Year 7 - goldcoast.qld.gov.au · natural water cycle image in this lesson plan, ask students to...

Year 7Lesson plans

Working for our future – today

Learning objectives

Students will be able to:

● observe and undertake experiments that demonstrate process associated with the water cycle

● make and test predictions associated with experiments and provide explanations for observations using appropriate scientifi c terminology.

Learning outcomes

Subject Strand and content descriptors

Science

Science understanding

● Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques. (ACSSU113)

● Water is an important resource that cycles through the environment. (ACSSU222)

Science as a human endeavour

● Science knowledge can develop through collaboration and connecting ideas across the disciplines of science. (ACSHE223)

● Science and technology contribute to fi nding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. (ACSHE120)

● Science understanding infl uences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. (ACSHE121)

Science inquiry skills

● Identify questions and problems that can be investigated scientifi cally and make predictions based on scientifi c knowledge. (ACSIS124)

● Communicate ideas, fi ndings and solutions to problems using scientifi c language and representations using digital technologies as appropriate. (ACSIS133)

Make your water mark!

Information for teachers

Year 7Lesson plan 1Theme: Where water comes fromLesson: The dam and its catchment

Important questions

● What natural processes affect the water cycle?

● How can we replicate key aspects of the water cycle in a safe and practical manner?

● What happens to water when it is evaporated? What happens to the salt in seawater when water is evaporated?

● Where is condensation observed in daily life? What role does condensation play in the water cycle?

Lesson plan– the dam and its catchment

Learning objectives

✪ This lesson incorporates fi ve activities that enable students to investigate processes that demonstrate how water cycles through the environment, including the processes of condensation and evaporation. The additional activity – Make a terrarium – is a great way to culminate your study of the water cycle.

✪ Prior to the investigations undertake a review of the processes associated with the water cycle. Using the natural water cycle image in this lesson plan, ask students to identify and name key processes of the water cycle (evaporation, precipitation, transpiration) as well as key physical components such as clouds, the ocean, trees etc. Reinforce key facts associated with the water cycle; e.g. the amount of water on Earth is fi xed and is in a constant process of recycling, changing from liquid, to gas to solid.

✪ Ask students to consider natural infl uences on the water cycle and how these may infl uence the key process of evaporation, precipitation and infi ltration; eg. the rate and level of infi ltration will be infl uenced by the physical character of the soil, the soil cover, rainfall intensity and the weather content of the soil. Evaporation rates will be infl uenced by temperature (sunlight intensity, ocean temperature), the characteristics of the water body (e.g. depth) or the physical character of the soil and its infl uence on infi ltration; while precipitation rates will be affected by prevailing winds.

Activity 1 - Evaporation and condensation

The experiment demonstrates the water cycle and how water can change its form when exposed to high and low temperatures. A water cycle is created in the classroom using an electric frypan and sheet of glass.

1. Heat up the frypan and seat the students around it.

2. Encourage students to predict what will happen when the water is poured onto the hot frypan. They may discuss, illustrate or write a short sentence about the predictions.

3. Place several tablespoons of water onto the hot pan. It will sizzle and evaporate within several seconds.

4. Ask, “Where has the water gone?” The water may seem to have been drawn into the pan.

5. Place a sheet of glass or glass lid over the pan and repeat the procedure. Water will evaporate and condensate onto the glass.

6. Ask the students to describe and explain observations by writing, illustrating a diagram or fl ow chart, discussing the basic principles of a water cycle.

Extension - Activity 1

Set up a bowl with hot water and blue food colouring, and cover with plastic fi lm.

Ask students to predict what will happen when warm vapour from the coloured water hits the plastic. What colour will the drops be?

Activity 2 - Where’s the salt?

This simple experiment demonstrates distillation and illustrates the process of evaporation from salt water.

1. Heat up the frypan and seat the students around it.

2. Place a large tablespoon of salt into a container of 150ml of water, stir.

3. Encourage students to predict what will happen when the water is poured into and heated in the frypan;, what will happen to the salt. They may discuss, illustrate or write a short sentence about the predictions.

3. Pour the water into the pan and bring to the boil.

4. Place a sheet of glass or glass lid over the pan. As condensate forms on the lid carefully pour it into a container. Continue until all water in the pan has evaporated. Cool and taste the water.

6. Ask the students to describe and explain observations by writing, illustrating a diagram or fl ow chart, discussing the basic principles of a water cycle.


Year 7 - Information for teachersLesson plan 1

Activity 3 – Disappearing puddles

This activity involves observation and measurement of puddles to strengthen understanding of evaporation.

1. Find or make a puddle in the playground.

2. Defi ne the boundary of the puddle by drawing or placing a string border around it (sticks in ground provide a suffi cient marker system).

3. Measure the changes in size of the puddle.

4. Make observations over a day or week, re-marking the boundaries.

5. Watch what happens over time and describe these in a simple table.

Time Size Record observation (what changes did you see?)

Follow up questions

How quickly did the puddles disappear?

What was causing the changes? Where did the water go?

Would the same thing happen if… ?

Ask students to predict what might happen if the puddle was on a different surface, in the shade, or deeper.

Extension – Activity 3

Make puddles using the same small amount of water for each puddle. Pour water gently onto a level surface. Use three different surfaces - grass, bare dirt or sand, and bitumen. Choose places in full sun.

Make puddles on bitumen, with one in the shade and the other in the sun.

Make puddles shallow, deeper, same depth as before.

Ask students to make predictions and record observations.

Activity 4 – Sweating glass

Winter is usually cold outside. You get into a car at night and look out the window. Soon they are covered with condensation. People who wear glasses can relate to this. Their glasses ‘fog up’. You can examine how condensation happens.

1. Put the bottle or glass into the refrigerator for at least an hour.

2. Take the glass or the bottle out of the fridge.

3. Watch the surface of the glass.

4. What happens? Write down your observations.

5. Try to explain why the glass was covered with condensation.



Activity 5 – Freezing the ocean

Can the ocean freeze? What type of water – fresh, salt or sugar will freeze faster? This lesson expands student understanding of the water cycle by investigating the infl uence on freezing of salt and sugar.

1. Prepare three containers and fi ll each with the same volume of tap water.

2. To one of the containers add one tablespoon of salt; mix well and label. To another container add one tablespoon of sugar; mix well and label. Label the remaining container.

3. Inform students that the containers will be placed in a freezer for 90 minutes; they will be checked every 30 minutes. Students are encouraged to predict which container will freeze fastest and why.

Ask the students to describe and explain observations by writing, illustrating a diagram or fl ow chart.

Sample Time Record observation (what changes did you see?)

Fresh water

30 minutes

60 minutes

90 minutes

Salt water

30 minutes

60 minutes

90 minutes

Sugar water

30 minutes

60 minutes

90 minutes

Resource requirements

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

Electric frypan

Sheet of glass or glass lid

Glass of water

Spoon

Bowl

Cling fi lm

Blue colouring

Electric frypan

Sheet of glass or glass lid

Salt

Water

Spoon

Cup/beaker

Stick

String or chalk

1 clean, dry empty bottle or one clean, dry empty glass

Refrigerator

3 containers

Sugar

Salt

Tap water

Freezer



Additional activities – Build a terrarium

A terrarium is a miniature garden grown inside a covered glass or plastic container. It is a low maintenance way to incorporate plants into your classroom and excellent for teaching about the water cycle because it demonstrates evaporation, condensation and precipitation. In the presence of light and heat, water evaporates from the soil and is emmitted through the plants through transpiration. When enough water accumulates or the temperature drops, the condensation precipitates down the sides of the container into the soil.


Potting soil - good quality works better. (Potting mix has been linked to Legionnaires’ disease. Always follow the manufacturer’s instruction and wear a mask and gloves).

● A packet of seeds such as marigold or pea.

● A container for pouring water.

● A plastic container such as a two litre soft drink bottle with the lid cut off (keep the lid).

● A small amount of gravel.

Discussion questions prior to building the terrarium: How do the parts of the water cycle fi t together? What would happen if one part was left out?

1. Cut the mouthpiece off the two-litre bottle (students may do this at home).

2. Clean the container using soapy water and rinse well. Dry completely.

3. Cover the bottom of the container with one to two centimetres of gravel for drainage. This mimics the bedrock found under our soils and allows excess water to drain.

4. Fill the container one-third to one-half full with moist potting mix. The amount of soil you put in will depend on the size of the container (you need to have enough room for plant roots).

5. Pour the soil into a bowl or tub and mix with water until the soil is moist and clings in a ball when pressed into the hand. If water drips from the soil, it is too wet so add more dry potting soil. Once you fi nd the perfect balance, place the soil in your container. Try to avoid getting soil particles stuck on the sides of the container above the soil level (it’s a good idea to wear gloves).

6. Add the seeds. Push your fi nger into the soil down to the fi rst knuckle. Make four or fi ve holes. Put a seed in each hole and cover loosely with soil.

7. You can add other objects to create mini landscape scenes. For instance, decorative rocks, small animal fi gurines, small bridges or mirrors to look like mini ponds.

8. After planting, attach the container lid, or cover with plastic. Place the terrarium on a windowsill with indirect light or under grow lights. Do not place in direct sunlight or water will evaporate too quickly and plants may not grow.

9. Observe the terrarium closely for the fi rst few days to monitor the correct moisture level. If the sides and top get misty with water droplets in bright light, the moisture level is good. No moisture along the sides, means add some water. As the seeds grow into plants, keep monitoring the water on the inside of the bottle. If the sides are always very wet and it is hard to see the plants, there’s too much water and you should remove the top for a few hours and allow the excess water to evaporate.

10. Check your terrarium each day and monitor the growth of the seeds.



The natural water cycle



Learning objectives


● identify conditions that contribute to rainfall events

● name and describe three types of rainfall processes.

Learning outcomes


Science





● People use understanding and skills from across the disciplines of science in their occupations. (ACSHE224)

Geography

Geographical knowledge and understanding

● Water is a resource that links places together as it moves through the water cycle.

● Water is a diffi cult resource to manage because it moves through the environment, is an essential but shared resource, has competing uses and is highly variable over space and time.

● Environmental hazards such as droughts, or storms, or fl oods have different causes, frequencies and distributions.

Geographical inquiry and skills

● Develop geographical texts using appropriate geographical vocabulary, concepts and geographical conventions to communicate effectively in one or more of the following forms: written, oral, visual and graphic.



Year 7Lesson plan 2Rainfall processes

Important questions

● What processes within the water cycle contribute to rainfall events?

● What climatic and geographic factors infl uence rainfall?

● What types of rainfall process are common in our region?

Lesson plan– rainfall processes

✪ This lesson introduces students to three types of rainfall – orographic, frontal and convection.

✪ Using the materials listed in ‘resource requirements’ explain to students that they will observe an experiment that will mimic the process of rain forming and falling. The students will observe the process and then offer explanations on what occurred.

1. Pour 1 cup of boiling water into the jar.

2. Place the metal lid upside down on the jar (the dimples should face down into the jar), make sure the lid completely covers the mouth of the jar.

3. Place 3-4 ice cubes in the lid. Add a large pinch of salt, some cold water and stir.

4. Wait and observe.

✪ Explanation: The cold surface of the lid cools the steam from the boiling water as it rises. The steam changes back into liquid, the indentations provide a place for the drops to gather, as they get heavier and bigger they fall as rain.

✪ Following the experiment further gauge or reinforce student understanding of the water cycle and particularly the causes of rainfall; key points being the infl uence of wind in transporting moist air and the consequences of moist air (clouds) cooling as they rise.

✪ Ask students to contribute recollections relating to storm events, including weather conditions prior to rainfall, time of rainfall, location of rainfall event. For example summer afternoon storms (convection) or rain in the hinterland or other higher ground (orographic).

✪ Use this information to introduce the terminology - orographic, frontal and convection and briefl y explain the processes contributing to each type of rainfall.

✪ Students identify suitable sources and undertake further research into at least one type of rainfall and produce a diagrammatic representation of the process, utilising appropriate vocabulary and concept explanation in a visual or graphic format.

✪ Present and explain their representation to their peers.

✪ Rainfall defi nitions:

Orographic: also known as relief rainfall, winds travelling over the ocean pick up moisture and make the air moist. When the moist air reaches land it may be forced to rise over hills, ranges or mountains. As it rises it cools, the water vapour condenses and forms clouds, if it condenses and cool rain is produced. On the other side of hills or mountain the air drops and warms, it is now able to hold more water and rain may cease. This area is referred to as a ‘rain shadow’.

Convection: Familiar to Queenslanders, convection rainfall is common in tropical and subtropical regions and is marked by regular, heavy rainfall in the afternoon. Sunlight heats the ground and increases surface temperatures, warm air above the ground rises, as it rises, it cools, the water vapour condenses and forms clouds, if it condenses and cool rain is produced.

Frontal: Caused when two air masses – one warm and one cold meet. The lighter, less dense, warm air is forced to rise over the denser, cold air. As it rises, it cools, the water vapour condenses and forms clouds, if it condenses and cool rain is produced.


Rainfall activity: Jar with a metal lid, ice cubes, salt, spoon, kettle, water. Prior to the experiment use the hammer and nail to make 5 or 6 indentations on the inside of the metal lid – do not pierce the lid.

Additional activities

Using a suitable vessel (e.g. plastic bottle with top removed) students design and construct a rain gauge (see Activity Sheet 9 'Making a rain gauge').

Students collect additional data on climatic conditions, such as wind direction and speed, cloud type, movement of hot and cold fronts through physical observation and reference to weather forecasts.



Learning objectives


● gain insight into the process of condensation by undertaking a series of investigations

● speculate on observations and communicate ideas and evidence using appropriate scientifi c terminology.

Learning outcomes


Science










Important questions

● What is condensation? What is its role in the water cycle?

● How will variables such as differing surface environments and temperature affect the rate of condensation?



Year 7Lesson plan 3Moisture from the Earth

Lesson plan– moisture from the Earth

✪ Evaporation, transpiration and condensation are parts of everyday life. This simple exploration looks at heat and how it affects these processes.

1. Give each group fi ve clean jars - number the jars 1, 2, 3, 4 and 5.

2. Move outside to a sunny location with moist soil, lawn and small plants close to a concrete path.

3. Stand jar 1 upside down on the cement path, jar 2 upside down on grass, jar 3 upside down over a small plant or weed, jar 4 upside down on moist soil and jar 5 upside down in a saucer of water.

4. Carefully watch what happens in each jar and record observations in a data table (see below).

5. Time needed to observe depends on local conditions and there may be no observable differences between some jars. In most cases 15 minutes should be adequate. This activity is best done between 9am and 10am.

Jar Over Describe observation (what did you see?)

1 Concrete

2 Grass

3 Weed

4 Moist soil

5 Saucer of water

6. Guide observations by asking questions.In which jar did water droplets fi rst appear?Where do you think the moisture came from? Why do you think there is more water in some jars than others?Which jar contains the least water? Why do you think this is so?

7. Encourage students to feel the moisture with their fi ngers.

8. Wipe two glasses dry. Invert one on lawn in the shade and one nearby on lawn in the sun. In which jar does the moisture fi rst appear? (Students should be able to infer that heat energy from the sun causes some of the water in the soil and grass to change to a vapour).

9. Encourage students to make inferences such as: a lot of moisture rises into the air on a sunny day, seas and oceans lose a lot of water in one day through evaporation. Rain and rivers replace the water that oceans lose.

10. Repeat the activity at home to determine high and low moisture areas.




Glass jars

Clean cloth

Saucer

Additional activities– Cloud in a bottle

This activity demonstrates condensation by creating a cloud in a bottle.

1. Fill a plastic soft drink bottle with just enough warm water to cover the bottom.

2. Strike a match, let it burn and then blow it out. Hold the match inside the bottle, tilt the bottle and allow the smoke to fi ll the bottle.

3. Without squeezing the sides of the bottle, screw the cap onto the bottle.

4. Squeeze the sides of the bottle hard three or four times. Each time wait a few seconds, and squeeze the bottle again, holding the squeeze for longer each time.

5. Behold – a cloud in a bottle.

Clouds are formed when pressure is reduced as warm air rises, lower pressure allows the air to cool down and water vapour creates clouds. When the bottle is squeezed the gas is compressed and its temperature rises – releasing the squeeze allows the gas to expand and cool.



Learning objectives


● understand what groundwater is and where it is derived from

● understand key terminology associated with groundwater processes, including aquifer; water table, infi ltration and porosity

● understand issues associated with the management and use of groundwater supplies.

Learning outcomes


Science


● Some of Earth’s resources are renewable, but others are non-renewable. (ACSSU116)





● People use understanding and skills from across the disciplines of science in their occupations. (ACSHE224)

Geography




● Aboriginal Peoples and Torres Strait Islander Peoples have contributed to the knowledge about water resource management within Australia.

● There are several strategies for increasing water supply and reducing water use, such as dams, desalination, charging higher prices, aquifer recharge and storage, recycling, changing the uses of water, and trade in virtual water.





Year 7Lesson plan 4Groundwater

Important questions

● Should groundwater supplies be managed in the same way as other resources?

● Is groundwater free?

● How is groundwater utilised in our region?

Lesson plan– groundwater

✪ This lesson provides an understanding of the formation of groundwater supplies and considers their management and use in comparison with other water resources.

✪ Introduce the term ‘groundwater’ and ask students to contribute defi nitions or explanations for the term. The use of graphics or images showing windmills; bores or wells or other relevant images can assist. Some students may use groundwater at home or have used in other parts of Queensland – for agricultural purposes for example.

✪ Pose the questions: Where does the water in groundwater come from? Are groundwater supplies associated with the natural water cycle?

✪ As appropriate reinforce key aspects associated with the water cycle: groundwater supplies are part of Earth’s supply of water which is constantly recycled through processes of evaporation, condensation and precipitation. During rainfall events some rain will fl ow over the surface of the Earth and eventually return to rivers and oceans – this is referred to as runoff. However some soaks into the soil and eventually travels below the soil surface to be stored in aquifers as groundwater – this process is called infi ltration.

✪ In small groups students are provided with three clear plastic or glass containers (straight sided soft drink bottles with the tops cut off are suitable) and instructed to fi ll one container with sand, one with gravel and one with a clay (or soil mixture containing clay).

✪ Students are fi rst asked to record comparative observations of the samples, particularly in relation to the particle size of each sample and the space between the particles (the space between particles is referred to as porosity) and predict which sample will allow water to fl ow more freely through the container. These observations and predictions are recorded.

✪ Students carefully pour water into each container and record observations. Did they observe a relationship between the space between particles (porosity) and the speed of the water?

✪ Introduce the term permeability which describes the speed at which water moves through soil. If they continue to pour water into the sample what happens?

✪ Like surface water supplies, groundwater can be polluted. Use food colouring, jelly crystals or drink powder to represent pollution, place it on the surface of the samples, pour water over it, observe and record.

✪ What happened to the ‘pollution’? Did the ‘pollution’ move through all samples in the same way and at the same speed?

✪ Observations and predictions are recorded and accompanied with diagrams and appropriate terminology to produce a report on groundwater processes.

✪ Follow up activities associated with groundwater management are included in the additional activities below.




● Samples of sand, gravel and clay based soil, containers.

● Poster: Our Urban Watercycle.

● Plastic or glass containers.


Groundwater in the neighbourhood: Investigate groundwater resources in your region, identify what they are used for and how they are managed (e.g. are there restrictions on how you can use the water or how much you can use?).

The Great Artesian Basin (GAB): The GAB is a groundwater resource that stretched from Cape York in Northern Queensland to Dubbo in New South Wales. Research the GAB and identify; how was the basin formed? How has the water and associated environments been used and viewed by both Indigenous and European Australians? How is the GAB managed to ensure long term sustainability?



Learning objectives


● identify the causes and consequences associated with fl oods and droughts

● identify and explain key weather patterns that infl uence rainfall in Queensland and the eastern seaboard

● consider the characteristics of urban environments that may contribute to fl ood severity.

Learning outcomes


Science








Geography




● Environmental hazards such as droughts, storms, or fl oods have different causes, frequencies and distributions.

● There are differences and similarities in the ways that communities manage or adapt to the chosen environmental hazard.



● Select appropriate methods, including the use of ICT to display data in graphs, tables, maps or statistics.

● Select key fi ndings from an inquiry to inform decisions on how to best respond to the question, issue or problem and where appropriate, plan for action.



Year 7Lesson plan 5Drought and fl oods

Important questions

● How have droughts and fl oods impacted locally? What impacts did they have on students and their families?

● What are the consequences of periods of drought and fl ood in Australia?

● What factors infl uence patterns of drought and fl ood in Australia?

Lesson plan– drought and fl oods

✪ Gauge student understanding of fl oods and droughts.

✪ In small groups students consider and record a defi nition of the terms fl ood and drought, they then identify and list causes of each phenomenon and a number of consequences of each. Collate, display and discuss the group work.

✪ Using student’s personal experience of extreme rainfall or drought events develop understanding and reinforce key concepts associated with both fl ood and drought (varying causes of fl oods – e.g. fl ash fl oods, slow and rapid onset fl oods; impacts of rural/regional droughts on urban centres such as increasing costs or unavailability of particular foods).

✪ Students identify the research process required to produce a case study of an historical fl ood or drought event; such as identifying type and scale of the event, cause or causes, social and economic impacts. Students produce a case study of the particular event incorporating a range of text and graphical tools, including maps, photographs and weather related data.

✪ The Australian Government website - http://disastermapper.ema.edu.au is a useful resource for this stage.

✪ A number of the events documented in the case study will have been associated with the weather patterns known as El Nino and La Nina. These weather patterns have considerable infl uence on the Australian climate particularly in relation to rainfall frequency and intensity.

✪ Students should research the conditions that indicate an El Nino or La Nina period and develop a presentation, using appropriate terminology, to illustrate these conditions.

✪ Presentations could be developed in a number of ways, through the use of appropriate ICT or in a dramatic, collaborative format presented to their peers.

✪ The Climate Dogs animations at http://www.dpi.vic.gov.au/agriculture/farming-management/weather-climate/understanding-weather-and-climate/climatedogs will provide an engaging introduction to relevant weather systems.


● Access to listed websites.


The next drought: Students develop a brief guide that provides advice to householders and others on ways to reduce water use, this could include consideration of practical water restrictions.

Students investigate the factors in urban environments that may contribute to the severity of fl ash fl ooding and identify behaviours and technologies that could reduce fl ood impacts (investigation of Water Sensitive Urban Design principles such as those associated with the Pimpama Coomera Waterfuture Masterplan would assist in this process).

Rainfall and Floods in 2011. In 2011 fl oods and signifi cant rainfall events struck large parts of Queensland, including South East Queensland causing widespread damage. What were the causes of these events and what technological or other solutions have been implemented or could be implemented to reduce the severity of future events (for example levee banks surrounding towns, backfl ow prevention device used on the Brisbane and other rivers)?




Year 7

Learning objectives


● understand the availability and use of fresh water resources varies throughout the world

● recognise similarities associated with sustainable water management in Australia and a location in the developing world

● understand specifi c factors impacting on sustainable water management in a location in the developing world.

Learning outcomes


Science




● Science and technology contribute to fi nding solutions to a range of contemporary issues, these solutions may impact on other areas of society and involve ethical considerations. (ACSHE120)






Year 7Lesson plan 6Spatial distribution of water

Geography


● Environmental resources (including renewable resources, non-renewable and continuous resources) have different characteristics that affect their use and signifi cance.



● The distribution, availability and uses of fresh water vary throughout the region and the world.

● There are several strategies for increasing water supply and reducing water use, such as dams, desalination, charging higher process, aquifer recharge and storage, recycling, changing the uses of water, and trade in virtual water.





Important questions

● What factors infl uence the distribution and availability of fresh water sources throughout the world?

● Are fresh water resources in the developing world managed in the same way as resources in South East Queensland or Australia?

● Can knowledge or expertise from Australia assist in more sustainable management of water resources elsewhere in the world?



Lesson plan– spatial distribution of water

✪ This lesson engages students in an assessment of water resources and management in a region of the developed world. Information and data collected is compared with similar issues in Australia, to produce a report that includes recommendations and rationale that will improve sustainable management of water resources in a selected region of the developed world.

✪ Water scarcity is both a natural and a human-made phenomenon. There is enough freshwater on the planet for six billion people but it is distributed unevenly and too much of it is wasted, polluted and unsustainably managed. Reinforce key concepts of the water cycle relevant to this area of study (for example most of the Earth’s water supplies are unavailable for use as they are either saltwater or ice. Climatic conditions can infl uence the extent of fresh water resources over time).

✪ Ask students to identify continents or countries that they think would have greater or less available fresh water resources than Australia.

✪ Students undertake research to identify and select a regional centre or rural place in the developed world that has some demographic and other similarities to familiar Australian locations. For example, it should support a reasonably sized, sedentary population and utilise water for a range of purposes including domestic, horticultural/agricultural and ‘industrial’ purposes.

✪ In the fi rst stage students identify suitable resources and techniques to enable identifi cation of the major water sources (rivers, dams, groundwater) utilised in the location. Using edit or similar functions in Google Maps/Earth or other ICT programs students develop a map that shows key information related to water resources and use, for example:

● Location of water resources.

● Capacity of water storages.

● Current status and health of water resources (e.g. health of waterways, fullness of dams or other storages).

✪ This information should then be considered in light of a range of demographic, climatic and water management information that should be collected analysed and added to the map or used in accompanying documentation, for example:

● Size of the population accessing resources.

● Annual rainfall or other relevant meteorological statistics (e.g. period of monsoon; recent droughts).

● Key uses of water resources (including for non-domestic purposes).

● Water treatment and delivery systems (e.g. how people receive water, how is it cleaned;, how is it disposed of).

● Water management arrangements (e.g. is the resource shared by multiple countries, is some of the resource diverted for other use before it reaches the location).

✪ Using the data and information collected students develop a report on the status of water resources in their selected city that focuses on identifying threats and incorporating management strategies to strengthen the sustainable management and use of water resources. Students could consider:

● Current and future impacts on water resources e.g. signifi cant increases in population, sustained drought, diminished quality of water resources, diversion of water resources by neighbouring regions/countries.

● Opportunities to improve water resource availability and management and subsequent outcomes. For example, benefi ts (economic/social/environmental) associated with improved water treatment and/or access to clean water, utilising additional water resources or reuse of current resources through technological or other means.

● Assistance: Identifying resource, expertise or other means that could assist the location in improving water management systems including assistance that could be provided from Queensland or Australia as a result of relevant water management initiatives.


● Access to resource materials, including the internet and relevant ICT programs as required.


2005 – 2015 is the International Decade for Action – ‘Water for Life, the United Nations Environment Program website at http://www.un.org/waterforlifedecade/scarcity.shtml has a range of maps and information that can add value to aspects of this lesson. The site also includes dedicated pages for school students including games and other materials.



Learning objectives


● understand the demands currently placed on water supplies

● understand the environmental and social pressures impacting on water supplies in the future

● understand the role of technology in reducing impacts associated with ensuring adequate water supplies

● understand that along with technology, water supplies can be managed through strategies associated with economics, education and other drivers of behaviour.

Learning outcomes


Science




● Science and technology contribute to fi nding solutions to a range of contemporary issues, these solutions may impact on other areas of society and involve ethical considerations. (ACSHE120)






Year 7Lesson plan 7Water for all: Managing water supplies in SEQ

Geography




● There are several strategies for increasing water supply and reducing water use, such as dams, desalination, charging higher process, aquifer recharge and storage, recycling, changing the uses of water, and trade in virtual water.





Important questions

● Why is it important to investigate opportunities to access or develop water resources that are not solely reliant on rainfall?

● Will technological solutions, such as desalination, effectively drought proof communities in the future?

● Why is it important to tackle water management and supply issues in a diverse and integrated way?

● What is virtual water?

Lesson plan– water for all: Managing water supplies in SEQ

✪ The premise for this lesson can be established through the delivery of a case study (delivered in the form of a news bulletin or a press release from the Minister for Energy and Water Supply for example).

✪ The case study should state that the region is facing a severe crisis as water resources required for domestic and industrial and horticultural use are diminishing. The reasons for the shortage could include the following:

● Reduced rainfall associated with a prolonged drought with consequent falls in major dams to less that 25 per cent capacity.

● Increasing population pressures in key areas that are placing pressure on water supplies and water supply infrastructure (reservoirs, pumps, treatment plants etc).

● Current daily consumption per person is on average 300 litres per day; the minister suggests this needs to be reduced by 50 per cent.

● Additionally, there are community concerns regarding the siting of and costs associated with a proposed new dam and the impacts associated with disposing of treated wastewater into local waterways, including the ocean.



✪ As a group or in small groups students are asked to suggest ways to overcome the water crisis, these should be recorded and displayed and categorised according to type where possible. It is likely that technological solutions such as desalination or new dams will be prominent.

✪ Using the list of technological solutions as foundation, students undertake self-directed research identifying key facts about a chosen technology and present these in a ‘marketing’ document or presentation that promotes the adoption of the chosen technology, including the following information:

● An explanation of how the technology works, including diagrams, photographs and other images.

● Information on the capacity of the technology to provide additional water supplies or reduce pressure on existing supplies.

● Requirements to establish and maintain the technology (essentially a cost/benefi t analysis e.g. the cost to build, natural resources such as land required, energy to run the technology, savings in other areas, long term security of water supply).

✪ Technologies investigated by students could include: Desalination; various uses and types of recycled water, aquifer recharge and storage, sourcing water from other regions and transporting by pipeline or similar, building new dams.

✪ Ask the students to consider whether the technology they researched solves the water crisis?

✪ For example does it assist or encourage people to use less water? Does it reduce environmental concerns described above or pose new ones?

✪ Introduce the concept of the 5 E’s of Demand Management and provide some relevant examples for each.

Engineering (Technology) - as investigated.

Education - giving information to the community to help them understand how they use water and make changes.

Enforcement - enforcing standards, such as the use of dual fl ush toilets or use of rainwater tanks.

Economics - fi nancial incentives associated with the price of water.

Encouragement - rebates for water saving washing machines and toilets.

✪ Students identify aspects associated with the 5E’s that can complement or add value to their preferred technological solution, providing a rationale for the addition on non-technological management strategies. This information is added to the original case study.


● Access to the internet or other resource materials as required


Global studies: How are other countries in our region managing water supplies? Do they face similar issues as those in South East Queensland? An internet search using the terms ‘Managing water supplies’ with the addition of a regional country or city (Singapore, Jakarta, Auckland, Bangkok) would provide useful initial data.

Virtual water: All the products or services we used require water; for example it takes around 10,000 litres of water to produce 1 kilogram of beef. In this case countries that produce large quantities of beef for export (Australia, United States, and Argentina) are exporting millions of litres of water every year. This is referred to as virtual or hidden water.

Students identify the volume of water required to produce a number of products, including foods such as wheat, rice and eggs and other consumables such as cars and clothing. Information is presented in a chart or similar. Students then consider the following statement: We should charge the countries that buy our beef for the water used to make the beef? Could this be possible? What might the impacts be on Australia’s economy? What goods are imported into Australia that contains high volumes of virtual water?

(Information on http://www.unwater.org/worldwaterday/campaign.html may assist students).



Learning objectives


● gain perspective on the importance of water resources to Indigenous Australians

● understand how drawings and other graphical representations by Indigenous Australians provide information on water resources and other geographic features

● understand how symbols can be used to provide information in maps and incorporate this knowledge in the development of a map.

Learning outcomes


Science





Geography



● Aboriginal Peoples and Torres Strait Islander Peoples have contributed to the knowledge about water resource management within Australia.






Year 7Lesson plan 8ATSI and Water

Important questions

● How did Indigenous Australians fi nd water and preserve water resources?

● What information can be incorporated into drawings and maps by Indigenous Australians?

● What can we learn from Indigenous Australians practices for caring for water environments?

● What environments associated with water are important to you? Why are they important?

Lesson plan– ATSI and Water

✪ Ask students to imagine they were transported to an unfamiliar natural environment.

✪ Their fi rst task is to fi nd water – what ‘signs’ in the landscape could indicate a supply of water (eg. pockets of eucalypts could indicate a creek line, certain plants such as reeds could indicate water, fl ocks of birds gathered together could indicate a nearby billabong).

✪ Could there be other sources of moisture? (eg. digging for water below the soil, moisture from fruit).

✪ Once they had located water (and other supplies) how could they remember where these things were or tell other people how to fi nd them?

✪ Introduce paintings by Indigenous Australians and discuss how the paintings, along with telling stories about ancestors, the stars and planets, also showed camp sites and clan borders, landforms such as water holes and creeks and travel journeys or paths.

✪ Investigate the paintings and identify what the various symbols represent and what information the painting provides. Compare with modern maps: Do modern maps still use symbols? What types of symbols are used?

✪ Water sites and associated environments were special to Indigenous Australians and may have cultural, ceremonial signifi cance, as well as a place to gather food, water and medicine.

✪ Students undertake research into the uses and signifi cance of water resources and the part Indigenous Australians played in maintaining the health and function of these sites.

✪ Allotting specifi c regions of Queensland and Australia and providing instruction to collect information under the same key headings will enable the development of comprehensive overview of Indigenous connection with water.

✪ Suggested research headings could include:

Region, location, size and other details of water resources.

Lifestyle signifi cance (food, water, medicine).

Cultural signifi cance (ceremony, culture).

Management: How the resource was protected or sustained.

✪ As a culminating activity students develop a water map that illustrates a water place of signifi cance to them (eg. a beach, fi shing spot, dam or river).

✪ Using symbols to represent key points, including geographic, human and journey aspects, students develop a map in the style of an Indigenous map that tells the story of the students connection and use of the site and how it is ‘symbolic’ or special to them and their family.


● Prior internet research or similar for copies of Indigenous art and explanations of common symbols.

● Contemporary maps (street directory or similar).

● Materials for map making.


How did Indigenous Australians collect and transport water? Research tools for water use (such as coolamons), replicate these tools through drawing or modelling using papier mache, fl exible plastic or similar materials. How well does your coolamon hold water?

Research local perspectives and uses of water by Indigenous Australians in South East Queensland eg. Yugambeh Museum (http://www.yugambeh.com/).

Investigate opportunities for relevant excursions or invite a local elder to speak to your class.



Learning objectives


● understand that substances can be suspended or dissolved in water and that water treatment involves the removal of these materials

● undertake investigations that mimic aspects of the water treatment process, including distillation and fi ltration

● identify materials that should not be disposed of via drains or sinks.

Learning outcomes


Science



● Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques. (ACSSU112)








Important questions

● Why water is called the universal solvent?

● What is the difference between a solvent and a solute?

● How are substances that are suspended in water removed?

● How are substances that are dissolved in water removed?



Year 7Lesson plan 9Solutes and solubility

Lesson plan– solutes and solubility

✪ Water is sometimes called the universal solvent as more substances dissolve in water than any other chemical. Substances that don’t dissolve in water may be held in suspension.

✪ Substances that dissolve or are suspended in water may be naturally derived – such as soil in a dam catchment, or be generated from households or industry, e.g. soap, oil and dirt. Regardless of the source, water needs to be treated before it is distributed and after it is used. This lesson provides some practical insight into the processes used to ensure the quality of water supplies is maintained.

✪ Suspended or dissolved?

The following activities can be undertaken in small groups. Following the explanation of the experiment procedure, students should record predictions and their reasons for these predictions. During the experiment they should complete an observation log as shown below.

1. Instruct each group to fi ll each container with water to about ¾ of the volume.

2. To one container add 3 tablespoons of jelly crystals, to the other jar add 3 tablespoons of soil.

3. Place lids on containers and record initial observations (e.g. colour of water, visible materials).

4. Shake the containers vigorously for 1 minute and record observations.

5. Place the containers, undisturbed on a fl at surface, and record observations after 5 and then 10 minutes.

✪ The jelly crystals have dissolved (the water acting as a solvent has dissolved the crystals – termed a solute and produced a solution). The soil has been suspended; particles may be visible and ‘held’ in the water column, heavier particles may have settled to the bottom of the jar.

✪ Students may suggest substances derived from water catchments or household activities and whether these dissolve or remain suspended. The experiment could be repeated with a range of substances including, oil, soap, or tissue paper.

Sample Time Record observation (what changes did you see?)

Sample 1 – Jelly crystals

1. (record time)

2. (record time)

3. (record time)

4. (record time)

Sample 2 - Soil

1. (record time)

2. (record time)

3. (record time)

4. (record time)



✪ Removing suspended substances from water may be achieved through a number of processes including clarifi cation, fi ltration and fl occulation.

✪ Filtration is used to remove suspended substances from water.

✪ Observing Sample 2, students suggest techniques to remove suspended matter from the sample. (Some of the material will have settled out, some will still be in suspension).

✪ Students design and construct a simple fi lter (see resource requirements) and test its effectiveness at removing suspended solids. (Keep a control sample of dirty water to compare with fi ltered samples).

✪ Students record the effectiveness of their fi lter and identify practices that achieved or hindered fi lter effectiveness (e.g. water volume or speed, fi lter material permeability) and make suggestions on improving the effectiveness of the fi lter.

✪ Discuss whether the water is now clean? Consider how dissolved substances could be removed.

✪ Removing dissolved substances from water may be achieved through a number of processes including chemical reactions, use of biological organisms to remove nutrients (for example bacteria can be used at wastewater

treatment plants to remove nitrogen and phosphorous derived from detergent) and distillation. This activity provides instruction for an activity that models distillation.

✪ Distillation

Observing Sample 1 students suggest techniques to remove dissolved matter from the sample.

Construct a simple distillation device (see resource requirements).

1. Using a microwave or stove heat sample 1.

2. While sample 1 is heating attach one end of the aquarium tube to the funnel spout and secure.

3. Wrap the remaining tube around the bottle of frozen water and place the end of the tube in a collection container.

4. Pour the heated sample 1 solution into a container with an opening the same diameter as the top of the funnel

5. Place funnel over the container opening (spout and tubing pointing up) and fi x or seal.

✪ Students observe and record observations using appropriate scientifi c terminology.


Suspended or dissolved? Filtration Distillation

2 clear jars (or similar with lids)

Jelly crystals

Soil (preferably clay based)

Water

Plastic funnels

Filter material (e.g. dishcloths, fi lter papers; sand; fi ne gravel)

Collection containers

Microwave or stove

Container to heat water in

Plastic funnel

Container (opening same size as funnel diameter)

Aquarium tubing

Bottle of frozen water

Collection container


Take a class excursion and visit the Pimpama Recycled Water Treatment Plant for free! Email [email protected] for more information.

Research the impact of incorrect materials being fl ushed down drains or toilets; produce a brochure, poster or short video to discourage these practices.



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