LO Prep to Year

66 LOWER PRIMARY | Prep to Year 3 | Water Whys at School – School Water Detectives1

at School Water Detectives

AT A GLANCE

Students investigate the way water is used in their school and how this precious resource can be

conserved. Students go on a water walk to identify places around the school grounds where water is

used and determine whether water is being used wisely, over-used or wasted. Students then observe

and record data about a dripping tap to develop and consolidate understandings about usage and

possible wastage of water. Students identify actions which they and their school can take to reduce

water use in their school.

CURRICULUM LINKS

Strand Sub-strandYear Level

Explicit Content Description

Science Understanding

Earth and Space Sciences

2

Earth’s resources are used in a variety of ways (ACSSU032). Elaborations: identifying the Earth’s resources including water, soil and minerals, and describing how they are used in the school; considering what might happen to humans if there were a change in a familiar available resource, such as water; identifying actions at school such as turning off dripping taps, that can conserve resources

Science as a Human Endeavour

Use and Influence of Science

2

People use science in their daily lives, including when caring for their environment and living things (ACSHE035). Elaborations: identifying the ways humans manage and protect resources, such as reducing waste and caring for water supplies

Continued overleaf

LOWER PRIMARY Prep to Year 3


Science Inquiry Skills

Questioning and Predicting

2

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037). Elaborations: using the senses to explore the local environment to pose interesting questions, make inferences and predictions; thinking about ‘What will happen if...?’ type questions about everyday objects and events

Planning and Conducting

2

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039). Elaborations: using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and compare observations

Processing and Analysing Data and Information

F

Engage in discussions about observations and represent ideas (ACSIS233). Elaborations: taking part in informal and guided discussions relating to students’ observations; using drawings to represent observations and ideas and discussing their representations with others

2

Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040). Elaborations: constructing column and picture graphs with teacher guidance to record gathered information; comparing and discussing, with guidance, whether observations were expected; sorting information in provided tables or graphic organisers

Evaluating 2Compare observations with those of others (ACSIS041). Elaborations: discussing observations with other students to see similarities and differences in results

Communicating F

Share observations and ideas (ACSIS012) Elaborations: working in groups to describe what students have done and what they have found out; communicating ideas through role play and drawing

1 & 2

Represent and communicate observations and ideas in a variety of ways (ACSIS029) (ACSIS042). Elaborations: (1) discussing or representing what was discovered in an investigation; engaging in whole class or guided small group discussions to share observations and ideas; (2) presenting ideas to other students, both one-to-one and in small groups; discussing with others what was discovered from an investigation


Humanities and Social Sciences Inquiry and Skills

Researching F

Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI003). Elaborations: contributing information to shared records of places, families and friends (for example, adding personal details to murals, concept maps, tally charts and pictorial tables); creating representations to show the location of features of familiar places (for example, making a map and illustrating it with pictures)

Cross Curriculum Priority

Key Concept Organising Ideas

Sustainability Futures

OI.6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.

OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.

OI.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

General Capabilities

Literacy; Numeracy; Critical and Creative Thinking; Personal and Social Capability; Ethical Understanding


TIME REQUIRED

Two lessons

KEY LEARNING OUTCOMES

In this activity, students will:66 Respond to and pose questions about water66 Participate in guided investigations to explore and answer questions66 Use informal measurements to collect and record observations66 Use a range of methods to sort information, including provided tables66 Compare observations with predictions66 Represent and communicate observation and ideas in a variety of ways

ASSESSMENT FOCUS

TEACHER BACKGROUND INFORMATION

When it comes to making sure there’s always going to be enough water for everyone, we all have a role to play. By reducing the water we use we can secure our water supply for many generations to come. As part of the 30 year Cairns Regional Council Water Security Strategy, Council has been finding new ways to preserve our precious water such as the Leak Detection, Smart Water Meters, Community Education and High Water Users programs.

Permanent water conservation measures promote responsible and efficient use of our water. Watering in the cool of the day ensures that very little water is lost from evaporation and by alternating watering times between odd and even numbered houses we are supporting the sustainable use of water. Search for Council’s free app “Thrive Cairns” (available from App Store or Google Play) to find out how much water your plants really need and learn more about Council’s permanent watering times and restrictions.

Children in the early years often demonstrate a much greater sensitivity to concerns about water conservation than many older students or adults. Conducting an audit of your school’s water usage, with students being the detectives, provides a fun and educational way to investigate the way we use water every day. It allows the school to identify areas where there may be water wastage and spread the message of water conservation.

The investigations in this activity will help the school minimise water loss by detecting leaks and faulty fixtures such as dripping taps so they can be repaired or replaced as soon as possible.

We need the help from the community, in particular schools, to help us by saving as much water as you can and spread the message of being WaterWhys. Not only will saving water save your school money, it will reduce impacts on our amazing environment. By carrying out this activity, you could potentially reduce your school’s water consumption by 10% or more – just by implementing some of the findings and suggested improvements from this water audit.

Some of the issues identified or points to be noted during the water walk could include:

66 Taps – Running? Dripping? 66 Toilet – Leaking? Continuing running? Single/dual flush?66 Urinal – Automatic? Press button? Leaking? Broken?66 Lawns/Gardens – Boggy patches? Puddles after watering? Sprinklers watering concrete (not effective)? Sprinklers outside of permitted times (see thrive.cairns.qld.gov.au for more information)


Water wasted per minute Water wasted per day

Drip (1 drop per second)

0.005 litres7.2 litres

(nearly 1 bucket)

Steady drip


(12 buckets)

Trickle


(43 buckets)

Stream


(132 buckets)

AVERAGE WATER WASTED THROUGH LEAKING TAPS

For Teachers: For Each Group:

66 Map(s) of school grounds to mark water use items on and problem areas66 Access to a tap66 Bucket66 Measuring container66 Stopwatch66 Enlarged copy of Resource 166 Class camera

66 Copies of each applicable water use items for each group for their designated area (Resource 1)66 Clipboard or hard surface to write on66 Pencils/pens

EQUIPMENT

The water wasted because of a leaky or dripping tap can really add up. The table below demonstrates just how much water you could save by simply fixing a leak.

(Source: Water Corporation WA).


PREPARATION

66 Decide which water use items the class will investigate and the areas they will visit. Print the water use item sheets only for the items you intend to investigate. 66 Identify the number of water use items and their location. Use this information to determine how the water use items be divided up amongst the groups and to plan the water walk. Each group will be assigned an area of the school and get the data sheets for all the water use items in that area (Resource 1).66 If required, organise additional adults, teachers’ aides or older students to assist student groups to visit different water use items.

66 Draw a sketch map of the school to mark the areas the students will investigate and for the students to mark water use items that they identify at each of these areas. • You may wish to divide the map up into

several areas across different pages to make it manageable for the class.

• You may be able to source a map from school administration staff.

• Alternatively, students could trace the sketch map from an aerial image from google earth to focus on their mapping skills.

66 Decide how long a tap will be left dripping in Session 2 as this will determine how big a container you will need for collection.

LESSON STEPS

Part A: Water Walk

1. Ask students if they use water at school? Can we just use as much water we want to? (no) Why not? (Water is a very precious resource. Without it, animals and plants couldn’t survive. It’s important that we don’t waste water to make sure there’s enough for everyone as well as keeping our rivers flowing, our rainforests lush and our reef healthy).

2. Explain that as a class, that they are going to be water detectives – looking into all the things that use water around the school, as well as look for any issues and areas for improvement in water usage at school – as they go on a water walk around the school.

3. Ask students to think of as many things as possible that use water around the school.

4. Make a list of all the different water use items.

5. Discuss any they may have overlooked and add these items to the class list.

6. Mark where these water use items may be found on a map (or several maps) of the school and use this map to plan your water walk and identify areas for student groups to investigate.

7. Divide the class into small groups and allocate different areas of the school to each group of students.

8. Assign roles to each student in a group –

a. detectives (investigating each type of water use item and completing the data sheet for that item)

b. photographer (taking photos of any issues identified – borrowing camera from teacher)

c. reporter (reporting findings back to the whole class after water walk)

9. Handout data sheets for the water use items in their area to each group of students.

10. Run through the enlarged copy of an audit sheet, explaining to students how to use it. They are to record the total number of each water use item in their area (eg. Total number of taps) and any issues such as leaks, drips or repairs needed. Comments could include areas where water use could be improved – eg. Make sure sprinklers aren’t watering concrete instead of grass; planting more water efficient plants in the gardens; re-using water from classroom sinks for cleaning paintbrushes etc.

11. Explain health and safety rules and the importance of washing hands thoroughly before returning to the classroom.


12. Conduct Water Walk.

13. Return to the classroom and discuss all the water use items the students recorded.

14. Reporters present their groups findings to the class.

15. Link the data collected to the map(s) of the school. Wool or string can be used to physically link the water use item sheet to its position on the map.

16. Discuss the results of the water walk.

a. How was water being used? Which areas were using too much water? Which areas used little water or used water wisely? How/Why?

b. Were there any issues? How did you identify these issues? Did you identify any areas for improvement? (note: this information will be used in Part C of this activity).

17. Collate this data and choose a way to display as a class. With younger students, you can focus on counting activities. With older students you can graph results using water use item cards to make pictographs.

Part B: Does a dripping tap matter?

18. Ask students if they noted any taps leaking on the water walk.

19. Record how many taps were leaking in each groups area and how many taps were leaking in the whole school. Discuss this number with the class.

20. Ask students what they think might happen if a tap is not turned off properly? Does it matter if a tap is left dripping?

21. Explain to students that, as a class investigation, they are going to look at the amount of water produced over a certain time from one of the dripping taps identified during the water walk. Note: the drips will be collected in a bucket and measured and then reused on the garden.

22. Hand out Resource 2 to students.

23. Ask students to predict how much water might be collected in the bucket from the dripping tap over 1 minute (or decided time) and record their predictions on the sheet.

24. Locate a dripping tap that was identified during the water walk.

25. Place bucket under the tap and start stopwatch.

26. Remove bucket after 1 minute (or decided time) and pour water into measuring jug.

27. Measure how much water leaked from the dripping tap.

Note: Make sure the water collected isn’t wasted by using it to water plants or wash paint brushes.

28. Students record their observations and compare with their predictions. Were they the same? Different? Were they surprised by the results? Why do they think this happened?

29. Calculate how much water would be wasted if a tap dripped for an hour (multiply amount by 60) or a whole day (multiply amount for hour by 24).

30. Multiply the amount of water wasted in a whole day by the number of taps observed dripping during the water walk.

31. Discuss this volume of water with the students. Relate this volume to everyday objects such as a carton of milk (2 litres) or a bucket (9 litres).

For example, one dripping tap wasted 20 litres of water a day – that’s 2 buckets a day! We identified 10 dripping taps, that’s 20 buckets of water wasted a day!

32. Discuss how a simple action of making sure the taps turned off (or fixing a dripping tap) could save X amount of water. Did any students have this suggestion as an area for improvement?


Part C: Taking Action

33. Explain to students that no investigation is complete until you identify the problems, suggest possible solutions to these problems and do something to fix the problems.

34. As a class, discuss the water wasting issues that were identified during the water walk and compile a list of these issues.

35. Discuss possible solutions or actions that could be taken to reduce water wastage and improve water efficiency of the water use items around the school.

36. Ask students (or ask their group) to pick one of the issues identified during the water walk (ie. Leaking toilet) and come up with a simple action or solution.

37. Refer to Resource 2 for water saving ideas for your school.

38. Students will take on one action to improve water use at school – this might be creating a poster to ask students to save water by using the half flush button; assigning class ‘water monitors’ to check for dripping taps; meeting with the school principal or groundsman to discuss improvements in irrigation.

LINKING LOCALLY

Average Cairns School Water Use

66 It is estimated that the average indoor water use per person at a school is in the range of 13–29 litres per day. 66 Toilet use: 9–22 litres per person per day • Hand basin use: 3–6 litres per person per day 66 Drinking fountain use: 1 litre per person per day. However, total water use per person per day is higher when other water use is taken into account (e.g. for washing paintbrushes, showering, swimming pool use, and participation in science or home economics classes).

ADDITIONAL ACTIVITIES

Water use charades

Explore how an action can either waste or save water at locations around the school. Collect a series of water use and water behaviour images and laminate these to create a number of picture cards. Use these picture cards to encourage students to identify behaviours which waste water (red light) and which save water (green light).

Monitor progress & report on improvements

Extend this activity further by creating a Cairns WaterWhys Schools water saving action plan. Students can revisit places of water wastage as identified in their action plan, recording if actions have been carried out, setting time frames for completion of fixing problems, and review the success of their action plan. Monitoring school water use over time (from conducting regular water metre readings – see Meter Reading activity) is a wonderful way to measure progress and success.

Name:

Date:

Area:


Student Resource 1

SCHOOL WATER AUDIT

Wat

er U

se It

emTo

tal N

umbe

r

(Tal

ly)

Issu

es id

enti

fied

& L

ocat

ion

(e

g. le

aks)

Com

men

ts &

Sug

gest

ions

fo

r im

prov

emen

t

Toile

t - o

ne fl

ush

butto

n

Name:

Date:

Area:


Student Resource 1

SCHOOL WATER AUDIT

Wat

er U

se It

emTo

tal N

umbe

r

(Tal

ly)

Issu

es id

enti

fied

& L

ocat

ion

(e

g. le

aks)

Com

men

ts &

Sug

gest

ions

fo

r im

prov

emen

t

Toile

t - h

alf a

nd fu

ll flu

sh b

utto

n

Name:

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Area:


Student Resource 1

SCHOOL WATER AUDIT

Wat

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se It

emTo

tal N

umbe

r

(Tal

ly)

Issu

es id

enti

fied

& L

ocat

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(e

g. le

aks)

Com

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Sug

gest

ions

fo

r im

prov

emen

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Urin

al

Name:

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Area:


Student Resource 1

SCHOOL WATER AUDIT

Wat

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se It

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umbe

r

(Tal

ly)

Issu

es id

enti

fied

& L

ocat

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(e

g. le

aks)

Com

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Sug

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fo

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prov

emen

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Han

d ba

sin/si

nk ta

p

Name:

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Student Resource 1

SCHOOL WATER AUDIT

Wat

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umbe

r

(Tal

ly)

Issu

es id

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fied

& L

ocat

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(e

g. le

aks)

Com

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Sug

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fo

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prov

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Show

er

Name:

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Area:


Student Resource 1

SCHOOL WATER AUDIT

Wat

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se It

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umbe

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(Tal

ly)

Issu

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& L

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Com

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fo

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prov

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Wat

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ubble

r

Name:

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Student Resource 1

SCHOOL WATER AUDIT

Wat

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(Tal

ly)

Issu

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& L

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Com

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Sug

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fo

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Out

door

Tap

Name:

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Student Resource 1

SCHOOL WATER AUDIT

Wat

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(Tal

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Issu

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Com

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fo

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Sprin

klers

and

/or i

rriga

tion

Name:

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Student Resource 1

SCHOOL WATER AUDIT

Wat

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Dish

was

her

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Student Resource 1

SCHOOL WATER AUDIT

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Hot

wat

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Student Resource 1

SCHOOL WATER AUDIT

Wat

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Bottl

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disp

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r

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Student Resource 1

SCHOOL WATER AUDIT

Wat

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Pool

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Student Resource 1

SCHOOL WATER AUDIT

Wat

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Pond

/bird

bat

h

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Student Resource 1

SCHOOL WATER AUDIT

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Oth

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Student Resource 2

EXPERIMENT 1 –

DOES A DRIPPING TAP MATTER?

Before you start, PREDICT what you think is going to happen.

I think that:

Because

During your experiment use your senses to OBSERVE what is happening.

I saw:

After you have finished your experiment EXPLAIN what happened.

I think this happened because:

My drawing of what happens

You need:66 Measuring cylinder or beaker66 Stop watch (alternatively, use stopwatch function on phone or tablet device)66 Dripping tap

Method:1. Locate a dripping tap. Write down how much water

you predict will drip in one minute.2. Place measuring cup under dripping tap and start

stopwatch.3. Leave cup under tap for 1 minute. 4. Remove cup and measure how much water leaked

from the dripping tap.5. Record your observations and explain why you think

this happened.

Measuring cylinder or jug

Dripping tap


Student Resource 1

WATER SAVING IDEAS FOR YOUR SCHOOL

Name:

Date:

Teacher Resource 1

Toilets

66 Install water-efficient dual-flush toilets. A water-efficient dual-flush toilet will use nine litres or less of water per full-flush or 4.5 litres per half-flush.66 Only use the full flush button when necessary.66 Report leaking toilets to your teacher66 Only flush toilet paper and body waste down the toilet.66 Always wash your hands after using the toilet

Handbasin taps

66 Install water-efficient taps. A water-efficient tap will use nine litres or less per minute.66 Turn on the tap to wet your hands and wash off the soap. Turn off the tap while you soap and rub your hands.66 Report leaking taps to your teacher.66 Make sure that taps are turned off properly after they have been used.66 Use biodegradable soup.

Sprinklers and irrigation

66 Report leaking sprinklers to your teacher.66 Turn off the irrigation when it is raining.66 Only irrigate when the soil needs moisture – use a soil moisture sensor.

Birdbath or pond

66 Do not overfill the birdbath.66 Locate the birdbath in the shade to prevent evaporation.

Dishwasher

66 Only use when the dishwasher is full.66 Use biodegradable soap.

Urinals

66 Install water-efficient urinals.66 Report leaking urinals to your teacher.66 Only what comes out of your body should be flushed down the urinal.66 Always wash your hands after using the urinal.


Student Resource 1

SCHOOL WATER AUDIT

Name:

Date:

Teacher Resource 1

WATER SAVING IDEAS FOR YOUR SCHOOL

Outdoor taps

66 Install water-efficient taps. A water-efficient tap will use nine litres or less per minute.66 Report leaking taps to your teacher.66 Make sure that taps are turned off properly after they have been used.66 If filling up containers, place the container under the tap before turning the tap on.

Showers

66 Install water-efficient shower heads. These use nine litres or less per minute.66 Shower in four minutes or less.66 Turn the water off while you soap up and wash your bits.66 Report leaking showers to your teacher. 66 Use biodegradable soap.

Bubblers

66 Report leaking bubblers to your teacher.66 Only use the bubbler for drinking.

Pool

66 Use a pool cover when the pool is not in use.66 Follow the correct backwashing procedure to minimise water loss during backwash.66 Shade over pool to reduce evapouration.

Hot water system

66 Only use the hot water taps when needing hot water.66 Capture and re-use the cold water that comes out of the tap first.66 If the water is too hot, turn the hot tap down instead of turning the cold tap up.

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LO Prep to Year