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DEPARTMENT WATER AFFAIRS AND FORESTRY

2020 Vision for Water Project

A Resource Pack for Active Learning in Water andEnvironmental Conservation in South African Schools andCommunitiesFor

Educators, Community Development Facilitators andEnvironmental Health Officers

2 A Project led by Dept Water Affairs & Forestry

AcknowledgementsThanks go to all the people who contributed to the compilation of this Resource Pack:The following organisations are gratefully acknowledged:Durban Metro Water; Umgeni Water; Sharenet; SWAP;Vista University, Soweto Campus in particular Ms Tracy McKay forreview of the materials; City of Cape Town, CatchmentManagement Department; National Botanical Institute, inparticular Tony Shaide and EDA TrustThe schools and teachers who contributed to the review of the activities in this book. Inparticular: Wendy Jacobs of Rhodes High, Mr Bean of Klipfontein Primaryand Learner Facilitators; Ms Saras Pillay and Fadli WagietOfficials of the Deparment of Education. In particular Learner Facilitators of theWestern Cape Education Department, Free State Education Department andNorth West Education DepartmentMrs Tammy Daniel and Ms Maria Chapman (IHS) for sourcing supporting materials

Publication DetailsFirst published 2001. Department Water Affairs and Forestry.A joint project with partners of the 2020 Vision for Water ProjectDesign and Layout: Gecko Design (021) 448 5439Compilation team: Dept. Water Affairs & Forestry (Theo Manuel, Anastelle Solomon and Nomxolisi Matyana)andRainbow Valley (Dr Lungi Bodlani)Original concept: Nomxolisi MatyanaEdited by: Theo Manuel, Anastelle Solomon and Dr Lungi BodlaniCopies of this publication sponsored by: City of Cape Town, Catchment ManagementDepartment; Bloem Water Board; Sedibeng Water Board; Umgeni Water; MagaliesWater; North West Water, Amatola Water Board; Bi Water; Lepeli Water Board, DurbanMetro, Rand Water and The Working for Water Programme ContributorsMrs Leonora Matyana, Mr Theo Manuel, Ms Anastelle Solomon, Dr Lungi Bodlani,Nicki Mcleod, Mr Randall Adriaans, Ms Tracy McKay, Angelique Nagar, Mr Ryan Peters, Mr Teddy Gouden , Tony Shaide, Ms Wendy Jacobs, Kim le Roux, K. Bosch, MrRoneldo Manuel, Mr Mark Agra, Lerato Mokoena, Caroline Hanks, Frikkie and Irene DuPlessis

Comments on this Resource PackANY COMMENTS CAN BE COMMUNICATED TO:

THE PROJECT MANAGER, 2020 VISION FOR WATER PROJECT: ROOM 933, SEDIBENG BUILDING,WATER CONSERVATION, DEPARTMENT WATER AFFAIRS AND FORESTRY, P/BAG X313,PRETORIA 0001. FAX: (012) 336 8086. EMAIL: [email protected] VISION FOR WATER PROJECT, PRIVATE BAG X4390, CAPE TOWN 8000: TEL (021) 405 2200,FAX (021) 425 7880: EMAIL: [email protected]

A Project led by Dept Water Affairs & Forestry 3

Intergration of the 2020 Vision for Water Project intoOutcomes Based Education CurriculumThe Department of Water Affairs and Forestry Sub-Directorate for Community Development andEnvironmental Education has commissioned this Resource Pack as part of its commitment tosupport Environmental Education and Water Conservation linking directly to Outcomes BasedEducation (OBE). Our ultimate goal is to integrate this project into the school curricula andcommunity development training and capacity building programmes.The 2020 Vision for Water Project has a wide range of activities to cover Learning Areas and assuch is supporting Outcomes Based Education. The project materials presented here aredesigned to fit with OBE. Environmental Education is a Phase Organiser and water audits or waterconservation activities can be made into a Programme Organiser. Activities and outcomes of thewater audits can be linked to the 8 learning areas which are: 1. Language, Literacy and Communication 2. Technology 3. Mathematical Literacy, Mathematics and Mathematical Sciences4. Economics and Management Sciences 5. Life Orientation6. Natural Sciences 7. Human and Social Sciences8. Arts and Culture. The project activities are intended to a. sensitise learners about the importance of water b. prepare them for careers in Water Managementc. create awareness on environmental and health related issues with special emphasis onwater and sanitation We are serious about helping teachers integrate water and Environmental Education into theCurriculum through the National Environment Education Programme ( NEEP). Some of you mayknow about NEEP. NEEP is an inter-departmental project that is driven by the Department ofEducation in partnership with the Departments of Environmental Affairs and Tourism, Water Affairsand Forestry. The programme is intended to make sure that environmental education isimplemented as an integral part of all Learning Areas. In the NEEP teachers work towards abetter environment through active learning processes. This helps learners to acquire theknowledge and skills needed for understanding all the social, biophysical, economic and politicalfactors. This Resource Pack should help teachers and community development facilitators withthe selection of activities that are contained in it.We, therefore, invite all our partners right from school children, families, development facilitators,government development officers, local government bodies, interested NGO, Private Sector toLocal, National and International Agencies to help us take this challenge so that by year 2020 thestate of the environment and water conservation in South Africa is positively sustained.

Ms Hayley RodkinDeputy Director – Community Development and Environmental Education

Foreword


Foreword 3Message of Guidance to Teachers 5Abbreviations and acronyms 6Rationale and contents of the resource pack 7PART 1: BACKGROUND OF THE 2020 VISIONFOR WATER PROJECTSECTION 1: BACKGROUND1.1 History of the 2020 Vision for Water Project 91.2 The Activities 131.3 The Launch 14SECTION 2: INSTITUTIONAL ARRANGEMENTAND MANAGEMENT STRUCTURE OF 2020VfW PROJECT2.1 Partnerships 152.2 Stakeholder analysis 152.3 The organogram 182.4 Summary of roleplayers 19SECTION 3: METHODOLOGY3.1 Developing Learning Programmes withEnvironment as a Phase Organiser 203.2 Assessment 233.3 Outcomes Based Reference Guide for2020 Activities 243.4 Active Learning in Curriculum 2005 and theNational Environmental EducationProgramme (NEEP) 253.4.1 Active Learning Model 25PART 2: LEARNING ACTIVITIES FORSCHOOLS AND COMMUNITIESSECTION 1: ACTIVE LEARNING FOR THEENVIRONMENT1.1 Using the Schools’ Environmental PolicyPack as a basis for active learning 29SECTION 2: WATER-WISE AWARENESSCREATION 2.1 Steps for introducing the 2020 VfW

Project 312.2 Awareness creation tools 322.2.1 Plays 332.2.2 Poems 372.2.3 Quotations 382.2.4 Posters 392.2.5 The Hydrological Cycle 412.3 Awareness Creation pack 42

SECTION 3: WATER QUALITY STUDIES3.1 River clean ups 443.2 Caring for our Rivers 463.3 Water life investigation 483,4 E-coli (germs in water) testing 503.5 SWAP Observational activity 523.6 Groundwater Awareness and Quality

Testing 543.7 Borehole monitoring 56SECTION 4: WATER QUANTITY STUDIES4.1 Water Audit: Urban Conditions 584.2 Water Audit: Generalised Conditions 60For schools • with running water• with standpipes• without running water• using buckets4.3 Tap and leak repair 644.4 SWAP rural quantity audit - In Afrikaans 664.5 Water Harvesting 684.6 Developing a school water policy and

management plan 70SECTION 5: WETLAND STUDIES5.1 Wetland Health Check up 72SECTION 6: WATER AND PLANT STUDIES6.1 Water-wise Gardening 786.2 Weedbuster activity of the Working forWater Programme 806.3 The Aqua-trap 82PART 3: USEFUL RESOURCES 84SECTION 1: CONTACT ORGANISATIONS 85SECTION 2: GLOSSARY 87

CONTENTS


Message of Guidance toTeachersSouth Africa’s new education curriculum, OBE is intended to transform the system of teaching and learning. OBEfocuses on the learners in order to encourage them to learn and develop their own particular strengths using their God-given natural desire to learn and to discover life. The learners are expected to actively participate in lessons, discussand debate real life issues that are important to them and to the society. This method of learning and teaching isreferred to as the " ACTIVE LEARNING MODEL". The learners must be engaged with issues and explore them andfinally make decisions about what they can do about problems and take action. The OBE curriculum is based onlearning experiences and these experiences must result in outcomes. You as teachers are expected to devise learningactivities that will result in the critical and specific learning outcomes through the various learning experiences. As youshould know by now, these learning experiences are organised into 8 areas of learning namely: 1. Language Literacy and Communication (LLC)2. Mathematical Literacy, Mathematics and Mathematical Sciences (MLMMS)3. Human and Social Sciences (HSS)4. Natural Sciences (NS)5. Arts and Culture (AC)6. Economic Management Sciences (EMS)7. Life Orientation (LO)8. Technology. (Tech)This Resource Pack, therefore is intended to assist you to design some lessons and develop learning experiences foryour learners in almost all these areas of learning. It is also important to adjust the level of the issues to the grade levelsof the learners. For example, take any one issue raised here about water conservation and environmental education.Make it into a problem statement. Pose this problem to the learners and other teachers. For example, the problemmay be the poor state of the toilets in the school, or that the learners are often getting sick and do not come to school.The following steps will help you to organize and develop an integrated lesson that will result in a cluster of critical andspecific outcomes across a number of the learning areas. Step 1: Recognising the problem ( Poor State of Toilets)Step 2: Exploring the problem further ( What activities can we do to find out the causes of the problem and its effectson the school and community?)Step 3: Identifying and understanding the issues/facets of the problem ( What impact on quality of life is this problemcausing?)Step 4: Developing possible solutions to the problem ( What can we do to solve the problem?)Step 5: Taking action to solve the problem( Who will help? What will they do? How can they help? What are their skills?, etc.)Under Step 1 the teacher can arrange the learners and teachers to visit the toilets as groups and give learners papersto draw the picture of what they see in around the toilets. They can use comic and creative styles of presenting theirthoughts.Upon return, the learners can then explore the problem further by developing a research project as to what causes theproblems and its effects on the school, community and environment. Teachers can now collaborate in what outcomesthey would like the learning experience to generate. The LLC teacher may want a report. The Numeracy and Mathsteacher may want a statistical record on the average number of sick children per class over a period of one month.The Human and Social Sciences Teacher may want to know how the state of health in the school and community isimpacting on the quality of life and lifespan of the infants and families in the community; while the Natural Sciencesand Technology Teachers may want to know the effects on the environment and what improvement on the technologyof the toilets can be done to improve their proper use. The learners may even design a prototype toilet they think willeliminate the problem. The Arts and Culture teacher may want to know the cultural behaviour patterns of the learnersand the community that impact on the problem. Once the teachers have clustered their critical and specific outcomes, the learners need to be aware how they willapproach the issue in order to ensure that the specific outcomes are realized. The learners will explore the problemfurther, develop possible solutions and embark on actions over a set period and then produce tangible evidence thatthey have gained experience as a result of engaging with this issue.The activities contained in the Resource Pack are therefore designed with this plan in mind and will assist you, to designlesson plans for your learners. It is very important first to approach the material with a broad mind and to select andgroup the activities according to the year plan. We cannot over-emphasise the need to plan properly and to make surethat this Active Learning is delivered in an exciting manner for your learners. Good Luck.

Dr Lungi Bodlani


DWAF Department of Water Affairs and ForestryDoE Department of EducationDoH Department of HealthEnv EnvironmentNEEP National Environment Education ProgrammeNGO Non-governmental OrganisationNWCC National Water Conservation CampaignOBE Outcomes Based EducationSEP Schools Environmental Policy and Management PlanSGB’s School Governing BodiesSWAP Schools Water Action ProjectVfW Vision for Water refers to the 2020 Vision for WaterProject

Abbreviations and Acronyms


RATIONALE AND CONTENTS OFTHE RESOURCE PACK1. The RationaleThis Resource Pack is an easy reference for those who will do the activities that are necessary forwater conservation and environmental education. It gives step by step guidance for educatorsas well as community development facilitators. It is a way to kickstart action in schools andcommunities to develop local plans and implement them. Sometimes it is hard to start something,but with this Resource Pack, there are actual success stories of activities that have changedpeople’s actions, behaviour and attitudes. Some people and school children have gained betterknowledge of their environment. Read the letters and see what others have experienced in Part2: Section 2 on Awareness Creation.2 . The Contents of the Resource Pack The Resource Pack is a compilation of many years of training and educational materials that havebeen used since the inception of the project in 1996. An attempt was made here to extract someof the most widely used and tested parts of these materials. The Resource Pack is by no meansexhaustive. It is work in progress and a revised edition should be done in about a year. That iswhy it is designed to be expandable. 3. The Arrangement of the Resource PackThe Resource Pack has three Parts. Each Part is divided into Sections. The first Part is theBackground information to the project and gives the user a glimpse of the Project and itsbeginning and how it is managed.Part 2 is about the learning activities that can be done in schools and in communities. These arepackaged in sections divided into • Active Learning for the Environment• Water-wise Awareness Creation Activities and Tools• Water Quality Studies • Water Quantity Studies• Wetland Studies• Water and Plant StudiesResource Organisations and a Glossary of terms are provided in Part 3 of the Pack. TheResource Pack also functions as a Manual. This is because it also gives a step by step guide onhow to do the activities.4. The Activities The activities are arranged in this manner:1. What is it? (A Description of what the activity is all about)2. Aim? (The Aim of the Activity)3. Apparatus (The Apparatus needed)4. Methodology ( Method or Steps to be followed)5. Results (Record of Outcomes of What Was Done)6. Action (Steps that can be Taken to Correct Problems)7 Further Action (Ongoing actions that can be taken)At the end of each activity, a reference box indicates which pack/kit can be used for the activityand the organisation from which the pack/kit can be obtained. See contact details oforganisations in Part 3: Section 1.

8 Part 1: Background

PART 1

BACKGROUND OF THE 2020VISION FOR WATER PROJECT, ITSINSTITUTIONAL ARRANGEMENT

AND METHODOLOGY

Minister Kasr i ls encouraging young learners

Part 1: Section 1– Background 9

Research shows that on average ourrainfall per year is almost half that of othercountries. Below is a graphic picture of ourwater status when compared to the rest ofthe world. South Africa receives about500 mm of rain per year. Other parts of theworld receive on average about 860 mm

per year. By year 2020 South Africa will be getting80 mm less than at present and our rainfallwill be about 380 mm which is inadequatefor our needs. The map on the next pageshows the country’s rainfall patterns.

Section 1. BACKGROUND

1.1 History of 2020 Vision for WaterProject

A NationÊs Dream Made Real by a MinisterThe 2020 Vision for Water Project is an education programmeinitiated by Professor Kader Asmal, ex Minister of Water Affairsand Forestry, as one of the projects of the National WaterConservation Campaign (NWCC). Its purpose is to raise thelevels of awareness of all South Africans on the value of waterand environmental education in order to conserve our natural resources. This is vitallyimportant because South Africa is a water scarce country. This work is being carried onby the current Minister, Ronnie Kasrils.

460

400380

year 2000 year 2010 year 20200

50

100

150

200

250

300

350

400

450

500

South Africa’s Projected Annual Rainfall

Time ( years)

Rai

nfa

ll (

mm

)

Fig. 1: South Africa’s Projected Rainfall to 2020

SOUTH AFRICA IS A WATER SCARCE COUNTRY

Fig. 2: Map of South Africa With rainfall patterns

10 Part 1: Section 1– Background

Part 1, Section 1– Background 11

HOW SOUTH AFRICA USES WATERThe rainfall we get is insufficient for our water use needs in South Africa. See below whatwe need water for and how we consume it for domestic, commercial and other needs.

Fig. 3. South Africa’s domestic water use patterns

The pie graph above shows that most of

South Africa’s water supply is used in

irrigation. Most of the time the methods of

irrigation used, waste a lot of water. Drip

irrigation is one of the best ways of

watering plants - it delivers water directly

to the roots, avoiding evaporation.

Laundry and dishes

14%

Nature Conservation 1%

Municipal and Domestic 17.8%

Mining 3.3%

Industrial 11.3%

Power generation 4.3%

Irrigation60.6%

Stock Watering 1.7%

Toilet flusing 29%

Drinking and cooking 3%

Bathing 19%

Gardening 35%

Fig. 4. South Africa’s overall water use patterns

Who Needs the 2020 Visionfor Water Project?All South Africans because their country iswater scarce and it is envisaged that by theyear 2020 it will be facing waterconstraints, unless something is done nowto conserve water.

Who Should Take the Lead?1. The children in schools are the focusof this project because:

•. They are the next generation• They are the best teachers oftheir parents, and best peopleto carry messages through theirfamilies and communitiesLocal Government because:• They are the leaders of localcommunities

The Teachers, Community Development Facilitators and Environmental Health Officers because theywork with school children and communities.


Part 1: Section 1– Background 13

THROUGHPARTNERSHIPSThe Department of Water Affairs andForestry believes that partnerships withother stakeholder groups is crucial in thedevelopment of strategies and activitiesthat will result in a well informed andproactive society around resourceconservation. That is why theimplementation of this project places highvalue in the collaboration with variousgovernment departments especially theDepartment of Education, Health,Environment and Tourism. The othercrucial stakeholders are the LocalGovernment District Municipalities andHouseholds that stand to benefittremendously by conserving water andfrom environmental education. Poverty isdirectly linked to poor environmentalpreservation practices.

THROUGH USING ACTIVELEARNING STRATEGIESFOR ENVIRONMENTALEDUCATION, WATER ANDSANITATION Various methods of engaging schoolchildren and their communities using activelearning models have been developed andused, amongst which are the water qualityand water quantity studies that have beentried and are now presented in thisResource Pack. They can be done inschools and in communities both in urbanand rural areas regardless of whether thereis pipe-borne or river, dam and springwater. It is important that evencommunities that have not yet receivedpipe-borne water should be part of thewater quality activities because they willsave their lives and improve the quality oftheir health by taking action when there aredangers caused by the water they drink.This is the case in particular with waterborne diseases like Cholera. They will alsolearn how to use water well when theyeventually get it. Besides, the activities onenvironmental protection and waterconservation will also teach them how touse other means to increase their foodproduction and therefore reduce povertythat leads to illnesses and early death.

1.2 THE ACTIVITIES OF 2020 VISION for WATER PROJECT

A WHAT ACTIVITIES CAN WE DO IN THIS 2020 VFW PROJECT? The project involves various water conservation campaign activities such as water audits tomeasure how much water is being wasted at home and at school. Other activities are:1. to check how healthy the water is that we use2. to take action by protecting the places where we get water 3, to do fun and educational things like cleaning our rivers and the environment, harvesting water,fixing and repairing broken pipes, toilets and taps There is so much we can do and so many things we can learn to change our water-wastingbehaviour. The sooner we start with the young children the better. Adults too have a lot to save byconserving water. Their water and electricity bills can be reduced and then they can use the moneythey save for other important things.

B METHODS TO FACILITATE THE PROJECT


1.3 THE LAUNCH OF THE2020 VISION for WATERPROJECTThe 2020 Vision for Water Project waslaunched in 1996 by the Department ofWater Affairs and Forestry in collaborationwith the Department of Education. Theproject then identified a few pilot schools inall nine provinces of South Africa. Asubstantial amount of money was allocatedand various implementation strategies weretried between 1997 and the year 2000. TheProject is now on its fifth financial year.Lessons learned are shaping the continuingtesting of the successful strategies whilenew methods continue to be tried. ThisResource Pack is a result of some of thosesuccessful activities that have been triedthroughout the country. Various publications sponsored by variousstakeholder bodies and DWAF have beendeveloped and used throughout SouthAfrica. Some extracts are presented inthis Resource Pack as reference andcompiled for easy access by practitionersin the Water and Environmental EducationProgramme. Schools and communities aretherefore expected to select from theseactivities or devise their own. However itwould be in the best spirit of collaborationto report on your successful activities.These will be included in the revisedResource Pack. Local contact details areprovided in Part 3: Section 1 of this Pack.Consider yourself part of the launch andsupport at least one 2020 Vision for WaterProject activity in your area.

The Project was launched withschools doing water quantity andwater quality audits

Part 1: Section 2– Institutional Arrangement 15

2.1 VALUABLE PARTNERSHIPSOther most valuable partnerships are withthe Departments of Health, Environmentand Tourism and Water Institutions. Thebenefits of these partnerships are thatcommunities and schools receive qualifiedpersonnel that have the ability to understandthe life skills and value systems that promotesustainable resource conservation for thebenefit of the whole country.Through this project international linkagesare promoted and schools get recognitionfor their efforts towards water conservationand environmental preservation. Private Sector participation is also asignificant aspect of collaboration. PrivateCompanies sponsor various 2020 Vision forWater Project activities throughout the year.These events include Water Week, ArborDay and Environmental Awareness Day.Prizes and trips overseas, such as the SAYouth Water Prize, are sponsored by theseprivate sector partners. (See support packfor details) DWAF also engages non-governmentalorganisations and consultants in the projectas Service Providers. This is a benefit tocommunities as these agencies provideemployment opportunities.2.2 STAKEHOLDER ANALYSIS

COMMUNITY FACILITATORSA facilitator is someone who is assisting orgiving support to communities and schoolsin developing and implementing WaterConservation strategies for waterconservation activities.

RESPONSIBILITIES1. To build capacity to conserve wateramong community members and linkwhat happens in schools with homesand community projects; supportteachers, learners and thecommunities to ensure that theyunderstand the concept of theproject as far as environmentalprotection and water conservation isconcerned;2, To assist schools to conductcommunity out-reach water activitiesand develop strategies to extendschool environmental plans andpolicies into community projects; 3, To assist schools to compile wateraudit reports for publication and usein campaigns;4, To prepare submissions and presentreports on the state of theenvironment and water quality onbehalf of communities whennecessary to relevant LocalGovernment Agencies;5. To lobby and advocate for waterconservation and environmentalprotection in their communities.

DISTRICT CO –ORDINATORSA District Co – ordinator is someone who iscommissioned by DWAF and DoE workingclosely with the District Manager of theDepartment of Education whoseresponsibility is to manage the project atdistrict level. This can be a private sectoragency sub-contracted to the Regional orProvincial Implementing Agent.

Section 2. INSTITUTIONAL ARRANGEMENT AND MANAGEMENT

STRUCTURE OF THE 2020 VfW PROJECTDWAF collaborates first and foremost with the Department of Education as an interested andaffected party. The 2020 Vision for Water Project targets school children. For that to succeed,educators must appreciate that this project is not an add-on to their school programme but iscentral to the Learning Areas. That is why DWAF stresses the need to integrate all activities of theproject into school programmes.

16 Part 1: Section 2– Institutional Arrangement

RESPONSIBILITIES1. To co-ordinate the activities of thelocal 2020 Vision for Waterfacilitators;2. To ensure that local role players arerepresented, involved andparticipating in the project. 3. To establish and convene DistrictSteering Committees4. To update district managers aboutprogress of the project5. To represent districts at regionalsteering committee meetings6. To ensure that the project is runningsmoothly in the district7. To manage crisis situations in thedistrict related to the 2020 Vision forWater Project 8. To liaise with the RegionalImplementing Agent 9. To prepare reports for the RegionalImplementing Agent10. To facilitate district events of the 2020VfW Project such as SA Youth Waterprize, Water Week, Arbor Day, etcREGIONAL/PROVINCIALIMPLEMENTING AGENTSA Regional/Provincial Implementing Agentis a Service Provider commissioned byDWAF to work closely with the DoE tomanage the project in the wholeregion/province.RESPONSIBILITIES1. To ensure that district co ordinators,community facilitators, teachers andlearners and all role players receiveinformation and, when needed, gettraining and capacity building2. To represent the region on theProvincial Steering Committee3. To ensure that regional role playersare represented, involved andparticipating in the project4. To convene and facilitate theestablishment of district steeringcommittees5. To update the office of the RegionalDirector about progress of the project

6. To establish a regional steeringcommittee7. To give report back to the regionalsteering committee8. To manage crisis situations in theregion and obtain advice fromprovincial co-ordinator if possible9. To prepare a business plan for theregion 10. To manage the project activitiesbudget11. To manage ongoing liaison withschools, district managers, provincialco-ordinator, regional and districtcommittees12. To facilitate special events of thedistrict such as Water Week, ArborDay, SA Youth Water PrizeDISTRICT CO-ORDINATINGPROJECT STEERINGCOMMITTEEA District Co-ordinating Project SteeringCommittee is a group of key stakeholdersat the District Level. They compriseGovernment Departments that collaboratewith DWAF and it includes also the DistrictCo-ordinators. It has an ExecutiveCommittee that works closely with theProvincial/Regional Implementing Agent. Aselected member of this body sits in theProvincial/Regional Steering Committee.RESPONSIBILITIES1. To ensure that strategic plansapproved at provincial level areimplemented2. To provide support to schools andcommunities to learn about waterand environmental conservationstrategies3. To contribute to policy and strategicinitiatives4. To assist with the development oflocal performance and sustainabilityindicators5. To assist with reviews of impactassessment of the project at locallevel

6. To support educators and schoolmanagers in the integration of theproject into the school programmesand curriculaPROVINCIAL/REGIONALCO ORDINATORS

A Provincial Co ordinator is a GovernmentOfficer of DWAF whose responsibility isoverall Project Management, Monitoring &Evaluation in the entire Province.RESPONSIBILITIES1. To ensure the smooth running andthe success of the project2. To develop implementation strategies3. To do Project planning4. To monitor the budget5. To capacitate Convenors; facilitators;service providers; and other roleplayers6. To appoint Implementing Agents asservice providers7. To liaise with Regional and NationalOffices of DWAF and various

Government Departments and otherrole players8. To represent the Province on theNational Steering Committee of theproject9. To provide a Secretariat for theProvincial Steering Committee10. To provide transport and water auditmaterials11. To co ordinate Provincial specialevents12. To compile provincial quarterly andannual reports

PROVINCIAL STEERINGCOMMITTEEIt is a body that comprises various roleplayers: Dept. of Water Affairs andForestry; Education; Health; EconomicAffairs, Environment and Tourism; DistrictMunicipalities; Parastatals such as Eskom;Its responsibility is to oversee planning andimplementation, monitoring and evaluationof the project in the entire province.


Facilitators at a regional training workshop

18 Part 1: Section 2– Institutional Arrangement

The 2020 Vision for Water Project Management Organogram

2.3 The OrganogramThe 2020 Vision for Water Project is managed at the highest level in Pretoria by theDWAF Chief Directorate for Water Resource Management. The project is located in theDirectorate of Water Use and Water Conservation and is managed in the sub-directorate,Community Development and Environmental Education. Below is the organogram.At the Provincial/Regional Level, the 2020 Vision for Water Project is the responsibility ofthe Regional Directors. The sub-directorates for its management vary from province toprovince. The contact point is the Office of the Regional Director.

2.4 Summary of Roleplayers

A. National Level1. National Project Managers

2. National Project Administrators/Communication Support Staff3. National Project Steering Committee

B. Regional or Provincial Level1. DWAF Provincial/Regional Co-ordinators/Implementing Agent

2. Provincial Project Administrators/Communication Support Staff3. Provincial Steering Committee

C. District Level1. Local Government Water & Sanitation Divisions

2. District Project Steering CommitteeD. School Level

1. Principals of the schools & SGB’s2. Educators3. Learners

E. Community Level1. Community Development Facilitators/EHO’s

2. Community Project Steering Committee3. Households


3.1 Developing LearningProgrammes withEnvironment as a PhaseOrganiserThe content of each section is designedand put together in such a way that aneducator can choose relevant content toform a Learning Programme relevant tolocal realities.The purpose of this section is to explainshortly how Outcomes Based Educationworks, with specific focus on theEnvironment as Phase Organiser. We arespecifically looking at Environment as aPhase Organiser. The Phase Organiser islike our lens through which we look at thematerial.Suppose our Programme Organiser ortopic is "Wasting of Water", then we willsee everything about Wasting Waterthrough the Environment lens. We will forexample, look at the impact on theenvironment when we waste water.

To make Assessment part of the planningof the Learning Programme, you shouldchoose the appropriate Outcomes right atthe beginning of planning your LearningProgramme.There are three levels or kinds of Outcomes

you should remember when planning yourlearning programme:• Critical Outcomes• Specific Outcomes • Activity Outcomes

The Critical Outcomes are the Outcomes,which are valid for all learning Areas and forthe Curriculum as a whole.The Critical Outcomes are based on thevalues of our constitution and give broadguidelines for assessment.

In the activities found in Part 2, all 7 criticalOutcomes will be used.The Specific Outcomes are again based onor come from critical Outcomes but theyare specific to the Learning Area you areteaching. For example; Arts and Culture’Life Orientation or Natural Science. TheLearning Areas can be equated to schoolsubjects.Each Learning Area has its own SpecificOutcomes and therefore gives theguidelines for the assessment of thedifferent aspects of the LearningProgramme (an insert giving all the specific

Section 3. METHODOLOGY FOR IMPLEMENTING THE 2020 VfW PROJECT

The 6 Phase Organisers

1. Personal Development

2. Society

3. Environment

4. Communications

5. Entrepreneurism

6. Health and safety

The Seven Critical Outcomes

1. Communicate effectively

2. Solve problems

3. Organise and manage yourself

4. Work effectively with others

5. Process information

6. Use science and technology toaddress environmental problems

7. Understand relatedness

The purpose of this section is to explain shortly how Outcomes Based Education works. OutcomesBased Education is based, not on knowledge, but on how we think learning takes place. The focusis on the mind of the learner as an imaginer, an inventor, a creator of ideas. Learners construct theirown meaning in their local reality. Learners need to know exactly what is expected of them so theycan take control of their own learning. This resource pack provides educators with the tools toprovide learners with activity-based learning opportunities.Reference: Adapted from - Journeying into Science. Grade 7. Roedurico Trust

20 Part 1: Section 3– Methodology of Implementation

Part 1: Section 3– Methodology of Implementation 21

outcomes for each Learning Area is givenin the support pack).One way to make sure that learning gets agood understanding of the ProgrammeOrganiser is to break the LearningProgramme (or even single activities) downinto three different stages:Stage 1: Introducing theProgramme Organiser or"tuning in"This stage is aimed at making the learnersaware of the Programme Organiser as inour example – Wasting of Water. Activitiessuch as reading relevant articles,videotapes and discussions could be used.To investigate local examples of waterwastage is a good idea. During this stagethe educator should assess what thelearners know about the topic.Stage 2: "Finding out" aboutthe Programme Organiser During stage 2 the learners get a chance toexplore and find out for themselves. Thiscan be achieved through observation andexperiments. They could also conductinterviews to "Find Out"

Stage 3: "Going further" ortaking actionThis is the active part of the learningActivity or the Learning programme. TheLearners might for example decide to drawup a plan of action. The "plan of action"can be assessed for practicality andsuccess. Developing a school WaterPolicy would be an ideal activity.Each of these stages has its own ActivityOutcomes. These Outcomes are evenmore specific than the Specific Outcomesin that they are directed at the individualstages with its activities and thereforeprovide guidelines on how to assess thelearners’ performance, you are alsoassessing your own performance as aneducator). In the Learning Programme thatfollows, each activity has it own SpecificOutcomes as well as Activity Outcomes.

An example of a mind map which educators can use to develop a learning programmeon water

Where

does our

water come

from?

Is our water

safe to drink?

Who is

responsible for

water

management?

Water Law

How healthy

are our river

systems?

Why is

water more

accessible to

some?

Why is

water

important?How much

water do we

use?

Exploring the importance of water

in our community

Look at South Africa as a dry country

How is water used

By us

By agriculture

and Industry

Visit to the local

waterworks Visit to a sewage works

By others in our community

Reference: Supporting Curriculum 2005by Heila Lotz, Tshidi Tselane,Razeena Wagiet

Reference: EnviroTeach No.1 1999 – p. 6


3.2 ASSESSMENT

This section on assessment has beenadapted from: Journeying into Science:Natural Science: Grade 7 – published byRoedurico Trust in 1999.1. What is assessment?Assessment is the process of generating,collecting, organising, interpreting,recording and using a variety of informationgained from learners, so that judgementscan be made about their performance,achievements and needs.It should be an ongoing process thatincludes learners’ input. All assessment should be part of thelearning process and should enhancelearningAssessment• gives direction to learners• sets outcomes / achievement targetsfor the learner• allows parents to have realisticexpectations• allows for flexible approaches This resource pack encourages educatorsto make use of a variety of assessmentmethods, so that it takes into account thelearner’s age, maturity, background andneeds. Such an approach will allow moreopportunities for the learner todemonstrate their progress and the varietyof competencies they have aquired.Educators are also encouraged to involvelearners in the development of assessmenttools (rubrics / mark schemes). Learnerscan do this by suggesting criteria againstwhich their performance will be measured.As they will understand the criteria better,self- and peer-assessment will also bemore reliable and fun. 2. Assessment is contextspecificAssessment strategies and methodsshould be appropriate for the context inwhich assessment is taking place

3. Rubrics (Mark Schemes)A rubric is a scoring tool that:• lists components of an outcome • expresses the degree of quality foreach criterion, from excellent toincomplete• improves learner performance as wellas monitor it• Indicates clearly what is expected • allows learners to carry out moreobjective self- and peer-assessments • should be given to the learner beforean exercise is attemptedAlthough rubrics will take on the criteriadeveloped for the specific local conditions,whatever kind of assessment is used, itmust measure achievement ofOUTCOMES4. Different purposes ofAssessment:• Continuous Assessment:It takes place over time • Formative Assessment: - Emphasis is on the process andnot so much on the product- It is developmental and notjudgemental• Summative assessment:Traditional end-of-term or end-of-year tests5. Assessment options usedfor this Resource PackSuggested outcomes for each activity hasbeen provided in this resource pack. Each activity has also been provided withan assessment option.Assessment options used are:1 Investigations2 Co-operative group assessment3 Group communication4 Problem-solving: Identification oflocal issues / problems 5 Presenting data6 Following instructions7 Global Marking method8 Project-based assessment


NoACTIVITY

WATER QUALITY STUDIES3.1

River clean-upsI,S

1# 5

* 6* 6,7

4,53.2

Caring for our riversI,S

3# 1,2,3,4

* 7* 6

depends on phase2,3,4

3.3Water Life investigation

I,S5

# 1* 7

or # 2depends on phase

2,4,53.4

E-coli (germs in water) testingI,S

1,2,5# 1,5,9

* 7* 6


3.5SWAP observational activity

I,S5

# 1* 7

or # 2* 6


3.6Groundwater awareness and testing

F,I,S7

# 1,4* 2,7

depends on phase1,8

3.7Borehole monitoring

I,S4

* 7# 5,6,9

1WATER QUANTITY STUDIES4.1

Water Audit: urban conditionsF,I,S

5* 7

# 5,6,9and *1,6

1,5,64.2

Water Audit: Generalised approachF,I,S

1,2,4.5# 2,3,4

* 5,6or * 1

and 6or * 1

depending on phase4,6

4.3Tap and leak repair

I,S6

* 4or * 4

# 1or * 5

1,64.4

SWAP rural quantity auditI,S

1,2,4.5# 2,3,4

* 5,6or * 1

and 6or * 1

depending on phase4,6

4.5Water Harvesting

I,S5,6

or * 7# 5,6,9* 3

or *4or * 5

depending on phase1

4.6Developing a school water policy

and management planF,I,S

1,2,3,4,5,6,7* 7

# 5,73,4

WETLAND STUDIES5.1Wetland Health Check-up

I,S7

# 1,4* 4

1,2,6WATER AND PLANT STUDIES6.1

Water-wise gardeningF,I,S

1,2# 4

* 52,6,8

6.2Weedbuster activity of the

Working for Water ProgrammeF,I,S

1,7# 1,4

* 4,6or * 1

depending on phase4

6.3The Aqua-trap

I,S1,6

# 1,2* 1

2

3.3 OUTCO

MES-BA

SED REFER

ENCE GU

IDE FOR 2020 V

fW ACTIV

ITIES

Key:# = MAIN FOCUS

*= CROSS-CURRICULAR LINKPHASE (Foundation = F:

Intermediate=I; Senior = S)

CRITIC

AL OUTC

OM

ESNatural Sciences (N

S)

Language, Literacy and

Com

munication (LLC

)

Technology (Tech)Arts and C

ulture (AC)

Hum

an and Social Sciences (HSS)

Life Orientation (LO

)

Economic and M

anagement

Sciences (EMS)C

OM

MEN

TS

ASSESSMEN

TS OPTIO

NS

Mathem

atical Literacy,

Mathem

atics and Mathem

atical

Sciences (MLM

MS)


LE

AR

NI

NG

A

RE

AS


The active learning model has been used todevelop illustrative learning programmes withan environmental focus. It aims to encouragelearners to become actively involved inaddressing and responding to environmentalissues. Three clusters of questions can beused to guide active learning processes.Learning about the environment increasesour knowledge and understanding of thebiophysical, social, cultural, economic andpolitical processes that shape the world. Itenables us to make informed decisions abouthow to interact with the world.Learning in the environment providesopportunities to practically investigateenvironmental problems experienced at a locallevel.(Diag.1)Taking action for the environment empowersus to make changes for a better world, and torespond to local issues and risks. The active learning framework can be used todevelop an active learning programme. It isimportant however, that with the introductionof any theme there should be a question of:What do learners already know? At the end ofany Learning Unit, learners should be given a

chance to Assess and Reflect on what theyhave learned and achieved. The aboveactivities can therefore be grouped into threetypes to form a Learning Programme Unit.(Diag. 2)The first part is called Tuning In, andinvolves finding information activities.The second part is called Finding Out,and involves exploration andquestioning activities that focus on theexploration of the learner’s ownenvironment.The third and final part is calledConcluding Connections and Action,and involves taking action and reportingactivities.

Following is an example of how the activelearning model can be used to develop anactive learning programme. (Diag. 3)

3.4 ACTIVE LEARNING IN CURRICULUM 2005 AND THE NATIONALENVIRONMENTAL EDUCATION PROGRAMME (NEEP)

An holistic view of environmentIn keeping with international human rights provisions regarding environmental rights, the Constitution ofSouth Africa, in the Bill of Rights, provides that everyone has the right to an environment which is notdetrimental to his or her health or well being. It also provides for everyone’s rights to have the environmentprotected, for the benefit of present and future generations through reasonable and other measures thatprevent pollution and ecological degradation, promote conservation, and secure ecologically sustainabledevelopment and use of natural resources, while promoting justifiable economic and social development(Section 24 of the Constitution). The White paper on Education and Training (1995) states that environmental education should become akey element at all levels of the education and training systems in South Africa. This should be done byintegrating environmental education processes into all facets of the curriculum. We should thereforeconsider biophysical, social, economic and political dimensions of the environment in trying to understandenvironmental problems. Environmental education should therefore not be implemented as a separatesubject or even Learning Area. It should form an integral part of all Learning Areas. As a response to thisthe Minister of Education, Kader Asmal established a National Environmental Education Programme (NEEP)in 1999. The aim of NEEP is to implement the principle stated in the White Paper on Education and Training(1995). Department of Water Affairs and Forestry is one of the main partners in this project and has beenactively involved in its processes. Since an active approach to learning should characterise environmentalleaning in the curriculum a framework has been proposed to enable teachers to plan for active learning inthe OBE curriculum.

Reference:Active Learning through OBE -NEEP Booklet

3.4.1 Active Learning Model


Diag. 1. Active Learning, About, In and For our environment. (From ActiveLearning through OBE - NEEP Booklet)

Learning Programme Unit with three different sections

What do my learners already know?

Tuning In

Finding Out

Concluding Connections and Actions

Assess and reflect on what learners have learned and achieved

Diag. 2 : Learning Programme Unit with three different sections


Diag. 3 : Example of an Active Learning Programme for Water Studies

28 Part 2: Learning Activities

PART 2

LEARNING ACTIVITIES FORSCHOOLS AND COMMUNITIES

Part 2: Section 1– Active Learning for the Environment 29

Developing a school environmental policyand management plan will help you todevelop a range of learning programmeswith an environmental focus. The differentaspects of developing a schoolenvironmental policy and managementplan can provide many opportunities forlearners to be involved in active learningexperiences. Active learning programmesare essential if learners are to developaction competence, the skills,understanding and will to participate inaddressing immediate and futureenvironmental problems. School Environmental Policyand Management PlanWHAT IS IT?A school environmental policy is astatement of intentions and principles forimproving a school’s educational andenvironmental performance. An individualteacher may initiate a school policy, but theprocess of developing the policy mustinvolve learners, educators, localcommunity members and otherstakeholders. One of the first tasks thateveryone should be involved in includes anaudit of the school’s curriculum; its existingeducational activities, its environmentalpractices and resource use, and any otherelement of the curriculum that is jointlydecided upon.A School Environmental Policy andManagement Plan resource pack has beendeveloped by SHARE-NET to provideteachers with guidelines for the

development of a policy and managementplan for their schools. This resource packcontains many ideas for active learningthrough OBE, and can, therefore, link all ormost of the Water Education Activities(within this Resource Pack) to the schoolcurriculum and individual learningprogrammes.AIMThe aim of developing a schoolenvironmental policy and managementplan is:1. To create a healthy, enriching, happyand more sustainable environment,by-

Ensuring that school resources(water, electricity, etc.) aremanaged more wisely.2. To enable better teaching andlearning, by-

Ensuring that environment is integralto each learning area,Ensuring that the local environmentis central to the development ofactive learning programmes,Ensuring that learners activelyparticipate in all learningopportunities/situations, for example,in auditing water use andsubsequent decision making.

Section 1. ACTIVE LEARNING FOR THE ENVIRONMENT

The 2020 Vision for Water Project (VfW) acknowledges the crucial importance of integrating theirenvironmental projects into the formal school curriculum. One way of achieving this is to supportthe NEEP process in utilising the Schools Environmental Policy and Management Plan resourcepack (SEP) as a tool for promoting sound and sustainable environmental education within schoolsand communities. The 2020 VfW project will utilise the Schools Environmental Policy andManagement plan as a basis for the Aftercare programme with schools who have been with theproject since 1996. Utilising this SEP pack which support the active learning framework, providesthe vehicle for ensuring the holistic integration of “Water” as an important theme in environmentaleducation.1.1 Using the Schools Environmental Policy andManagement Plan, as a basis for Active Learning

APPARATUSNo apparatus is required. However, theSchools Environmental Policy andManagement Plan resource pack will befound very useful. It contains “PolicyFolders” on all key elements of thecurriculum (see diagram below) which mayform part of a school environmental policy.METHODOLOGYThe different aspects of developing aschool environmental policy andmanagement plan can provide manyopportunities for learners to be involved inactive learning experiences, based aroundthe framework/model below. For example,an action project to celebrate Water week(15-21 March) may lead to an activelearning programme on Water Auditing.Active Learning programmes are believedto be essential if learners are to develop theskills, understanding and the will toparticipate in addressing immediate andfuture environmental problems.

RESULTSResults of developing a schoolenvironmental policy and managementplan:A healthy, enriching, happy and moresustainable school environment andsurrounding neighbourhood.TAKING ACTIONThe active learning model acts as aframework around which teachers candevelop any learning programme.Importantly, this model requires that actionis undertaken. Such action will depend onwhich water education activity a teacherdecides to make use of, and (upondecisions taken by the learners).FURTHER ACTIONFurther actions are dependent upon thewater education activity chosen and alsoupon decisions taken by the learners.

Curriculum

“the sum of all formal and informal

teaching and learning experiences”

School Calender

Enviro Information and

Community Knowledge

Healthy

environment

Audit and Act

Evaluate

& Review

Clubs, Adventure

and Cultural

Activities

Action Projects

and Competitions

Resource Use

School Grounds

and Field Work

30 Part 2: Section 1– Active Learning for the Environment

Purpose - to introduce the project tovarious stakeholdersWho are the stakeholders?

At schools they are principals, GoverningCouncils teaching and non-teaching staffand school children.In the community they are localgovernment representatives and thehouseholds,Step by Step Guide To Introduce the 2020Vision for Water Project in Schools. This isa generic guide using schools as anexample – adapt this guide to suit yourtarget group.VISIT 1Contact the principal, SET ANAPPOINTMENT AND THEN introduce theproject briefly and arrange a meeting to seethe school management structure AND AFEW SELECTED LEAD TEACHERS.VISIT 2a. Introduce the project

Give background of theprojectExplain the different types ofactivities and timing of theproject (display materials )

b) Explain benefits andadvantages of participatingin the project to the schooland the learners.

VISIT 3:Meet with all the teaching and nonteaching staff. Explain the project againand the various activities that can be done.Then explain1. how it benefits the school 2. how it will affect the running of theschool and then decide on suitabletimeframes for the various activities.

• Remember that there is alwaysa National and Provincial ActionPlan which all stakeholdersmust follow since there areimportant outcomes and resultsthat must be documented.• School staff and learners mustbe aware of the Action Plan andplan around it to make sure thattheir activities are in line with theexpectations and deadlines.

Part 2: Section 2– Water-wise Awareness Creation 31

Section 2. WATER-WISE AWARENESS CREATION ACTIVITIES ANDTOOLSWater-wise awareness creation is important if we are to achieve our objectives of conserving waterin South Africa. The purpose is to introduce the project to various stakeholders using variousmethods in a creative, exciting and fun way.

2.1 Steps for Introducing the 2020 Project

32 Part 2: Section 2– Water-wise Awareness Creation

2.2 Awareness Creation Tools

2.2.1 Plays

2.2.2 Poems

2.2.3 Quotations

2.2.4. Posters


2.2.1 Plays

Play No 1

LET S TAKE CARE OF OURWATERA short play written by Theo Manuelto promote water awareness on:The water audit at schools Cleaning and testing the water in rivers CHARACTERS IN THE PLAYNarrator: Auntie Manzi.She introduces the characters andcomments on the play.PROPS1. Shower 2. water audit bucket 3. The standpipe4. A bucket 5. A water quality test kit 6. Teachers table 7. Two desks8. Two chairsShe introduces the characters to theaudience“Good morning, ladies and gentle, boysand girls. The story you will see happens ina classroom just like yours. Mr Adams, theteacher planned a discussion on water andinvited a guest speaker, old uncle Sam tospeak to his class. Listen very closely-I willask you some question at the end.“Let me introduce you to the characters”Old Uncle Sam: He is 65 years old.Chief/Leader in the community. (Very wiseabout the water situation in his community.)Mr Adams: He is 40 years old. (Theteacher.)James: From a rich family in the town.(Waste lots of water)Pumla: From a poor family in a village.(Always use water sparingly)The Play BeginsNarrator: It is Tuesday morning and MrAdams is having a lesson on waterconservation.He has invited Old Uncle Sam to his class

to share with the children his knowledge onwater.Old Uncle Sam. Good morning children Icame to tell you about the good old days.We had plenty of water and our rivers werealways clean. Today people waste waterand do not take care of our rivers like wedid . People pollute the and this water canmake us sick. It is very disappointing.Pumla: (putting up her hand, excitedly)Uncle Sam, Uncle Sam: Saturday I drankwater which we fetched from the river. Mystomach felt very sore. My mother had totake me to a doctor. It cost her R50.Mr Adams: Uncle Sam, I agree. Todaymany of us waste our water and do nottake care of springs and rivers. SouthAfrica is a water scarce country.We only get about 450mm which is abouthalf of the world average of 850mm perannumPumla (putting up her hand )If water is so important, we must dosomething to save it !!!Mr Adams: You are right Pumla. But canyou both tell me how you use water atschool and at home.James: (bragging) I don’t have a problemwith water. If I need it, I use it. I drinkwater with my hands and when I wash myhands, I take my time. I had a nice bath lastnight. This morning I had a long shower forabout 25 minutes. My parents pay so whyshould I care.Pumla: Sir, I usually take my cup along todrink so that I do not waste any water. Athome every person in our family uses onlytwenty five litres every day.Old Uncle Sam: That is very good Pumla.James, did you know that you could saveabout 2000 litres of water every month ifyou closed the tap as soon as you finishedwashing your hands? You could saveanother 60 litres every month if you drankfrom a cup and not by hand? Use a showertimer [shows shower timer]The water that you are wasting could beused by Pumla’s family for about 1month!!!!James: (very ashamed and huggingPumla)

Sorry Pumla. I did not think about wastingall that water.Pumla: It is OK James. But WHATCAN WE DO !! to find out how we are usingwater and we can save it?Mr Adams: I have read that we can do awater audit at school. It will help usunderstand how we use water and how wecan save it.James (excitedly): Please explain how todo a water audit !!Mr Adams: Well. We must use a wateraudit kit like this [he shows the wateraudit bucket]It takes place over just one day A waterteam of 10 learners and a teacher must runthe project. We can start by reading thewater meter ( if there is one at the school).For the whole day, each time someoneuses water, it is recorded. The total amountused for the day is then compared with themeter reading for the day. If a school has a standpipe, [points to thestandpipe]The use at the pipe must be recorded andthe wastage noted. If a school fetchesbuckets of water,[points to a bucket] How the water is used for the whole day isrecorded.James: I want to be part of the waterteam. I also want to do the audit at home.I want to learn to save water.Pumla: Sir , Sir , may I also be part of theteam!!Mr Adams: Sure, Pumla. You and Jamescan help our school to save water.We can do three projects:Number 1: Do a water audit at school Number 2: Clean our riversNumber 3: Test the water of the river nearyour home to find out if it made you sick.We use the river kit for this (shows the riverkit)Old Uncle Sam (speaking aloud tohimself):Yes, it is good if the children of today wantto save water. I feel good that theywill take care of care our water in the future.If we all save some everyday, there will beenough for all, forever.

Pumla (shouting aloud): Let’s call our otherschoolmates and form a water team.ALL ACTORS GO INTO A CORNER ANDTALK QUIETLY TO EACH OTHERAUNTIE MANZI ASKS THEAUDIENCE TO:TAKE CARE OF THEIR WATERFROM TODAYHELP TO CONDUCT A WATERAUDIT TO SAVE THEIR WATERGIVE ACTORS AND WATER TEAMA HAND WAIT FOR THE PRINCIPAL /TEACHER TO DISMISS THEM

AUNTIE MANZI TAKES THE NAMES OFALL THE WATER TEAM MEMBERSNOTE: NOW THERE ARE TWOPRESENTATIONS:

Presentation 1:THE NARRATOR: AUNTIE MANZI NOWQUESTIONS THE AUDIENCE ON WHATTHEY HAVE LEARNED. SHE OFFERS AREWARD FOR EACH CORRECTANSWER. QUESTIONS SHE ASKS:-1. How much water do SA get perannum?2. About how many people do nothave clean drinking water?3. The water that James waste. Howlong can Pumla’s family use this?4. About how much money can anaverage town school save aftersaving water?Presentation 2:PUMLA AND JAMES INVITE 8 OTHERLEARNERS PLUS A TEACHER TOFORM A WATER TEAMTHEY JOIN THEM ON THE STAGE ANDFORM A WATER TEAM.THE PRINCIPAL AND CARETAKER ISALSO INVITED ONTO THE TEAM.


Play No. 2

KOM ALMAL! BESKERM ONSWATERBRONNETranslated: “Let us all protect our waterresources”Hierdie kort drama is geskryf deur TheoManuel om ons bewus te maak van:

Grondwater en die belangrikheiddaarvanDie beskerming van groundwaterDie herstel van lekke en besparingvan water.

KARAKTERS IN DIE DRAMATannie Toens: - sy is 65 jaar oud en bly alvir 45jaar op die dorp- sy vertel ook die storie Mr Adams - hy is 40 jaar oud en ‘nonderwyserJakobus: van ‘n ryk familie en mors baiewater: leerlingAnita: sy is baie mooi en is altyd baiehelpvol: leerlingJan: hy bly by sy ouma en is baiehardwerkend: leerlingOom Klaas: jy is 60 jaar oud en baie wys.DIE STORIE BEGINTannie Toens: Goeie more kinders.Die storie wat ek julle gaan vertel vind plaasin ‘n klaskamer net soos julle s’n.Mr Adams is besig om ‘n les aan sy klas tegee oor groundwaterHy het vir Oom Klaas genooi om diekinders te vertel hoe hulle water bespaarhet toe hy nog jonk was.All die kinders sit in hulle banke en hy enOom Klaas sit voor by die tafel in die klasMr Adams: More seuns endogters.Vandag leer ons oor die

belangrikheid van groundwaterHet julle geweet dat nie alle mense in onsland gebruik water wat ons kry van rivierenie. Die meeste mense gebruik water watuit die grond kom.Oom Klaas Ja meneer. By ons huisgebruik ons water uit ‘n borgaat vir dielaaste 20 jaar al. Ek voel nog altyd perdfrisen gesond. (hy strek himself uit)Anita (steek haar hand op met trane in haaroe):Meneer: Ek voel siek op my maag. Ons hetook on boorgaat by ons huis. Gister het ekvan die water gedrink. My Pa het gese datdie boorgaat besoedel was deur die diereen daarom sal ek siek, word. Ek wou nieluister nie. Mr Adams: Ja Anita, Boorgate is baiebelangrik omdat dit vir ons water verskaf.As ons nie daarna kyk nie, kan ons siekword van die vuil water.Daar is drie maniere hoe ons boorgate kanbeskermEerstens moet ons nie te veel water uit dieboorgat trek nieTweedens moet ons ‘n heining daarom bouom dit teen diere te beskermDerdens moet alle buite toilette ten minste20m ver van die boorgaat gebou word.Jakobus (staan op en glimlag- hy isbrekerig):Ag, ek het geen probleem met water nie.By ons huis het ons krane en ek draai hulle oop net wanneer en hoe lank ek wil.Een van die krane het gelek en ek het netdaar verby gestap. Waarom moet ek“worry”. My Pa betaal.Jan: Jakobus, weet jy dat ons land baiemin reen ontvang. Ons kry slegs 400mmreen per jaar. Meeste ander lande kry oordie 800mm reen per jaar.In die Noord Kaap kry meeste plekke omen by 200mm per jaar. Dink jy nie dat waterkosbaar is nie en dat ons elke druppelmoet bewaar nie?


Johannes: Ek is jammer Jakobus. Ekhet nooit daaraan gedink nie. As ekvanmiddag huis toe gaan, gaan ek dadelikmy Pa vra om al die lekke te herstel.Ek het gehoor dat meer as 500 literdrinkwater gemors kan word as daar ‘n lekbestaan by die skool of by jou huis.Oom Klaas: Ja Johannses, dit is genoegdrink water vir een familie vir ‘n maand.Mr Adams: Het julle geweet dat ons ookwater kan kry uit ‘n put of van ‘n fontein.

Maar sien dat ons so min water kry hier indie Noord Kaap, moet ons dit baie goedop pas. Oom Klaas, vertel ons hoe ons water kanbespaar?Oom Klaas: Maak seker dat julle allewaterbronne teen diere beskerm.Julle moet ook nooit krane oop los nie.Maak alle lekplekke regMoenie meer water pomp as wat jy nodighet nieHergebruik al jou afval water en gooi dit indie tuin.Anita: Meneer, ons moet ook ons toiletteskoon hou en oppas. Hoe kan ons ditdoen?Mr Adams: Baie belangrik is om nie dietoilet as ‘n vuilisdrom te gebruik nie.Moet nie in die toilet eet nie en,was altydjou hande met seep nadat jy in die toiletwas.Jan: Meneer, kan ons nie ‘nomgewingsklub stig nie sodat ons iets kandoen om water by die skool te bespaarnie?Mr Adams: Dit is ‘n baie goeie idée. Komons ontmoet gedurende pouse en dan kanons ‘n plan op stel om die klub te stig.Ek het ook gehoor dat die DepartementWaterwese en Bosbou ons kan help metplakkate en ander bronne. Anita, Johannes en Jan skree uit:

Dankie meneer, nou sal ons begin werk omander studente ook by ons klub te betrek.Ons sal ook aan die Water Departementskryf vir bronne.Oom Klaas: Dit is goed om te sien dat diejong mense nog steeds wil omsien na onswater.Hulle sal seker maak dat daar altyd genoegwater sal wees in die toekoms.Tannie Toens: So het die WaterKampioenegroep begin. Hulle het baie kompetisiesgewen en Anita en Jan is vandag getroudmet 4 kinders. Almal van hulle gaan bydieselfde skool soos hul pa en ma hulle.(sy wink)

TOT SIENS ALMAL AL DIE AKTEURE VERLAAT DIEVERHOOG.



2.2.2 POEMS

HENDRIK KANYISE SCHOOL :

TAKE GOOD CARELONG LONG AGO I EXISTED BEFORE YOU DID EVERYTHING HAS BEEN CREATEDONLY I, WHO HAVE NOT BEEN CREATEDI WAS THERE WHEN NOTHING EXISTEDTAKE GOOD CARE OF MEI AM THE COMPOSITION OF ALL LIVING ORGANISMSI AM THE HOME TO MOST OF THEMI AM THE FOOD TO MOST OF THEMWITHOUT ME, THEIR LIVES WILL TERMINATETAKE CARE OF MEWHERE THERE IS CLEANNESS, I AM THERE I FIGHT DIRT IN ALL RESPECTSDURING THIS PROCESS I SACRIFICE MY CLEANNESSJUST TO MAKE YOU CLEAN AND HEALTHYFOR WHERE I AM HEALTH IS MY COMMANDTAKE GOOD CARE OF MEPLEASE TAKE CARE OF ME FOR YOU CAN’T LEAVE WITHOUT ME ENGLISH MAN CALL ME WATER XHOSA MAN CALL ME AMAZISCIENTIST RECOGNISE ME AS H20I AM THE BASIC OF LIFE TAKE GOOD CARE OF MELONG LONG AGOI EXISTED BEFORE YOU DID EVERYTHING HAS BEEN CREATED I WAS THERE WHEN NOTHING WAS EXISTING

RIEBEECK EAST SCHOOL

WATER IS OUR DAILY NEED WATER IS A PRECIOUS GIFT FROM GOD WE CAN SURVIVE WITHOUT FOOD BUT WITHOUT WATER NEVERWATER IS LIKE THE SUN BECAUSE WATER IS THE LIGHT OF HEARTS, SHINING THROUGHOUR BODIESNO HUMAN BEING CAN SURVIVE WITHOUT WATER WATER CAN BE SMELT A HUNDRED MILES AWAYANIMALS AND PLANTS NEED WATER AS MUCH WATER IS A CURE TO MANY OF DEADLY DISEASESWATER ENTERS BODIES, ORGANISMS AND GLOWS ARE OBSERVEDWATER LIVENS, FRESHENS,HEALTHNES,CLEANS, ENTERTAINS, SATIFIES AND SAVES MANYWATER IS LIFEGEORGE JACQUES SCHOOL

WATER LIKE BLOODIS THE SOURCE OF LIFE WE MAY USE ITBUT NEVER EVER ABUSE IT.AS BLOOD NATURES THE BODYSO DO WATER THE EARTH.IT LETS THE FLOWERS GROWWHEN WE WASH IT LET OUR FACE GLOW.WATER LIKE OXYGENWE CANNOT LIVE WITHOUT.

PHAKAMISA MTOSOLO GRADE 2

SINGAWALONDOLOZA NJANIAMANZI?XASISENZAITIEMAKHAYA KUFUNEKA SIGALELEAMANZI ALINGANEIIKOPI EZIZAKUPHUNGWAXA SIBONAIITEPU ZIVU LEKILE EDALINIKUFUNEKA SIZIVALEXA SIHLAMBAIIMPAHLA KUFUNE KAAMANZI SINGOWALAHLI, SIBENOKUSINDOSITYABEKENGAWO, SINKANKCESHELE NEGADI


2.2.3 QUOTATIONS

To have water is your right, To save water is your responsibilityDWAF 1998

Save water, Save life DWAF 2000

Be waterwiseDWAF 2000

Water dark and green should be Water bright and cleanA. Solomon 2001

Viva water pure and clean, Viva forest rich and greenRonnie Kasrils

Groundwater, our hidden treasureDWAF 2000

Save the water, save our nationDWAF 2000

Some for all, foreverDWAF 1999

Every year is water yearDWAF 1999

If we don’t save water together we will die togetherA. Solomon 2001

Water is a precious commodityA. Solomon 2001

Water is more precious than gold and silverA. Solomon 2001

Amanzi Ayimpilo, Water for lifeRonnie Kasrils 2001

Everything works with water, lets all work for waterDWAF 2000


2.2.4 POSTERS


The 2020 Vision Project has close to 20 posters. However, learners

should be encouraged to develop and construct their own posters as

shown below


2.2.5 THE HYDROLOGICAL CYCLE

WHAT IS IT? In townships and in the informalsettlements previous service providersneglected communities as far as water andsanitation services were concerned.In these areas it was usual to see high levelof water wastage caused through waterleaks left unattended for considerableperiods of time and high level of sewagepollution of rivers caused throughoverflowing sewers.It is among these communities that DistrictMunicipalities must launch education andawareness programmes to inform peoplethat the provision of improved servicesmust be accompanied by correspondingresponsibilities.AIMSTo provide an education to highlight theimportance of water conservationTo provide education to limit the misuseand abuse of the sewage disposal system To reduce the number of blockages and itsimpact on the health of community and theenvironmentTo provide education to promote health anhygiene awarenessAPPARATUSSeries of posters, information brochuresand classroom aids as well as workingmodel.A cross curricular resource guide forlearners and educatorsEducation centre at the WastewaterTreatment WorksStreet theatre performance – wherepossibleMETHODOLOGYDelivery of initial programme to schoolsand members of the community using aseries of posters and a working model.

Implementation – by a team of educationofficers employed by the Department ofWastewater ManagementActivity 1

Using the cross curriculum resource guidefor learners and educators in the classroomcontext to highlight issues related to Waterand Sanitation.Aim: To build on the earlier poster basedprogramme and linkage between water,sewage disposal, health and hygiene.Implementation:Via a "School Sanitation Awareness Week",a week in which the teachers and schoolchildren work through the various activitiesin the guide and take part in visits to theTreatment Works. The "Awareness Week"is preceded by empowering of teachersfrom the school through a structuredprocess of training workshops run inconjunction with Environmental EducationCentres. The Department of EducationEDO’s can facilitate the implementation of"Awareness Week" by the school andprovide support and co-ordination ofactivities.Education CentreThe Educational Centre at the TreatmentWorks must be used by school partiesduring "Sanitation Awareness Week". Sucha Centre must allow students to learn therole that the Treatment Works plays inhealth and environmental protection, fromfirst hand practical experience.

Activity 2 Using the cross curriculum resource guidefor learners to conduct Street Theatre tohighlight issues related to Water andSanitation.Aims:To enhance and sustain the awarenesscreated by the previous schools/community education programme.


2.3 AWARENESS CREATION PACK ON WATER ANDSANITATION (From the Durban Metro Model)

To optimise participation of school childrenand adult members of the community.The play uses humour and a variety ofrecognisable characters such as the"Minister" (a politician) and Council workersto illustrate problems caused through themisuse of sewerage systems. Behind thehumour is the important message thatcommunities must take care of the sewagedisposal system, the environment and notto waste water.Using theatre as an educational tool, thismessage is brought home to residents in anon-threatening interactive manner, whichalso links into the on-going schoolseducation programme.RESULTSThrough the school – community linkagesa greater awareness is raised on theimportance of conserving water – wateraudit both at home and school can becarried out to determine if any behaviouralchange has occurred.Records of blockages are stored in adatabase and this data is measured beforeand after an education intervention. Thuswithin the Metro there has been asignificant reduction in blockages – hencean improvement in river water quality.

TAKING ACTIONLearners take a more proactive role indoing a water audit both at school and athome – by taking regular meter readings,reporting all water leaks and followingthrough to ensure something is done aboutit.• Identify and report all seweroverflows.• Monitor and report river water qualityby encouraging schools to "adopt ariver".• Transfer knowledge to adultmembers of the community.FURTHER ACTION• Learners should be encouraged toform environmental watch groups• Set up an environmental resourcecentre within school.


Reference: Water and Sanitation Pack

– DURBAN METRO

44 Part 2: Section 3– Water Quality Studies

WHAT IS IT?A river cleanup is an outdoor exercisewhere a group of learners undertake toremove the dirt out of a river or waterbody.It is a water quality study which forms partof a subgroup which includes (i) water lifeinvestigation and (ii) E-coli testing - underthe heading “River studies”.AIMTo introduce learners to environmentalprotection, specifically river protection. Itallows learners to audit a “stretch” ordefined section of a river. Learners are alsoable remove physical dirt such as garbageetc. from the river. They are able to identifyand categorize different kinds of litter foundin rivers and are able to make reasonableassumptions about different impacts onthe river. The overall aim is to restore theriver back to its original state or beauty.APPARATUSBlack bagsPeople to clean the river

METHODOLOGYIdentify the closest river to your community.Use the map provided as a guide. Choosea 50m river section. Remove all thegarbage (litter) out of that river section. Identify and sort the garbage (litter) intodifferent categories. You may also counthow many items there are in the differentcategories. Record your results into a tablelike the one below:

Section 3. WATER QUALITY STUDIES Water Quality Studies are activities investigating the status and condition of the water source.3.1 RIVER CLEANUP

Learning Area Specific outcomes

Main Focus Natural Science 5

CROSS CURRICULAR LINK HSS 6.7

MLMMS 6

Critical outcomes 1

Phases: Foundation, Intermediate & Senior

Activity outcomes

Learners will be able to:

• Work effectively in a group

• Collect and organize litter into categories

• Identify what type of litter causes the greatest impact on the river

• Draw a bar graph to represent their findings

• Write a report on their findings giving their recommendations

Part 2: Section 3– Water Quality Studies 45

RESULTSAudit of 50m river section of _________________ river.

A bar graph of the information can also be drawn like the one below:

No.Items

Types of garbage / LitterTAKING ACTIONTake a record of your findings and report it to a 2020 Vision facilitator, environmentalist,local municipality or local authority.FURTHER ACTIONPlan your future follow-up campaign and ongoing monitoring of the river.

Reference: River Cleanup Kit –

2020 VfW PROJECT

GARBAGE/LITTER CATEGORY NO. ITEMS/CATEGORY Plastic 12 Paper 8 Glass 4 Metal 2 Other (eg. Tyres; builders rubble; etc) 5 TOTAL NO. OF ITEMS 31

121086420 Plastic Paper Glass Metal Other


WHAT IS IT?“Caring for our Rivers” is a contribution toeducation and training in the hope that allLearners will become active in Science andEnvironmental Education. The materialconsists of units that deal with basic factsabout catchments, pollution, alienvegetation, health and safety, legislationand the integration of all these elements asthey impact on our daily lives. Units comecomplete with assessment sheets,transparencies and some of the otherresources needed. It supports outcomes-based educationand is organised around specific outcomeswhich we hope will lead learners tobecome more aware about what happensin a catchment and to improve their abilityto solve problems concerning water quality,safety and risks associated with our rivers.Rivers, vleis, canals and other openwatercourses offer to our learners areas ofopportunity to enjoy nature and experiencethe wonders of water!Caring for our Rivers is a refreshingresource aimed at learners at the Grade 7to 9 level, that creates an awareness ofrivers and their catchment areas, promotesgood environmental ethics and encouragesaction. The Natural Sciences LearningArea provides the ideal context in which to

grapple science, it’s application andchallenges that catchments pose.Why should you do this projectactivity?Our rivers in throughout South Africa areresources than can significantly enhancethe quality of life for all residents. Riversoffer people wonderful opportunities forrecreation, enjoyment and economic gain.However, they are often polluted, infestedwith weeds and subjected to the threat ofinappropriate development that putspeople and the ecology at risk. The battleto improve these river systems must neverbe lost. Furthermore, as the condition of ariver improves, so will the diversity of animallife and micro-organisms which in turnimproves the environment in general.These are goals to which all citizens shouldbe striving towards, but it will take morethan just passionate words to reach theseideals. The key to change lies througheducation, and the meaningful participationof all who want a say in improving our rivercatchments.AIMCaring for our Rivers seeks to optimise theusage of our river corridors by our learnersgaining increased understandings of riversand their functioning and contributing totheir improvement.


Main Focus Natural Science 1,2,3,4

CROSS CURRICULAR LINK HSS 6

LLC 7

Critical outcomes 3

3.2 Caring for our RiversPhases: Foundation, Intermediate & Senior

Activity outcomesLearners will be able to:

• Understand how rivers function• Collect and analyse information• Interpret findings • Communicate their findings using appropriate media and communication strategies


APPARATUSIn order to effectively use this resource,learning facilitators would need copies ofthe various units containing the relevantinformation, worksheets for learners, a mapof the area showing the various rivers,some water quality testing kits and someoverhead transparencies used in theclassroom. All these are available from the City of CapeTown’s Catchment ManagementDepartment as part of the “Caring for ourRivers’ package. The transparencies arepre-printed and where they requirechanging to suit local conditions, they maybe printed from compact disc, which is alsoavailable from the same department.METHODOLOGYThe methodology employed links stronglyto the active learning model with an array ofquestions provided that serve as a guide tostimulate thinking and further questioningwhilst learners are actively engaged in anactivity. Further activities areprobing questions posed tostimulate deeper understandingsand a range of activities pertinentto the topic of the unit aresuggested.Learners are encouraged andguided by the learning material togather information throughresearch and discussion, exploreand further question and to takeaction whether it be through aletter to the local press as a formof assessment or a scientificinvestigation on water quality andpollution.The assessment worksheetsencourage various options.External resources and websitesthat may enhance the learningare listed.RESULTSUnits are so structured to allowfor data collection, data analysis,interpretation of findings and the

communication of results. Skills developedinclude problem solving, interpretation,identification of fauna, communication andthe application of science to everyday life.TAKING ACTIONProject ideas are provided which includetaking action through “Friends groups”,investigations, interviewing people on thehistory of the rivers and their associatedenvironment, building catchments tounderstand how they function andunderstanding how legislation impacts onlives of even students.Assessment sheets accompany each unit.FURTHER ACTIONResults obtained should be kept as a basisfor ongoing monitoring.Reference: Caring for our Rivers Pack –

CITY OF CAPE TOWN, CATCHMENT

MANAGEMENT DEPARTMENT


WHAT IS IT?Water life in a river refers to the biologicalorganisms (all Roros) found in a river.AIMTo test state of pollution by looking at theorganisms/ animals living in the river,learners can get an idea of how pollutedthe water is.APPARATUS1. Net (to scoop animals from under therocks and from the river bed)2. Plastic containers (to collect animalsin).3. White clear trays (on which you willidentify the animals)4. Bug-viewer with magnifying glass5. SWAP water quality kit with test slide6. Record sheetMETHODOLOGYDo the following at each of the three sites(Refer to Diagram)STEP1 Disturb the bottom of the riverbed or scrape under rocks inthe river.

STEP 2 Scoop through the water withyour net to collect anyorganisms floating in the water.STEP3 Place these organisms on thetraysSTEP4 Also collect organisms underthe rocks in the river bybrushing them into yourcontainer.STEP5 Identify the organisms you havefound using the test in theSWAP kit. Use the magnifyingglass if necessary.STEP6 Record your findings on therecord sheet attached.STEP7 After you have your findings, putall organisms back into the riveror similar water body


Main Focus NS & Tech. depending on phase 1,2

CROSS CURRICULAR LINK LLC 7

Critical outcomes 5

3.3 Water-life InvestigationPhases: Intermediate & Senior


• Complete the investigation step by step • Interpret their findings• Communicate their findings using appropriate communication strategies and media

RESULTS

TAKING ACTION Copy a report of your findings to the facilitator, Water Service Provider, Water QualityOfficer from DWAF, Environmental officer from Department of Health, Local structures,Media.FURTHER ACTIONTest the chemistry of the water to gain a complete picture of the health of the river.


RECORD SHEETNAME OF RIVER:___________________________________________________________DATE: __________________________________________Circle the appropriate answer: 1. Is the water clear? YES NO2. Is the river flowing? YES NO3. Are there plants in the water? YES NO4. Are there visible signs of pollution?If yes, list them here:___________________________________________________________________________PRESENT WATER QUALITY

Mayfly nymph Clean waterStonefly nymph Clean waterFlatworm Slightly polluted waterCaddisfly Slightly polluted waterWhirligig beetle Slightly polluted waterDragonfy Slightly polluted waterWater snail Moderately polluted waterBlood worm Moderately polluted waterWater algae Moderately polluted waterRat-tailed maggot Badly polluted waterSludgeworm Badly polluted waterNo life Toxic pollutionTOTAL ORGANISMS

Reference: Water Quality Testing Kit –

SOMERSET EDUCATION


WHAT IS IT?A test to determine the quality of the watersources used in a community.A. CONTAMINATION CAN BE CAUSEDBY:a. Faeces of humans and animalswhich lands in water

b. Pit toilets, which are notproperly built and leak into thewaterc. Broken sewer pipes that leakfaeces into the river or dams

It is important to do faecal contaminationtesting because contaminated watercauses gastro-intestinal diseases such asdiarrhoea, fever etc.AIM• To test the quality of the drinkingwater and river water,• To identify the pollutants in the water,• To raise awareness amongst peopleabout water quality and health issues,• To assist people in taking action toimprove the quality of their watersources

APPARATUS1. E-coli kit (10ml tubes with powder forgrowing bacteria)2. Recording tableMETHODOLOGYFollow these steps and then use the gridbelow as a guide:STEP 1. Identify the closest river in yourcommunity.STEP 2. Choose a 50m-river sectionSTEP 3. Mark it off Start (10m); Middle(25m); End (50m).STEP 4. Take your samples at thesethree points i.e. - 3 sampleseach at 10m, 25m, and 50m =9 samples.STEP 5. Fill the tubes with the watersample to the first water line.STEP 6. Screw lids tightly on tubesSTEP 7. Shake tubes to dissolvepowder.STEP8. Put in incubator or warm placeand leave for 24 hours(specimens must be kept warmfor bacteria to multiply).


Main Focus Natural Sciences 1,5,9


MLMMS 6

Critical outcomes 1,2,5

3.4 E-coli (Germs in water) Testing

Phases: Intermediate & Senior


• Complete the e-coli test step by step • Interpret their findings• Make recommendations for a) immediate and b) longer term monitoring solutions • Communicate their findings using appropriate communication strategies and media

STEP 9. Read table for colour changeresults.STEP 10. Report your findings to thefacilitator, Water Serviceprovider, Water Quality officerfrom DWAF, EnvironmentalHealth Officer Department ofHealth Local structures, Media.

RESULTSThe quality of the water from the varioussources will be available after analysis ofthe water testing results. The results shouldgive an indication of good quality or poorquality water and the causes for it.


site 1 site 2 site 3Sample 1 yellow not yellow yellow not yellow yellow not yellow Sample 2 yellow not yellow yellow not yellow yellow not yellowSample 3 yellow not yellow yellow not yellow yellow not yellow

TABLE TO RECORD RESULTS OF E-COLI TESTSInstruction: Circle the result of each sample at the different sites

Key: Yellow= bad not yellow= good TAKING ACTIONIf the water is of poor quality, identify thereasons for it, Group the reasons into categories ofimmediate solutions (e.g. organise a riverclean-up, remove litter) and longer termsolutions (involving the municipality, put upinformation boards),Implement the solutions or actions

FURTHER ACTIONThe water test can be done again tomonitor the improvement of the waterquality. The community must be encouraged tosupport the actions to improve the qualityof the water in the area.

Reference: Water Quality Testing Kit –

SOMERSET EDUCATION


WHAT IS IT?It is a water quality study which forms partof a subgroup which includes (i) rivercleanup and (ii) E-coli testing - under aheading of “River/ catchment studies”.It is an outdoor exercise undertaken by agroup of learners. A series of 8 unitslooking at:1. Nguni water collection 2. Catchment history 3. Health risk in catchments 4. Catchment conservation 5. River site quality 6. Water life 7. Water clarity and 8. Summarises the whole study AIMThe aim is to allow younger learners(Grades 3 – 7) to do an observational waterquality audit to report on the state ofpollution of a river or water body. Itprovides a holistic assessment of the state

of a catchment riverAPPARATUSSWAP Water quality observational packwhich includes 2 Field record books and allitems to carry out the study all neatlypacked in an A4 plastic sleeve.METHODOLOGYUnit 1: Learners read the Unguni story asbackground investigation of localknowledge in their areas.Unit 2: They then carry out local interviewsof indigenous stories of change.Unit 3: Learners investigate the health riskof their water in their environment bylooking at the water source; colour andsmell of the water and the possible healthrisksUnit 4: Learners investigate the land-usepatterns in their catchment by interpretingif:The catchment has become degradedover time, impact on the wetlands and howwaste is managed .


Main Focus Natural Sciences 1

or Technology 2


HSS 6

Critical outcomes 5

3.5 SWAP Observational Activity



• Complete the audit activities step by step• Work in a group to complete the chosen sub-sections of the audit • Interpret the results of the total audit • Make recommendations on the basis of the results • Communicate their findings using appropriate communication strategies and media

Unit 5: River site quality is investigated.The type of river bed, depth of water; riverwidth and speed of flow are investigated.Visible observations are made to see if theriver is polluted and if the river banks andnatural vegetation are intact to provideflood and erosion control.Unit 6: Learners investigate the water lifeusing the SWAP bug dial and water qualitytest slide.Unit 7: ¨The water clarity (turbidity) istested using the turbidity sighting disc anda 2 litre coke bottleUnit 8: A summary is made of theirfindings of Units 2-7.RESULTSLearners ultimately come up with aSummary of audit scores of each of theseunits.They also come up, based on they findingsof:a. An overall community health riskratingb. An overall catchment water qualityrating

TAKING ACTIONCall a school water audit project (SWAP)meeting to report results and to plan furtherschool water action project activities. Forma enviro-club and choose a SWAP waterteam. In this way they can work to improvehuman and ecosystem healthFURTHER ACTIONThe SWAP water team can write a reportsharing their findings with the 2020Facilitator, water service provider, WaterQuality officer of DWAF, EnvironmentalOfficer from the Dept. of Health, Localstructures and the media.They can also continue monitoring thecatchment and continue reporting theirfindings to the relevant authorities.


Reference: SWAPWater Quality Audit

Pack – SHARENET


WHAT IS IT?A test to determine the quality of thegroundwater sources used in a community.AIM• To test the quality of the groundwaterutilised for daily household activities• To identify the pollutant componentsin the water• To raise awareness amongst peopleabout water quality and health issues• To assist people in taking action toimprove the quality of theirgroundwater sourcesAPPARATUSA groundwater monitoring kit-which is ageneral kit to test the water sourcesCopies of the worksheetMETHODOLOGY• Identify and record the groundwatersources in the area• Test the drinking water, borehole

water and river water if these are allavailable in the area• Follow the step by step testinginstructions provided with thegroundwater monitoring kit• Record the results onto theworksheets provided• Analyse and interpret the resultsRESULTSThe quality of the groundwater sources willbe available as soon as the pupils andteachers analyse and interpret the resultsof the tested water. The results should givean indication of good quality or bad qualitygroundwater and the causes of it.TAKING ACTION

• If the water is of poor quality, identifythe reasons for it• Group the reasons into categories ofimmediate solutions (e.g. fencing offthe pits) and longer term solutions(involving the municipality)• Implement the solutions or actions


Main Focus Natural Sciences 1,4

CROSS CURRICULAR LINK Life Skills or Life Orientation 2,7

depends on Phase

Critical outcomes 7

3.6 Groundwater Awareness and Quality Testing



• Identify the groundwater sources in the area• Identify similarities and differences with poster pictures• Do the groundwater experiments correctly• Identify the consequences of the unsustainable use of groundwater• Show an understanding of the results obtained by developing logical options to improve theuse and protection of the groundwater points

FURTHER ACTIONThe water test can be done again tomonitor the improvement of thegroundwater quality.

The community must be encouraged tosupport the actions to improve the qualityof the groundwater in the area.


Reference: Groundwater Awareness

Pack – 2020 VfW PROJECT


WHAT IS IT?The measuring of groundwater levels formonitoring purposes. AIMTo prevent the aquifer from being over-pumped, hence preventing the long termdepletion of groundwater in the entireaquifer.To optimise the individual boreholepumping rates.To prevent poor quality groundwater fromentering the aquifer.APPARATUSDip meter (100 m) - for measuring boreholewater levelsConduit pipe for dip meter ( 100m 25 mmLDPE)Flow meter - for measuring boreholeabstraction.Logbook - for recording the data collectedat the borehole.Graph paper- to record different trends ofthe water levelsData collection and storage softwareMETHODOLOGYInstall a flow meter on the pumping main,adjacent to the boreholeInstall the conduit pipe for the dip meter.

Show the children how to measure thewater levels and the abstraction.Show them how to record these on thelogbookRESULTSAfter the data has been analysed by aqualified person, over-utilisation can bedetected soon to prevent the so called“drying up” of boreholes. The efficientpumping rate can be established.TAKING ACTIONLower abstraction rates can berecommended, if there is a possibility ofover-pumping occuring.Abstraction of groundwater can also berecommended to be doen for a certainperiod, i.e. for 6 hours or more per day. FURTHER ACTIONThe children can be encouraged to tell theirparents about the possible over-pumpingof other boreholes in the area that mightlead to the depletion of groundwater fromthe entire aquifer. Hence recommend thatall abstraction boreholes should beproperly monitored.


Main Focus MLMMS 5,6,9


Critical outcomes 4

3.7 Borehole Monitoring



• Complete the audit activities as described • Interpret the results of the total audit and make recommendations on the basis of the reults• Commincate the results and the recommendations using appropriate communicationstrategies and Media

Reference: Borehole Monitoring – DWAF

EASTERN CAPE

58 Part 2: Section 4– Water Quantity Studies

WHAT IS IT?It is measuring the water we use to avoidwasting it in schools and at home.AIM• To quantify how much water used indifferent activities at school and/or athome• To identify where most water is used• To implement measures that will startsaving water in areas where toomuch is used• To quantify the savings (financial orotherwise) of saving water• To identify where the savings can beotherwise usedAPPARATUSA water audit kit comprising of:a. Literature : 1. to create awareness such as

posters, pamphlets, etc.2. to guide activities to measurewater i.e. teachers manual3. to give guidelines on ways tosave water after the audit isdone. e. g. A Guide to WaterSaving in SA - by Steve Campof Umgeni Water4. to keep a record of findings i.e.a school or home record sheet(this is found in the supportpack)b. Water measuring apparatus 1. measuring jug 2. black plastic bags3. stopwatch4. calculator

Section 4. WATER QUANTITY STUDIESWater quantity studies are carried out to measure the amount of water we use. Based on the resultsof the initial assessments, we take appropriate actions to ensure more effficient use of our water.



CROSS CURRICULAR LINK LLC and 7

Arts and Culture 1,6

Critical outcome 5

4.1 Water Audit: Urban Conditions

Phases: Foundation Intermediate & Senior


• Complete the audit activities step by step • Use calculations as described to arrive at accurate estimations of the amount of water usedby each activity• Design their own practical methods to audit other activities mentioned • Complete the above activities as preparation for the audit• Complete the audit• Calculate the results of the audit• Interpret the results of the total audit• Make recommendations on the basis of the results • Communicate the results using appropriate communication strategies and media

METHODOLOGY• Gather a group of enthusiasticstudents into a water team tocoordinate the audit at school• Conduct an awareness campaign inorder to raise awareness and gainparticipation from all using water atyour school or at home• Set aside a day to do the water audit• Allow the water team to conduct aninvestigation to identify all the thingsthat use water• The water team should then estimatehow much water each activity uses• On the day of the audit, read thewater meter early that morning eg.8am, to see how much water will beused over that day (24 hour period)• Students, teachers and non-teachingstaff count the number of times theyuse water in a day. This they multiplyby the number if litres each activityuses.• Work out total consumption for eachclass. Add all class totals togetherwith consumption of urinals andgardens to get a school total.• On the following day, read the watermeter again early that morning, e.g.8am, to see how much water will beused over that day (24 hour period)• Compare the school’s totalconsumption with the meteredconsumption to see the effectivenessof the audit

RESULTS You can draw a bar graph to showconsumption for each classYou can add total water used in eachactivity so that you can identify wheresavings can be made

TAKING ACTIONBased on your findings, you can takeactions such as:a. Fixing leaking tapsb. using cups to drink c. flushing toilets less d. closing urinals after school hours andover weekends e. doing water-wise gardeningFURTHER ACTION• Read the water meter on a daily andweekly basis to see whether theschool or persons at home are usingless water• Calculate what the water savingswould be and how much moneywould be saved for the next year ifwater is conserved• Under the guidance of the teacher,you may also try a similar exercisewith electricity

Part 2: Section 4– Water Quantity Studies 59

Reference: Water Audit Kit – 2020 VfW

PROJECT


PREPARATION ACTIVITIES FOR THEIMPLEMENTATION OF WATERQUANTITY ACTIVITIESSTEP 1: LIAISON ANDORIENTATION• What is it?• Why is it important to do it?• Materials:• How to do it!Purpose - to introduce the project tovarious stakeholdersLiaison with:a. DWAF Provincial Co-ordinatorb. Department of Education DistrictManagerc. Regional Convenor

d. District Co-ordinator e. Principal of the schoolf. Educatorsg. Community FacilitatorsSteps in liaisonSESSION: 1Make an appointment with the principal,introduce the project briefly and arrange ameeting with other staff members.a) Introduce the project • Give background of the project• Explain the different types of activitiesand timing of the project ( displaymaterials )b) Explain benefits and advantages ofparticipating in the project to theschool and the learners



CROSS CURRICULAR LINK MLMMS 5,6

or Technology 1

or HSS 1

and Arts and Culture 6

depending on PHASE

Critical outcome 1,2,4,5

4.2 Water Audit : Generalised Approach


Activity outcomes



• Project is supporting OutcomesBased Education. Materials aredesigned to fit to OBE. Environmentis a phase organiser, and water auditsor water conservation activities canbe made a programme organiser.Activities and outcomes of the wateraudits can be linked to the 8 learningareas such as Language literacy andcommunication, Technology,Mathematical literacy, Economic andManagement Science, Lifeorientation, natural skills, Human andSocial Science, Arts and Culture. Itcan be used as a programmeorganiser• It will also sensitise learners aboutimportance of water and it will alsoprepare them for careers in watermanagement• Create awareness on environmentaland health education with specialemphasis on water and sanitationand other water related issues.Expected outcomes of the first session:• Indication whether the school willparticipate or not• Type of activity the school will do• Participating class/es will be identified• Teacher/s co ordinator/s responsiblefor the project will be identified• Agree on date of auditSTEP 2 : PLANNING FORIMPLEMENTATIONSESSION : 2• GET appropriate materials• Meet with participating class/es andco-ordinating educator/s• Introduce project to learners andexplain the benefits• Display materials• Establish the water audit team(10 learners)• Divide children into 5 groups of2 children in a group• Explain their roles and responsibilities• Introduce the play by having thelearners act it out (to enhance their

participation) Agree with educator/son the day that the play will bepresented to the school• Identify water meter and find out if it isworking, if not contact Municipality• Check water leaks with water teamOUTCOMES• Water teams will be established• Roles and responsibilities will beclarified• Awareness regarding the project tolearners• Water meter will be identified• Tell recording team to read watermeter following day STEP 3: IMPLEMENTATIONSESSION: 3• Presentation of the play to the school• Agree with school management onhow the audit will be conducted(approach - class involvement orhands/on approach)• Orientation of water audit team andlearners to:- documents of the chosenactivity


Tools/materials to be used• procedure to be followed for theactivity (e.g. what to do on the auditday)-• reading of water meter for 7 daysincluding audit day (facilitator mustensure that teacher will monitor thewater meter reading by recordingteam for 5 days )OUTCOMES• Awareness will be created• All learners that will be involved willknow their responsibilities and whatwill happen on the audit daySESSION: 4• Orientation of water audit team andlearners to the documents of thechosen activity

What to do on the audit day:• Do averages for each activity • Remind learners about what will bedone on the water day• Distribute documents to water auditteamOUTCOMES

• Awareness will be created• All learners that will be involved willknow their responsibilities andwhat will happen on the audit day • Averages will be recordedSTEP 4 : COMPLETIONSESSION : 5• Compile report, develop action plan/school environmental policy• Plan presentation day of findings tothe school and relevant structures• Evaluation of project by the teachersSESSION : 6Presentation Day of findings


Reference: Water Audit Kit – 2020 VfW

PROJECT


.

. .

ACTIVITY GUIDE FOR EDUCATORS

1. Locate the water meter for the school. 1.Educator forms a water teamSCHOOL WITH WATER FACILITIES SCHOOL WITHOUT WATER FACILITIES2.Educator to explain how to read the water meter 2.Water team finds out a) how much water comes onto the schoolevery dayb) How water is used at the school 3. Read the water meter over a period of 7 days and recordthe readings 3. Water team finds out :a) status of all the water points at the schoolb) Good and bad water practices at the school4. Day before the audit: • Follow up if water meter reading has beenrecorded.

• Remind the learners and audit team of theirresponsibilities on the audit day• Prepare the class audit table by placingaverages on them in 2nd last line

4. Day before the audit: • Remind the learners and audit team of theirresponsibilities on the audit day• Prepare the class audit table by placingaverages on them in 2nd last line

5. The water audit day:Distribute “Class water audit table” to water audit team. Ifapproach is involving all classes, audit teams distribute thetable to each class. If approach is “hands-on, audit team isdistributed to different water points to monitor water use forthe whole day.- Depending on the approach, water team will collect all“Class water audit tables” and hand them over to theeducator

5. The water audit day:Determine total litres of water brought onto the schoolDistribute “Class water audit table” to water audit team.If approach is involving all classes, audit teams distributethe table to each class. If approach is “hands-on, auditteam is distributed to different water points to monitorwater use for the whole day.- Depending on the approach, water team will collect all“Class water audit tables” and hand them over to theeducator

6. After the audit day:- Facilitator collects “Class water audit tables” and schoolrecord sheet from the educatorCheck and compile school record sheet with the audit team

6. After the audit day:• Facilitator collects “Class water audit tables” andschool record sheet from the educatorCheck and compile school record sheet with the auditteam

7. Assist audit team to develop the graph and make theschool poster. 7. Assist audit team to develop the graph and make theschool poster.8. Facilitate a meeting with school management that willinvolve local structures, relevant govt. dept’s such as DWAF,Dept. Health, Env. Affairs, DOE, local authority, councillor/s,media.Purpose of meeting is to present the findings. To agree onaction plan / Way forward.Learners should do the presentation if possible

8. Facilitate a meeting with school management that willinvolve local structures, relevant govt. dept’s such asDWAF, Dept. Health, Env. Affairs, DOE, local authority,councillor/s, media.Purpose of meeting is to present the findings. To agreeon action plan / Way forward.Learners should do the presentation if possible

9. Publish findings in local newspapers with photo’s- Compile final report/s and send them to the districtco-ordinator of DWAF

9. Publish findings in local newspapers with photo’s- Compile final report/s and send them to the districtco-ordinator of DWAF


WHAT IS IT?The three main ways to save water in thehome are the three R’s. REDUCE, REUSEand REPAIR.This activity is a focus on REPAIR in a bidto cut water losses, and save money.AIMa. To show the amount of water that aleaking tap wastes.b. To teach people how to fix leakingtaps.c. To get people as to act immediately inrespond to leaks and pipe breaks.APPARATUSThe kit consist of the following:a. One tapb. One shifting spannerc. Threading taped. Tap washers e. Flush-valve washers (for toiletcisterns)

METHODOLOGY1. Identify water waste areas 2. Identify solutions to waste areas3. Group the problems and solutionsinto categories of REUSE, REDUCEand REPAIR.4. Focus in on REPAIR and use taprepair as an example. The practicalcomponent is crucial.5. Determine how many leaking tapsthere are at school or identify aresidential area to target.6. Determine the amount of water thatgoes to waste.7. Repair the taps8. Determine the amount of watersaved.RESULTS

It is said that a leaking tap that drips onceevery second amounts to 7000 litres ayear.This activity will obviously save water.


Main Focus Technology 1

CROSS CURRICULAR LINK Natural Science 4

or MLMMS 4

and EMS 5

Critical outcome 6

4.3 Tap and Leak Repair Pack


Activity outcomes


• Complete the assessment of all taps at school following the finding of leaks in the water audit• Use calculations as described to arrive at accurate estimations of the amount of waterwasted by leaks • Follow step by step procedure on how to fix a tap• Calculate how much water will be saved by fixing the leaks • Work out the economic implications of saving water

The children learn how to repair a leakingtap, skill that will never be forgotten andalways be applied.TAKING ACTION1. Determine how many leaking tapsthere are at school or identify aresidential area to target.2. Determine the amount of water thatgoes to waste.3. Repair the taps4. Determine the amount of water andmoney saved.FURTHER ACTIONRegular inspections can be done to ensureleak-free taps.


Reference: Tap and Leak repair Kit –

2020 VfW PROJECT


2020 Water OuditINLEIDINGDie onderstaande is n lesvoorbeeld. Diefasiliteerder moet verdere naslaan werkdoen om die les so interesssant asmoontlik aan te bied. Slegs belangrikeaspekte t.o.v. die belangrikheid van waterword uitgelig. Praktiese toepassing kan indie buitelug of in a laboratorium geskied. BELANGRIKHEID VAN WATERMens, dier en plante het water nodig om telewe. AS is n droe land. Ons reenval isongeveer 500mm per jaar. Dit meen as jy ndrom laat staan op n plek wat 500mmreenval kry sal dit n volle jaar neem vir diedrom om half vol te word. 2/4 van diemenslike liggaam bestaan uit water. Onskan n paar weke sonder kos lewe maar net

n paar dae sonder water. Baie van onsgebruik baie water elke dag. Ons baddensword vol getap. Ons bad 2 keer per dag envergeet om verskuif te word. Krane wordoop gelaat nadat water gebruik is. Diebome is ons as mens se suurstof fabrieke.Die suurstof wat hulle vrystel, asem on inen die koolstofdioksied wat ons uitasemgebruik hulle weer. Ons is dus afhanklik vanplante. Het julle al gewonder wat salgebeur as ons een oggend opstaan en diekrane het nie water nie? Ons moetskooltoe gaan, by die skool is daar ook niewater nie. Dink bietjie wat sal gebeur. Jadie toilette kan nie gebruik word nie. Onssal moet terug huistoe waar daar ook niewater is nie. Dit beeld uit dienoodsaaklikheid van water. Ons moetbesef dat water kosbaar is en nie gemors



CROSS CURRICULAR LINK MLMMS 5,6

or Technology 1

or HSS 1

and Arts and Culture 6

depending on PHASE

Critical outcome 1,2,4,5

4.4 SWAP Rural Quantity Audit - in Afrikaans


Activity outcomes



moet word nie. Daar is nog baie mense inSA wat nie water by hulle huise het nie.Hulle moet sover as 10 km hul wateraandra huistoe. Gewoonlik is dit dievrouens, want die mans moet bedagswerk. Ons is dus baie gelukkig om waterby ons huise te he. Daar is ook mense watgrondwater gebruik m.a.w windpompe.Waar tref ons water aan? Reen, see, mere,riviere, ondergronds. Hoe vindkondensasie plaas? Kom ons neem dievolgende as n voorbeeld. Wasem teen nkoue ruit. Die water in n’ pot wat gekookword. Water in n ketel wat kook. Wat hetdie water laat kook? Hitte. Wat is onsbelangrikste bron van energie?Hitte/warmte, m.a.w. die son. Die hitte watdie son uitstraal laat die water in die see,riviere, mere en damme verdamp. Hierdiewaterdamp styg in die lug op. Daarbo is dieyskoud. Gevolglik vind afkoeling plaas(kondensasie). Wolke word gevorm enuiteindelik reen dit. So word die riviere,mere en ook ons ondergrondsewaterbronne gevoed.Praktiese UitvoeringAPPARAAT BENODIG:a. Groot emmer (10L)b. Swart sakc. Maatbekerd. Horlosie /uurglase. Prente met illustrasiesOns gaan drie eenvoudige eksperimentedoen net om vir julle bewus te maakhoedat ons daagliks water vermors. Jullemoet neerskryf hoeveel water by elkeeksperimente verlore gaan.Oopdraai van kraan vir 1 minuut:Opleier sit emmer onder kraan en draai diekraan op terwyl hy/sy tyd hou. Daarnaword die water in die emmer gemeet.Was van hande:Opleier vra een leerling om sy hande te wasterwyl tydgehou word en afval water inswart sak loop. Die afval water wordgemeet.Drink met die hand:Een leerling drink met sy hand water enafval water word in emmer laat loop.

Hierdie water word weer gemeet. Leerlinge gaan terug klas toe en die opleierdoen n paar somme in samewerking metdie leerlinge op die bord. Bv. Drink met die hand

600ml verlore waterx 600 leerlinge op skool360 000 ml

= 360 L water wat verlore is.Gestel water kos 2c/LDus 360X 2c720c = R7.20

x 2 pousesR14.40

X 20 skooldaeR288.00 per maand

Julle moet aan maniere dink hoe onsdaardie water kan bespaar. Leerlinge enopleiers praat daaroor.Opleiers kies waterspan wat by die skoolhelp om besparingsmaatreels toe te pas endie skool water oudit te doen. Hy/sy kiesook die leerlinge wat die huiswateroudit bydie huis gaan doen.


Reference: Rural Water Audit Kit – 2020

VfW PROJECT


WHAT IS IT?Water harvesting is the collection, storageand wise use of precipitation, mainly in theform of rainfall. Water can be harvested inmany ways, using several techniques-rainwater tanks from roof gutters is oneexample, and swales and contours inagricultural lands is another means, whererainfall is captured and sinks into the soil,rather than carrying the soil away as run-offand erosion.AIMa. To understand the concept of waterharvesting as a means of conservingwater by calculating how much watercan be collected from your schoolroof.b. To learn practical means of harvestingwater in order to optimise on availablerainfall and reduce the time spent onfetching water in buckets

APPARATUS1. Garden tools such as rake, hoe andspade2. Mulching material (dry grass orweeds, old newspaper, etc)3. Roof guttering4. PVC or zinc water tanks, or a cleandrum for collecting waterMETHODOLOGYa. Roof harvesting

• Calculation based onroof size x annual rainfall• Getting required resourceslocally• Installing guttersInstalling tanks• Keeping a record of water used



CROSS CURRICULAR LINK Technology 3

or HSS 4

or LLC 7

and EMS 5

depending on PHASE

Critical outcome 5,6

4.5 Water Harvesting


Activity outcomes


• Follow and complete the audit activities step by step as described• Do the calculations and record your results accurately• Interpret results accurately• Make recommendations on the basis of the results • Use results to develop an action plan• Work out the economic implications of harvesting water• Communicate the results and ideas using appropriate communication strategies and media

b. Harvesting for plant production• plot preparation involvingsetting up an experiment and acontrolRESULTS

a)_______________________________________________________________________b)_______________________________________________________________________TAKING ACTION• There are many ways that a schoolcan harvest water, even without fundsto purchasing water tanks. The mostdirect and effective way to harvestwater is to collect the rainfall fromyour school roof, into a tank or adrum. Remember that your collectionpipes or gutters, as well as thestorage container must be clean andcovered if you intent to drink thewater. If you do not have a sealedwater tank, you could put a layer ofgauze over the drum to keepmosquitoes, rats and dirt out of thebarrel.• Used water from the home, called‘grey water’ can also be recycled andused in the garden for vegetables andtrees, and for washing cars. ( SeeEDA poster)• If you have young trees planted atyour school or village, you can helpthem to get water by building smallcatchment walls to channel rainfall tothe roots of the tree. This will save alot of time and effort fetching water inbuckets, and help the tree to growwell. ( see diagram below)FURTHER ACTION• You can encourage your families andrelatives to harvest water using theabove methods• A group of yourself and your friendscould assist elderly people to install a

drum to collect roof runoff, to mulchvegetables and to make v-catchments for trees. • Erosion control activities to reducerunoff and provide more water forgrassland


Reference: Water Harvesting Kit – EDA

TRUST OR 2020 VfW PROJECT


WHAT IS IT?Assuming that you have completed theWater Audit, follow these simple steps forthe development of a School Water Policyand management plan.Divide your learners into small groups.One group of learners should work on theresults of the Water Quality audits andanother work on the results of the WaterQuantity audit, provided you did bothaudits. (It is not always possible to do aWater Quality Audit on your own watersource, since water may be piped to youfrom a source quite far away).There are two things, which are veryimportant in the development of a WaterPolicy:An appropriate management structure –either the learners or yourself as educatorsshould be responsible for the overallmanagement of the project to ensureproper administration and co-ordinationA plan on how the development andimplementation of the policy cancontinuously from part of theimplementation of the cirriculum. This will

be the task of the educator. By makingyour Water Policy part of the cirriculum,you are ensuring that you are not creatingextra work for yourself. Learners will alsotend to take the Water Programme moreseriously if it forms part of their generaleducation programme.APPARATUSThe Resource-Use Component of the SEPPack.The Schools’ Water Policy Record Sheet inthe support packMETHODOLOGYStep 1: Interpret the results of the auditsand prepare a presentation for the class orthe whole school. This presentation shouldalso include suggestions for Water WiseAction, that is, things you and your learnerscan do to cut on your water consumptionat school and at home and also things youcan do to help improve the quality of youwater source, if that was included in youraudit.Step 2: After the presentation of thesuggestions you can carry on with thedevelopment of your School Water Policy.


Main Focus Life Orientation 5,7


Critical outcome 1,2,3,4,5,6,7

4.6 Developing a School Water Policy and Management Plan


Activity outcomes


• Interpret and communicatea) the results of the audits and b) the suggestions for action

• Decide on simple practical actions to be executed • Develop a simple, practical and detailed Water Management Plan

(which should be added to by the school management)• Commit themselves to the School Water Policy

Firstly, you and the learners as a group willhave to decide which suggestions arepractical and could be executed withouttoo much trouble. If the tasks you choosefor yourself are too difficult, you and thelearners will be demoralised.RESULTSA School Water PolicyACTIONThe next step is to develop a School WaterManagement Plan. You can use thefollowing table for this.

FURTHER ACTIONAfter completing the School WaterManagement Plan, write a summarystating what actions you and your learnersare committing to, how long you areplanning to take to complete these actionsand what your long term goals are. Whenyou have completed your summary youand your learners can all sign it to showyour commitment towards the project.This document is then a written statementof your School Water Policy. Include this inyour year plan for the following year.


School water management planPlanned actionor Tasks Responsibilities Who will beResponsible

List all theactions or taskyou havedecided to carryout in step 2

Responsibilitiesfor each ofthese tasks Be specific!Be practical

Who will beresponsible forcompleting thesetasks (Havelearners workingin groups)

Reference: School Environmental Policy

and Management Plan - SHARENET

72 Part 2: Section 5– Wetland Studies

WHAT IS IT?A unit of learning designed to take placeover a couple of weeks. The educator candecide how much detail will be coveredand select which activities they would liketo do. The activities vary from wetland foodwebs, to mind mapping, to model building,and a full wetland audit. Additionalinformation of wetlands is also provided. Inall cases, the emphasis has been on thelearners finding out for themselves,conducting hands on audits and creatingtheir own knowledge. The unit has beensuccessfully implemented by both primaryand high school educators. AIM

The aim of the unit is to enable learners tounderstand what a wetland is, how itfunctions and the value of maintainingwetlands. Additional skills have also beenbuilt into the unit, such as puzzle building,

mind mapping, model making, auditing,reading for understanding. The emphasis ison fun orientated learning that follows theprinciples of self exploration andexperimentation.APPARATUSMost of the equipment that is needed isprovided in the form of a copy ofEnviroTeach No1 2000 and an audit grid.Both of these are obtainable from yourDWAF 2020 regional co-ordinator.Additional equipment is needed to createthe wetland model, but all of it is eithereasily obtainable “kitchen” materials oritems that would be thrown away. METHODOLOGYAll of the activities come complete with adetailed set of instructions, which areincluded in the EnviroTeach No1 2000edition.


Main Focus Natural Science 1,4

CROSS CURRICULAR LINK HSS 4


5.1 Wetland Health Check-up


Activity outcomes


• Understand what a wetland is • Show a positive attitude towards the conservation of wetlands• Do a step by step audit of a wetland• Understand how a wetland functions • Build a complete and working model of a wetland• Understand the value of wetlands and why we must conserve them

Section 5. WETLAND STUDIESWetlands differ in size and location and are areas with poor drainage. They store water and maintainwater quality. Plants in the wetland trap particles of soil in the water so that the water becomes clear.Marshes, bogs, swamps, vleis and sponges are examples of wetlands. Wetlands can be used for fishfarming and can provide raw materials for people to use, as well as store water. A wetland audit canhelp learners in understanding what a wetland is, how it functions and the value of maintaining it.

RESULTSIf all the activities are completed, thefollowing items should have been made: (1)a complete wetland food web game; (2) Acomplete set of mind maps based on keyaspects of wetlands (3) A complete andworking model of a wetland (4) a completeaudit of a wetland. TAKING ACTIONBased on the information provided in theEnviroTeach No1 2000 edition, and theinformation gathered using the wetlandaudit grid, the learners should be able todecide on what type of action should beundertaken. Actions can include adopting

the wetland, educating others on theimportance of wetlands, cleaning up thewetland, fencing the wetland off, removingalien plants etc.FURTHER ACTIONAfter the initial round of actions, a newaudit can be undertaken to ascertain theeffects of the remedial actions. Furtheradditional action can then be taken.

Part 2: Section 5– Wetland Studies 73

Reference: Wetland Observation Kit–

TRACY MC KAY AND RAND WATER

WHAT IS IT?Gardening with plants suitable to your areaand arranging them in a way which willreduce the amount of water required tomaintain the gardenAIMTo develop a water-wise garden at yourschoolAPPARATUS1 dedicated teacher 1 dedicated groundsperson10 members of the school gardening clubInterested parentsSpadeHose pipe/ watering canItems provided in gardening pack by 2020Vision VfWChecklist to get you startedEnvironmental education directory Contact list for resources eg. Compost andplants

Water-wise gardening handbookPlant list Greening handbookMETHODOLOGYTeacher and Groundsman need make surethat the rest of the staff is in support of theprojectRound up a core group of 10 students as agardening club Get the Water-wise gardening pack from2020 VfW ProjectMake sure that you have all the equipmentrequiredWork through the checklist and allocate a9m2 area for the gardenDecide as a group if your site is suitable fora gardenConsult contact lists to source 1m3compost and 1m3 mulch for your project

Section 6. WATER AND PLANT STUDIESPlant are not able to survive without water. However, invading alien plants generally use more waterthan indigenous plants. It is therfore important for us to plant and use indigenous plants whereverpossible in order to conserve water.


Main Focus Natural Science 4

CROSS CURRICULAR LINK MLMMS 5


6.1 Water-wise Gardening


Activity outcomes


• Understand what a water-wise garden is• Work effectively as part of a group• Do a step by step plan and implementation of a water-wise garden• Monitor water use of the water-wise garden and a conventional garden of the same size• Compare water consumption of the water-wise garden and a conventional garden • Explore other methods of saving water at school

78 Part 2: Section 6 – Water and Plant Studies

If it is suitable start clearing it of alien plants,builder’s rubble, etc.Refer to the plant list provided to selectplants the club would like in the gardenUse contact list to source plants Make sure that the compost is worked intothe soil to a depth of at least 50cm beforeplantingPlant just before your rainfall period Make sure that the garden is well wateredafter planting Give less frequent good waterings of atleast 10mm – refer to the Water-wisegardening handbookApply a 10cm layer of mulch on the soilsurface around the plants after plantingWeed the garden at least once a weekRESULTSA living educational resource for science,math, literature at schoolEstablished contacts for future projects Established demonstration garden forvisitorsIn-house collection of water-wise plantsfor future projects Reduced water billReduced water usage School beautificationWorking gardening club

TAKING ACTION:• Compare water consumption of thewater-wise garden and conventionalgarden areas of the same size• Explore other methods of savingwater at school• Grow more plants from plants in thegarden-refer to greening handbook• Invite other classes or school forlessons in the garden• Make plant labels with details ofwater-wise characteristics of plants • Test soil moisture in mulched areacompared to bare soilFURTHER ACTION• Develop new garden areas at yourschool• Involve community members ingardening projects by trading plants• Make cuttings to raise funds or todonate to other schools orcommunity organizations• Start a vegetable garden to support afeeding scheme

Part 2: Section 6 – Water and Plant Studies 79

Reference: Water-wise Gardening Pack –

NATIONAL BOTANICAL INSTITUTE

AND 2020 VfW PROJECT

WHAT IS IT?The Working for Water induction training pack hasbeen designed to train trainers and workers in theWorking for Water programme. The course is madeup of a series of workshops, which are guided by amanual, a workbook, a field guide and a video.There are aspects of the course and workshops withbroad application (for schools and concernedcommunity members). Workshops 2, 10, 11, 12and 14 would have special relevance for schoolsand communities. Educators should choose theWorkshops relevant to them.AIMAfter the Induction training course, trainers will beable to understand all components of the course,plan and organise a conducive learningenvironment, and have an idea of the differentactivities and methods in the course. APPARATUSThere are different components that make up thiskit:The Induction Training Manual is the guide to use totrain participants in each workshop. The Manualcontains all the information that is in the Field Bookand the Workbook. The Induction Field Book is the book that eachworkshop participant receives. This book includes

relevant information that participants need in thefield. It is used in training, but it is also a referencebook that participants can carry with them and referto when they are in the field.The Induction Workbook is another book that eachparticipant receives. This book contains exercisesand activities and is used during the workshops.The Induction Training Video as well as otherposters, brochures, etc are an integral part of thetraining package. The Training Manual will tell youwhen you need to use them. The Manual outlines and explains (in step by stepform) the content and flow of 14 workshops ofapproximately two hours each. METHODOLOGYThe workshops area outlined as follows;Workshop 1; Introductions and overviews.Objective; To understand, in vary broad terms, theContract and Conditions of Employment.Clarify goals and expectations. Conditions ofEmployment.Workshop 2: What is Working for Water?Objective: Understand the vision and objectives ofthe programme, and why its work is so important.Explain what invasive alien plants do to our land andenvironment.



CROSS CURRICULAR LINK HSS 4,6

EMS 1

depending on PHASE


6.2 Weedbuster Activity of the Working for Water Programme


Activity outcomes


• Understand the history of invading alien plants• Know the differences between invasive vegetation and other plants• Identify different alien plants in the classroom and in their local environment• Understand why invading alien plants are a threat to our water resources and botanicalbiodiversity• Understand that removal of invading alien plants involves management and has a socialaspect to it via the Working for Water Programme • Understand that the wood obtained from alien plants is used for entrepreneurial activities ina “secondary industries” programme


Video – part 1 (10 minutes)Workshop 3: A typical day at workUnderstand the kind of work that the VfW workershave to do. Understand the nature of the firstcontract job.Video – part 2 (10 minutes)Workshop 4: Working for oneself and for allUnderstand Working for Water is one of the SpecialPublic Works Programmes in South Africa. Workshop 5:Your contractKnow what a contract is. Understand the concept oftask-based work.Understand how payment works in a task-basedsystem.Workshop 6: Conditions of EmploymentKnow what Conditions of Employment are for aSPWP.Workshop 7: Important social issues Identify the social programmes that are part of VfWand understand why these are important.Workshop 8: Health and Safety at workUnderstand the importance of Health and safety atwork.Workshop 9:The common dangersThe five common safety issues.Workshop 10: Know your plants.Follow seven basic steps of plant identification.The most widespread invasive alien plants in SA.Categories of declared invasive alien plants.How to identify different plants.Workshop 11: Plants in the fieldFollow the seven basic questions for plantidentification in the field.Compare alien and indigenous plants.Understand the uses of indigenous and alien plants.Practice plant identification.Comparing alien and indigenous plants.Useful indigenous plants.Uses of cut down invasive alien plants.Workshop 12: Ways of controlling invasive alienplantsKnow the names and uses of the common toolsused in the VfW programme.Understand the health and safety issues around thedifferent tools that are used.Understand the different mechanical equipment thatis used in the programme.Understand the safety implications of working withor near mechanical equipment.Using the right techniques and methods.Workshop 13: Using herbicidesUnderstand what herbicides are and how they work.

Understand the advantages and disadvantages ofusing herbicides.Take the proper precautions when using herbicides.Workshop 14: Caring for our resources.Understand why and how we need to look after ourwater, land and environment.Understand the dangers of polluted water.Know how to purify water.Describe some diseases that are caused by pollutedor dirty water.Know how to make Oral Rehydration Therapy or thehome remedy.Caring for our land, environment and water.Littering and sanitation issues.Make the Oral Rehydration Therapy.THE STRUCTURE OF THE WORKSHOPSThe workshops are planned in such a way that theyfollow naturally from one to another. Earlierworkshops explain and cover core concepts,information, ideas and words that are needed in laterworkshops. The Induction Training Video follows thestructure of the Manual so that it is easy to find clipsfor viewing. Each workshop consists of input orinformation either from the Field Book or InductionTraining Video, and activities so that participants areactively involved all the time and do not get bored.ADDITIONAL RESOURCES FOR SCHOOLS:The course material could be supplemented by thefollowing:Working for Water Invasive species identificationposters (for the southern and northern regions). Weedbuster comic (which outlines the alienvegetation story in light-hearted comic style)Weedbuster directories (for Fynbos, Arid andSubtropical regions) with 10 species per directory.


Reference: Weedbuster Pack–

WORKING FOR WATER PROGRAMME

AND THE 2020 VfW PROJECT

WHAT IS IT?The Aquatrap is a dish device made fromold car tyres, which is used to retain waterand soil just under the surface of yourgarden or vegetable patch. It saves waterand feeds the root system of any plant ,shrub or tree or vegetable to promotegrowth. It is simple to make and thecomponents are available free of charge –all that is required is the time to make it.Where soil has a low water holdingcapacity, by planting the aquatrap you canretain the water in the collected area for alonger time.AIMTo understand that there are various typesof soils and that each type of soil has adifferent water holding capacityTo learn how to use practical technologiesmake the aquatrap to collect water in orderto optimise plant growthAPPARATUSUsed car tyres where side walls are cut offto form round “doughnuts”.Used inner tubes of car tyresStrong glue / contact adhesive Coarse sand paper - a strip 30-50cma pen / koki

METHODOLOGYStep 1: Determining the soil type in yourgarden / patch to see if the aquatrap willbenefit youThere are three basic types of soil: Sand,loam and clay. You can determine the soiltype by doing a simple test. Squeeze some damp soil in your hand androll it into a sausage. Sandy soil will fall apartLoamy soil will hold together but crumbleeasilyClay soil will mould into different shapeswithout breaking apartStep 2: Using practical technologies makethe aquatrapTake your “doughnut”(side wall) of the tyrewash and clean the area on the inside edge– inside the tyreTake coarse sand paper and rub a strip 30-50cm around the inside edge and makesure it’s rough and cleanTake the inner tube and cut it in halfThen cut the inner tube around the inneredgeNow lay the “doughnut” on top and mark itwith a pen/koki



CROSS CURRICULAR LINK Technology 1


6.3 The Aquatrap


Activity outcomes


• Use process skills to classify soil types • Use technical skills to construct improvised apparatus • Measure and calculate with confidence and competence how many aquatraps need to be“planted”• Calculate growth rates of plants using the aquatrap and those not using it, and makeinformed judgements about the effectiveness of the aquatrap.


Cut outside your mark – allow ± 40mm to60 mm – now clean and sand paper theinner tube as well. Make sure it is roughand clean.Take contact adhesive or similar and applyto the tyre inner edge and the inner tubeedge.Allow both surfaces time to dry(± 10 minutes)Now carefully push the two surfacestogether – push down hard and check atthere are no gaps in your new aquatrapdish. If there are gaps, fill with a little glue. Let the aquatraps dry in the sun for 6-12hoursRe-check them to see if the surfaces havebondedYou are now ready to plant your aquatrapRESULTSa) Learners will be able to determinewhich type of soil type they have intheir gardenb) Learners can conclude whethermaking the aquatrap would benefitthe soilc) Learners will be able to make theirown aquatrap for the school and theircommunitiesTAKING ACTIONPlanting your aquatraps:1) For: Vegetable patch / Trench /Community gardens

Dig a strip just wider than theaquatrap – about 60mm) and thelength you require (up to 10 m)Plant aquatraps next to each otherNow fill your trench with organiccompost / soil mix / sow your seeds/ water

2) For a Compost TrenchDig trench width, height and line thetrench with aquatraps – bottom andsides

3) For Plant bedsPrepare beds and plant aquatraps4) For Grass verges, lawns or sportfields

Lay your aquatraps next to eachother as close as possible for bestresultsFURTHER ACTIONThe educator and learners can do thefollowing experimentsMake two trenches next to each other –one with aquatraps and one without.Check and monitor the soil levels on a dailybasis by using a moisture metre which youcan obtain from any plant nurserySee which trench uses the most water –record this Check the growth rates of plants/ veggieswhich you have planted in each troughCompare how much water was used bywater in each trough.


Reference: The Aquatrap Kit – MARK

AGRA AND THE 2020 VfW PROJECT

PART 3

USEFUL RESOURCES

84 Part 3: – Useful Resources

Department Water Affairs andForestry (DWAF)Head Office Rm 933, Sedibeng Building, Water Conservation, DWAF,Private Bag X313 Pretoria 0001 Tel: 012 3367273 Fax: 012 336 8086 e-mail: [email protected] 4th floor c/o Working for WaterP/Bag x4390, Cape Town 8000Tel: 021 405 2200 • Fax 021 425 7880e-mail: [email protected] OfficesEastern CapeTel: 043 642 1045 Fax: 043 642 1737Free State: Tel: 051 430 3134 Fax: 051 430 8146GautengTel: 012 336 7273 Fax: 012 336 8086Kwazulu-NatalTel: 031 336 2702 / 2700 Fax: 031 304 9546 MpumalangaTel: 013 755 1674 Fax: 013 752 1678 Northern CapeTel: 053 831 4125 Fax: 053 831 5682 Northern ProvinceTel: 0152 959 410 Fax: 0152 953 250 North-West Province Tel: 018 843 270 Fax: 018 384 0913 Western CapeTel: 021 950 7100 Fax: 021 946 3666Other Water Partners EASTERN CAPE:Amatola Water BoardP/Bag X5, Techoma, 5214 Tel: 043 721 0814 Fax: 043721 0813EDA TrustPO Box 135, Pope Lane, Matatiele 4730Tel: 039 737 3591 Fax: 039 737 3409e-mail: [email protected] Mandela Metropolitan CouncilBox 116, Port Elizabeth, 6000 Tel: 041 506 3111 Fax: 041 506 3336Rainbow Valley27 Beatty Selbourne Rd, East London, 5201Tel: 043 726 4063 Fax: 043 726 4063e-mail: [email protected] University EE Unit,Rhodes University, P.O Box 94, Grahamstowm, 6140Tel: 046 603 8390 Fax: 046 636 1495

FREE STATE:Bloem Water BoardP/Bag X11, Wepener, 9944 Tel: 051 583 1917 Fax: 051 583 1917Magalies Water BoardP/Bag X 82327 Rustenburg 0300Tel: 014 597 4636 or 5555811/3 Fax: 014 597 4635 or 5555230North-West Water SupplyP.O. Box 4500 Mmbabatho, 2735 Tel: 018 3822047 /50 Fax: 018 3922827Sedibeng Water BoardP.O. Box 1014 Hartswater, 8574 Tel: 053 474 0103 Fax: 053 474 0334GAUTENG:Delta Environmental Centre P/Bag X6, Parkview 2122Tel: 011- 888 4831 Fax: 011- 888 4106Rand Water P.O. Box 1127, Johannesburg 2000 Tel: 011 682 0911 Fax: 011 682 0733Trees & Food for Africa & Eduplant CompetitionP.O Box 2035 Gallo Manor 2052 Tel: 011 803 9750 e-mail: [email protected] http//www.trees.co.zaKWAZULU-NATAL:Durban EE Centre49 Lambert Road, Morningside, 4001 e-mail: [email protected],.zaDurban Metro Water P.O. Box 1038, Durban 4000 Tel: 031 302 4911 Fax: 031 302 4646 Kwazulu-Natal Nature Conservation ServicesContact: Rob O’ Donoghue P.O. Box 662 Pietermaritzburg 3200 Tel: 0331 845 1468 Fax: 0331 845 1499Mhlathuze Water:P.O. Box 1264 Richards Bay 3900 Tel: 035 902 1028 Fax: 035 7511362 e-mail: [email protected]. Box 394 Howick 3290 Tel: (033)330 3931 e-mail: [email protected] Water, External Education Services:P.O. Box , Pietermaritzburg 3200 Tel: 0331 341 1111 Fax: 0331 341 1167

Part 3: Section 1 – Contact Organisations 85

Section 1. CONTACT ORGANISATIONSAs this resource Pack is under review, a comprehensive list of contact organisations will be includedin the next edition. Organisations are invited to submit their contact details if interested inparticipating in the project.

Wildlife and Environmental Society of SA (WESSA)National Office Tel: (0332) 30391 Fax: (0332) 304576 Wilderness Leadership SchoolP.O. Box 49, Desainagar,4405 Tel: 032 941 5843MPUMALANGA:Bi-Water Operation (Pty) Ltd.16 Branders Street, Nelspruit 1200 Tel: 013 752 6839 Fax: 013 755 2618 e-mail: [email protected] Water Board;P.O. Box 363 Mafemani, 1285 Tel: 013 799 1130 Fax: 013 799 1129 e-mail: [email protected] Water Board32 Eeufees Street, Bethel, 2310 Tel: 017 647 4360NORTHERN CAPE:North-West Water SupplyP.O. Box 4500 Mmbabatho, 2735 Tel: 018 3822047 /50 Fax: 018 3922827NORTHERN PROVINCE:Bushbuckridge Water Board;P.O. Box 363 Mafemani, 1285 Tel: 013 799 1130 Fax: 013 799 1129 e-mail: [email protected] Northern Water Pietersburg Tel: 015 295 4918 Phalaborwa Tel: 015 781 6823Water and Sanitation Training Institute (Dr. Shaker)University of the NorthP.O. Box 3101, Sovenga, Pietersburg, 0727Tel: 015 268 3266 Fax: 015 268 3263NORTH-WEST PROVINCE:Magalies Water BoardP/Bag X 82327 Rustenburg 0300 Tel: 014 597 4636 or 5555811/3 Fax: 014 597 4635 or 5555230Midvaal WaterP.O. Box 31 Stilfontein 2550 Tel: 018 482 1241 Fax: 018 482 1110North-West Water SupplyP.O. Box 4500 Mmbabatho, 2735 Tel: 018 3822047 /50 Fax: 018 3922827Sedibeng Water BoardP.O. Box 1014 Hartswater, 8574 Tel: 053 474 0103 Fax: 053 474 0334

WESTERN CAPE:Centre for Conservation Education 9 Aliwal Road Wynberg 7800 Tel: 762 1622 e-mail: [email protected] of Cape Town: CMC Adminstration Environmental Management Department P.O. Box 16548, Vlaeberg 8018 Tel: 478 2284 e-mail: [email protected]//www.cmc.gov.za/peh/enviro/index/.htmlEdith Stephens Wetland ParkContact CMC Administration (EMD) to find out when theEE centre and programmes will open. Environmental Education and Resources UnitUniversity of the Western Cape, P/Bag X17 Bellville 7535 Tel: 021 959 2498 http//www.botany.uwc.ac.za/eeru/Khayelitsha Environmental Resource andInformation Centre (KERIC)P.O. Box 269 Khayelitsha 7784 Tel: 361 1668 or 361 5980e-mail: [email protected] National Botanical Garden & NationalBotanical Institute (NBI)Private Bag X7, Claremont 7735 Tel: 799 8800 http//www.nbi.ac.zaRoedurico TrustP.O Box 810, Somerset West, 7129Tel: 852 3104 Fax:851 6874Rondevlei Nature Reserve & EE Centre &Zeekoeivlei EE ProgrammeFisherman’s Walk, Zeekoeivlei 7945 Tel: 706 2404 e-mail: [email protected] Environmental CentreP.O. Box 254 Langa 7455 Tel: 694 0004WORKING FOR WATER CAMPAIGN (HEADOFFICE)P/bag X4390 Cape Town 8000 Tel: 405 2200 Fax: 425 [email protected]/dwaf/projects/vfw/http://www-dwaf.pwv.gov.za/dwaf/projects/vfw

86 Part 3: Section 1 – Contact Organisations

Active Learning – Using activities to learnthemes in learning areasAwareness Programmes - Awarenessprogramme is aimed at sharinggeneral information throughworkshops; distribution of literature tovarious community points; organisingTalks and Poetry. Canal – channel of waterCatchment – an area where the watercollectsContagious – disease that can be spreadfrom one to another Ecosystems – a community of differentspecies in the environmentEndangered – species that under threat ofbeing killed offExtinct – no longer existingEvaporation – water loss throughabsorption by heat or airFecal – body waste Global – the whole world Habitat – environment where organismsand species exist in a natural way Indicator – a sign Organism – any living thing Parasites – living organisms that live andfeed on othersPilot Project – Test project for trying outsomething in order to learn from itResources – any and all kinds of suppliesnature provides for animal and humanconsumptionRiver Studies – activities related to theriversSchool Governing Bodies – Councilsthat help manage schools Species – various kinds of animals andorganisms in natureStrategy – a method of doing something

Sustainability – that which enablessomething to last a long timeThreatened – species that are at risk ofbeing killed offVlei – water flows slowingWaterborne – carried by waterWater life – animals that live in waterWater Quantity Audit-Water quantityaudit is a process of determining theamount of water used and wasted. Awater audit kit is supplied to do awater quantity audit Water Quality Audit - Water quality auditis a process of investigating/studying, done at the water source todetermine how healthy the water is.There are various activities that agroup of people can do: removing dirtfrom the river or catchment; testingwater contamination; examiningwater life in the river. There arespecific instruments that are used foreach activity. The 2020 VfW Projectsupplies them.

Part 3: Section 2 – Glossary of Terms 87

Section 2. GLOSSARY OF TERMS

2020 Vision forWater Project

88 A Project led by the Dept of Water Affairs & Forestry

V i s i o nTo heighten the awareness of the water crisis in SouthAfrica and develop life skills and value systems that willpromote the efficient, equitable and sustainable use of

water by all South Africans

Goals1. Integrate water education into the formalcurriculum2. Develop appropriate resource materials aboutwater and water conservation3. Train teachers, water inspectors and other relevantpersons to conduct water audits in schools andhomes4. Facilitate energy audits with Eskom, and otherpartners5. Facilitate waste audits with DEAT, and otherpartners6. Establish and international collaborative network ofresource audits in schools and homes7. Maintain a database of schools who participatedper province and which type of water project theyundertook.

Department Water Affairs and Forestry

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