Amount of Water Used
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Create a pie graph to show your school’s water usage over the week.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Secondary
Section Worksheet
• Subsection
4
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On which day was the most water was used?
Why do you think this might be?
On which day was the least water was used?
Can you think of any reasons for this?
Were there any days where no water was used? What other interesting facts can you see on the graph?
32
Secondary Worksheet 4
Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary
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4
Choose a day of the week and download the water usage data for that day (during school hours 8:00am – 5:00pm).
You will need to go to the Custom Reporting section of the SWEP website and choose Hourly in the
Recording Interval section.
Complete the table below.
Time of Day
Amount of Water Used
Time of Day
12:00am – 1:00am
12:00pm – 1:00pm
1:00am – 2:00am
1:00pm – 2:00pm
2:00am – 3:00am
2:00pm – 3:00pm
3:00am – 4:00am
3:00pm – 4:00pm
4:00am – 5:00am
4:00pm – 5:00pm
5:00am – 6:00am
5:00pm – 6:00pm
6:00am – 7:00am
6:00pm – 7:00pm
7:00am – 8:00am
7:00pm – 8:00pm
8:00am – 9:00am
8:00pm – 9:00pm
9:00am – 10:00am
9:00pm – 10:00pm
10:00am – 11:00am
10:00pm – 11:00pm
11:00am – 12:00pm
11:00pm – 12:00am
Amount of Water Used
Litres
Draw a line graph to show your school’s water usage over the day.
0
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Secondary Worksheet 4
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Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary
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4
At which times of the day was the most water used?
At which times was the least water used?
What other interesting facts can you see on your graph?
Compare your results with students who chose different days.
Was the peak usage at the same time each day?
34
Secondary Worksheet 4
8
9
10
Secondary
Activity:
5
Water Use throughout the Year
(extension activity)
Summary/Description
Outcomes
Students choose a month of the year (depending how
long your data loggers have been installed, it may need
to be a week) and download the data for the total amount
of water used each day during that month. Ensure that all
the months are covered in the class.
After completing this activity, students will:
• gain further experience using Excel
• be able to calculate Mean, Median and Mode
of a set of data
Concepts
Students then calculate the Mean, Median and Mode
of the data.
Students compare the results for each month and work
out which months of the year have the highest average
water usage.
Mean, median and mode, spreadsheets
Secondary Activity 5 • Water Use throughout the Year (extension activity)
35
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5
Worksheet 5:
Water Use throughout the Year
Choose a month of the year.
Use the data logger website to find the daily water usage totals for each day in the month.
Calculate the mean median and mode for the total daily water usage.
Month of the year:
Data:
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
13th
14th
15th
16th
17th
18th
19th
20th
21st
22nd
23rd
24th
25th
26th
27th
28th
29th
30th
31st
Mean:
Compare the mean, median and mode of the month you
chose with class members that chose other months.
Which months had the highest average water usage?
Median:
Which months had the lowest average water usage?
Mode:
36
Secondary Worksheet 5
Secondary
Activity:
6
Creating a campaign
Summary/Description
Outcomes
Using the school’s water usage trends found from the data
analysis in Activities 3-5, students brainstorm strategies for
promoting water conservation around the school.
After completing this activity, students will:
Students should consider when the most water is used
during the day, on what days of the week the most water is
used, and for more advanced students, what months of the
year have the highest average water use.
Concepts
• be able to apply their analysis of their school’s water
usage to develop a water conservation campaign.
Creative thinking, communication, applying knowledge
Further Reading/Resources
Water Use and Conservation Activities
Water – Learn it! Live it! Curriculum Resource.
Chapter 4: Water Use and Conservation
Secondary Activity 6 • Creating a campaign
37
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Worksheet 6:
Creating a campaign
Think about how you can get other students to save water around your school.
Create a campaign to influence other students to become more water conscious.
Your campaign should last for a week. You can then compare your school’s water usage before and after the campaign.
You will be able to see how successful your campaign has been!
This is your chance to use what you have found out from analysing the data from the data logger.
Consider:
• The days of the week that most water is used.
• The times of the day that most water is used.
• The months of the year that most water is used.
Thinking about this information will help you target your water conservation campaign.
For example, if Tuesdays are a big water using day, part of your campaign could be ‘Tighten up Tuesdays’.
Think about how you are going to present your campaign?
Here are some ideas:
• Posters
• Video
• Website
• Speech
• Animation
• Claymation
• Painting
• Sculpture
• Newsletter article
• Storybook
38
Secondary Worksheet 6
Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary
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6
Campaign Planner
How I will try to get students to save water?
e.g:
• Using drink bottles instead of drinking from the bubbler taps
• Using the half flush instead of full flush on the toilet
How I will communicate my water saving message?
e.g:
• Posters
• Video
Where I will communicate my water saving message?
e.g:
• Place posters in classrooms and around the bubbler taps
• Show video to students in classrooms
How I will ensure that my campaign is environmentally friendly?
e.g:
• Use recycled paper when making posters
• Switching computer off when not in use
Secondary Worksheet 6
39
Secondary
Activity:
7
Evaluating the Campaign
Summary/Description
Outcomes
Students evaluate the results of their campaign by looking
at the water usage data before, during and after their water
conservation campaign and graph the results.
After completing this activity, students will:
• be able to use information from the data logger
to evaluate their water conservation campaign
• use a bar graph to present data.
Concepts
Spreadsheets, bar graphs, reflection, evaluation
40
Secondary Activity 7 • Evaluating the Campaign
Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary
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Worksheet 7:
Evaluating the Campaign
Download the water usage data for each day of the week before, during and after the campaign.
Complete the table.
Total water used:
week before campaign
Total water used:
week during campaign
Total water used:
week after campaign
Monday
Tuesday
Wednesday
Thursday
Friday
Total
Draw a bar graph to show your school’s water usage from Monday to Friday over the three weeks.
Litres
Use a different colour for each week.
0
Mon
Tues
Wed
Week 1
Thur
Fri
Mon
Tues
Wed
Week 2
Thur
Fri
Mon
Tues
Wed
Thur
Fri
Week 3
Secondary
Section •Worksheet
Subsection
7
41
Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary Secondary
Activity
Activity
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7
Create a pie graph to show your school’s water usage over the week.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Write a report evaluating the results of your campaign.
Use these questions to help you:
• Did you see a reduction in water usage during and after your campaign?
• Compared to the week before the campaign, how much less water did the school use:
- in the week during the campaign?
- in the week after the campaign?
• On which days did water use reduce the most during and after the campaign?
• On which days did water use reduce the least?
• What other interesting facts can you see in your results?
• Was your campaign successful? Why/Why not?
42
Secondary Worksheet 7
10
Secondary
Activity:
8
Extending the Campaign
(extension activity)
Summary/Description
Outcomes
Students calculate the percentage reductions for the weeks
during and after the campaign. They could also convert this
into monetary savings for the school.
After completing this activity, students will:
Looking at the data, students come up with a target
percentage decrease in water use for an agreed period
e.g. the rest of the term. Discussion needs to take place to
ensure that a realistic, achievable figure is decided upon.
Students then divide into working groups:
• be able to calculate percentages
• be able to present data using graphs, charts and ICT
• develop skills in communications
Concepts
Percentages, graphs, communication
Group 1 – downloads the school’s water usage data from
the data logger website. They calculate the percentage
reduction and compare it to the target established by
the class.
Group 2 – presents a weekly progress report to the class.
They use the calculations completed by group 1 and
develop effective ways of communicating the information
i.e. graphs, charts, PowerPoint presentations, computer
animation etc.
Group 3 – are in charge of ensuring that water efficiency
messages are reaching the school community so that the
targets are reached.
Secondary Activity 8 • Extending the campaign (extension activity)
43
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Worksheet 8:
Extending the Campaign
Complete the worksheet to work out what percentage your school reduced their water use by.
Total Water Use
Difference in total
water use
Percentage reduction
Week before the campaign
Week during the campaign
Week after the campaign
How to calculate the percentage reduction
Example:
Total water use before campaign = 5061 litres
Total water use during campaign = 4500 litres
Difference = 5061- 4500 = 561 litres
561
Percentage decrease = –––– x 100 %
5061
= 11% decrease in water usage
Think about a target percentage you could set for your
school to reduce water usage.
You need to consider the following questions:
• What would be a realistic amount by which water usage
could be reduced?
• Will there be any changes in water usage due to weather,
school events or other factors?
• What time frame do you want to set for the target?
• How would you like to present your data
(e.g. show in dollar as well as water savings)?
44
Secondary Worksheet 8
Secondary
Activity:
9
Looking for Leaks
Summary/Description
Outcomes
Provide the Wodonga Senior Secondary College and Mill
Park Secondary College case studies for students to read
to find out how other schools have used data loggers to
find leaks and reduce their water usage.
After completing this activity, students will:
Students choose a time when they think that the school
won’t be using water (e.g. 12am – 2am) and investigate
whether there is any water being used during this period.
If students suspect that there are leaks, they calculate the
amount of water being wasted each week and then predict
the amount of water that could be saved in a year.
Ask students to complete a water audit of the school to
investigate whether there are any leaking taps or toilets, or
whether there is evidence of underground leaks. Students
then prepare a report to present to the principal.
• be able to use information on the SWEP website
to investigate whether their school has any leaks
• develop report writing skills
• develop skills in producing graphs and charts
• apply number skills to calculate the projected amount
of wasted water and cost to the school
Concepts
Report writing, graphs and charts, applying operations.
Further Reading/Additional Resources
Water – Learn it! Live it! Curriculum Resource,
Chapter 4: Water Use and Conservation, Secondary
Activity 12, pp 197
Water pricing pages can be accessed via the SWEP
website by using the Water Supply tab, this will provide
you access to a map of all Victorian Water Corporations
and can take you to their websites where further
information on pricing can be found.
Secondary Activity 9 • Looking for Leaks
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Worksheet 9:
Looking for Leaks
Leaking pipes, taps and toilets can waste thousands of litres of water in a year. You can use the information from the data
logger to investigate whether your school has any leaks.
Think about a time of the day when no-one will be using water. Download the water usage information for that time period.
If there is water being used during this time, then your school may have leaks!
If you suspect that your school has leaks, conduct a water audit of your school.
Prepare a report to give your principal. Include:
• how much water is being wasted each hour
• how much this adds up to in a week
• how much water could be wasted in a year if the leak is not fixed and what this would cost the school
• a record of any taps or toilets around the school that are leaking, or any evidence of underground leaks
(e.g. patches of long grass)
Use charts, graphs and the pricing matrix (next page) to present the information contained in your report.
The water supply tab on the SWEP website provides access to the website for your local urban water corporation
where you can find information on water pricing, alternately the kilolitre rate for water is available on the back
of your schools most recent water bill.
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Secondary Worksheet 9
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Litres leaked per hour
A
Cost per KL of water
F
Litres leaked per day
A x 24 = B
Cost per day of leak
Sum(B/1000) x F = G
Litres leaked per week
B x 7=C
Cost per week of leak
Gx7=H
Litres leaked per month
B x 30 = D
Cost per month of leak
G x 30 = I
Litres leaked annually
B x 365 = E
Cost per annum of leak
G x 365 = J
• Understanding the baseline leakage through your school allows you to determine (A) expanding on this figure will allow
you to formulate a figure for each of the other intervals through to calculating an annual figure for leakage.
• Investigating and determining your water corporations per kilolitre water charges allows you to populate figure (F).
As this figure is for 1,000 litres of water to correctly price the daily cost for leakage you need to divide the amount leaked
by 1,000. Once done this will allow you to correctly calculate weekly, monthly and annual costs for leakage.
Secondary
Section Worksheet
• Subsection
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Secondary
Activity:
10
Reflecting and Sharing Knowledge
Summary/Description
Outcomes
Students reflect on:
After completing this activity, students will:
• how they have changed their behaviour from participating
in the data logger activities.
• develop reflection skills by thinking about their
experiences using the SWEP website and implementing
their water conservation campaign
• how they worked individually and in groups.
• their experiences using the data logger software and
creating a water conservation campaign.
Students can use the questions and The Plus, Minus and
Interesting matrix in worksheet 10 to assist them with their
reflection.
Students then share their experiences with students
from other schools. This could be done through a
student conference with discussion forums and student
presentations or internet chat, email, or video conferencing.
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Secondary Activity 10 • Reflecting and Sharing Knowledge
• develop communication skills through discussions
with students from other schools
Concepts
Reflection, communication.
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Worksheet 10:
Reflecting and Sharing Knowledge
How did the activities that you participated in change the way that you use water?
Think about your water efficiency campaign. Complete the Plus, Minus and Interesting matrix about your campaign.
Plus
Minus
Interesting
Creating the campaign required you to work closely with others in a group.
Answer the following questions to reflect on how you worked in your group.
How do you think you contributed positively to the work in the group?
What could you have improved on in the way you worked in your group?
Secondary Worksheet 10
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Do you think your group worked well as a team?
How could your group have improved in the way you worked together?
Think about your experiences using the data logger software and creating your campaign.
What information would you share with students from other schools to help them with their campaigns?
What would you like to find out from other students?
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Answer these questions to help you in your reflection:
What problems/difficulties did you encounter using the SWEP website and creating your campaign?
How did you solve these problems?
Share your reflections with students from other schools.
What did you find out from students from other schools?
Did you get any ideas for getting students to save water?
Secondary Worksheet 10
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Address details
Private Bag 1,
Mitcham Vic 3132
Email [email protected]
www.myswep.com.au