Year 4 - City of Gold Coast plan – the water cycle Initiate a discussion to establish student...

Year 4Lesson plans

Working for our future – today

Make your watermark!Watersaver education program

Learning objectives

Students will be able to:

● how water moves through the water cycle

● the terminology associated with the water cycle

● undertake experiments that model aspects of the water cycle.

Learning outcomes

Subject Strand and content descriptors

Science

Science understanding:

● Earth's surface changes over time as a result of natural processes and human activity. (ACSSU075)

Science as a human endeavour

● Science knowledge helps people to understand the effect of their actions. (ACSHE062)

Science inquiry skills

● Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate. (ACSIS066)

● Suggest ways to plan and conduct investigations to fi nd answers to questions. (ACSIS065)

● Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends. (ACSIS068)

● Compare results with predictions, suggesting possible reasons for fi ndings. (ACSIS216)

Geography

Geographical knowledge and understanding

● Pressure systems and frontal processes help to explain the daily weather.

Geographical skills and understanding

● Pose questions about place, space or environment and make some predictions about their answer.

English

Literacy

● Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences. (ACELY 1689)

Information for teachers

Year 4

Make your water mark!

Lesson plan 1Theme: Where water comes fromLesson: The water cycle

Important questions

● Why is water important?

● How does water move through the environment?

● What are evaporation, transpiration, condensation, precipitation and infi ltration?

Background information – the water cycle

More than 70 per cent of the Earth’s surface is covered by water. However, most of it – 97 per cent is salt water. Ice makes up two per cent and only one per cent is suitable for drinking.

The amount of water on our planet does not change. It is recycled continually – the hydrological or water cycle. As water travels through the cycle it changes taste, shape and form. Three major processes drive the water cycle: evaporation, condensation and precipitation. Transpiration is also important.

● Evaporation: when water is heated it changes from liquid to gas (water vapour) – the sun heating the ocean produces most of the water vapour in the atmosphere.

● Condensation: as water vapour rises, it cools and changes into tiny droplets of water seen as clouds, fog or mist.

● Precipitation: rain, hail or snow – as water vapour condenses, the water drops join and become heavier and eventually fall out of the air.

● Transpiration: water emitted by plants through pores in the leaves is evaporated and released into the atmosphere as water vapour.

● Runoff: water that fl ows directly into rivers, streams and dams.

● Infi ltration: water that soaks into the soil to be used by plants or stored as groundwater.

● Groundwater: rain that has drained underground and collected in impermeable layers.

Linking locally

Elements of the water cycle can be easily observed in your local suburb:

● Rainfall evaporating from a footpath.

● Clouds of water vapour moving from the ocean toward the hinterland.

● The rain from summer storms rushing towards the ocean.

The Hinze Dam at Gilston collects runoff from local rainfall and is the major water source used for drinking, washing and growing food.

Water vapour cools as it rises over the hinterland and rain is produced. Valleys and creeks funnel this rain into the dam.


Year 4 - Information for teachersLesson plan 1

Lesson plan– the water cycle

✪ Initiate a discussion to establish student knowledge of water and how it is used.

✪ Reinforce or introduce key elements of the water cycle. (Activity sheet 1 ‘The water cycle’) Discuss how water moves through the environment and how it changes form, in turn explaining the processes of evaporation, condensation, precipitation, infi ltration and transpiration.

✪ In pairs or small groups ask students to consider simple experiments that could model a process from the water cycle. Assistance by providing everyday examples of process, such as condensation on a bathroom mirror or puddles evaporating, should be provided.

✪ Students should identify tools required and suitable techniques for collecting and recording data.

✪ Students should be encouraged to make predictions regarding the experiment; compare results with other groups of students and determine if the test was fair. The results of the experiments can be presented utilising appropriate scientifi c terminology.

✪ Note: common experiments may include evaporation tests undertaken using a variety of materials and vessels situated in different locations; transpiration – bagging leaves on a variety of plants and recording water loss.

Resource requirements

● Activity sheet 1 ‘The water cycle’

Additional activities

Geography: Recording of local weather conditions over a set period and linking data with meteorological information on pressure systems and other weather phenomena will strengthen understating of the water cycle process locally.

English: Reports - verbal or otherwise can be presented demonstrating an understanding of water cycle phenomena and the infl uence on local weather patterns.



Learning objectives


● understand how water is collected and treated before it reaches our homes

● undertake an assessment of domestic water consumption through water meter readings.

Learning outcomes


Science







● Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends. (ACSIS068)

Mathematics

Number and algebra

● Recognise, represent and order numbers to at least tens of thousands. (ACMNA072)

Statistics and probability

● Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values. (ACMSP096)


Year 4


Lesson plan 2Theme: How water gets to our housesLesson: Dams, pipes and taps

Important questions

● Where and how is water used in the home?

● How is water treated before it reaches our homes?

● How are charges for water determined?

Background information – dams, pipes and taps

Finding drinking water is as easy as turning on a tap, but it was not always so. It is no accident that most major cities are close to rivers, enabling water to be easily transported. Indigenous Australians had an intimate knowledge of their environment, reliable water sources were critical and they made use of permanent rivers and water holes which were dug for groundwater.

In Australia we collect water from three main sources; groundwater, surface water and the ocean. Groundwater or bore water is rain collected underground in impermeable layers. It is drawn by using a pump attached to a drilled hole or bore.

Surface water is rain that drains into rivers or creeks or has been collected in dams or water tanks. Water from the ocean is treated by desalination, to remove salts and other minerals and transform it into drinking water.

Dams are strategically built in catchment areas to collect surface water. Their walls are made from concrete or Earth fi ll and are often in an elevated position so water can fl ow by gravity to water treatment plants.

Before water can be used for drinking or washing it must be cleaned at a water treatment plant through a number of processes. Mixing alum (aluminium sulphate) with water and allowing it to settle will remove mud, dirt and other particles. Filters fi lled with sand or gravel remove tiny particles. Chlorine is added to kill bacteria.

Once treated, water is pumped to reservoirs for storage. Reservoirs are usually on high ground to help the water fl ow into underground pipes (water mains) and into the house when you turn on the tap.

A water meter measures the amount of water used by a house or business. As water moves through the water meter it turns a turbine (wheel) connected to a numerical readout measuring the water used.

Linking locally

Most of the water used by Gold Coast residents is collected in the Hinze Dam – which holds more than 310,000 million litres. This supplies a population of more than 500,000 plus ten million tourists annually. A good reason to be a Watersaver.

The Little Nerang Dam, upstream from the Hinze Dam also collects and supplies water to the Gold Coast and has a capacity of 6,700 million litres.

Water from the dams is treated at water treatment plants at Mudgeeraba and Molendinar and delivered through more than 3000 kilometres of pipes – the equivalent to the distance from Cairns to Sydney. The plants can produce 290 million litres of water every day.



Lesson plan– dams, pipes and taps

✪ This lesson engages students in measuring and presenting data associated with water consumption in order to gain a better understanding of the processes and costs associated with water treatment and delivery.

✪ Using the poster ‘Our urban watercycle’discuss how water is collected, cleaned and transported through the Gold Coast.

✪ Determine students’ knowledge of treatment process such as fi ltration and disinfection. Similarly, gauge the level of understanding associated with the role of dams and reservoirs and the treatment of wastewater.

✪ Examining water bills students undertake an investigation of water consumption trends in their house; including identifying the volume of water consumed in the last billing period; the cost of water and how it is charged (i.e. kilolitre).

✪ Using this information students make predictions of the level of water consumption over a set period (e.g. days or weeks); students should consider any factors that may differ from the information presented on the bill – such as the time of year and the number of people living in the house.

✪ Using Activity sheet 10 ‘Reading a water meter’ explain how a water meter works and how to read one. Discuss where a water meter is likely to be located and emphasise the safety aspects associated with reading water meters.

✪ Record the readings over an agreed period; wherever possible recording at the same time of the day (e.g. before school each day).

✪ Data should be plotted and displayed; incorporating a suitable graphical representation such as column or picture graphs. Compare data with students’ predictions and discuss.


● Activity sheet 10‘Reading a water meter’

● Poster – ‘Our urban watercycle’ (see appendices or online resources)

● Student self-evaluation sheet 2


English: Using the information collected in the meter reading exercise develop a persuasive text that would persuade members of their household to conserve water. Students should consider the audience and utilise appropriate text and graphic resources.

Important safety note: Reading water meters

Please exercise caution when removing water meter covers. They are homes for spiders and sometimes snakes. Ensure thick gloves are used by anyone involved in meter reading. Adult supervision is advised.



Learning objectives


● recognise that all water is continually recycled and that treatment is important to maintain quality

● understand the potential impacts of incorrect disposal of materials in sinks and drains

● undertake experiments to fi lter water samples.

Learning outcomes


Science


● Living things, including plants and animals, depend on each other and the environment to survive. (ACSSU073)

Science as human endeavour



● With guidance, identify questions in familiar contexts that can be investigated scientifi cally and predict what might happen based on prior knowledge. (ACSIS064)


● Compare results with predictions, suggesting possible reasons for fi ndings. (ACSIS216)

English

Literacy

● Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features. (ACELY1694)

● Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements. (ACELY1697)


Year 4


Lesson plan 3Theme: What we drink comes backLesson: Caring for our water

Important questions

● What happens to water fl ushed down the toilet or drained from the sink?

● Why is it important to treat water before pumping it to the ocean?

● What role does fi ltration play in maintaining water quality?

Background information – caring for our water

When we have fi nished using water we simply dispose of it – fl ush the toilet or pull the plug. We rarely consider where it goes or what happens to it. Treating and disposing of wastewater (or sewage) is a critical consideration for all communities. Inadequate treatment can cause environmental harm by introducing nutrients, heavy metals and other pollutants into waterways. Additionally, human health may be impacted through the distribution of pathogens and bacteria.

Wastewater contains many things that need to be removed – food scraps, human waste, detergents, grease, toxic chemicals and plastics. The process and level of treating wastewater varies. The three main processes are:

Primary treatment

Large objects such as plastics or needles are removed by passing the water through a series of screens or bars. The water is allowed to settle so materials such as grease and oil can be removed.

Secondary treatment

After primary treatment the wastewater is exposed to naturally occurring microbes that remove organic matter by "eating" it.

Tertiary treatment

Wastewater may be further treated or 'polished' to produce recycled water for other use such as irrigation. Most wastewater on the Gold Coast is treated to this recycled water level.

The treated wastewater is either discharged to oceans or rivers or used as irrigation water for sporting fi elds, golf courses or horticultural industries. The environmental impacts of disposing of wastewater vary according to the level of treatment. If not treated properly impacts may include changes in oxygen and nutrient levels resulting in algal blooms, fi sh kills and other impacts.

Important: Wastewater is often confused with stormwater.

Stormwater is rainfall runoff from roofs, roads, playgrounds etc. It travels through pipes to waterways without being treated. Pollution and rubbish makes its way to creeks, rivers and oceans unless people are careful.

Wastewater is contained and travels directly to wastewater treatment plants.

Linking locally

Most wastewater on the Gold Coast is converted to recycled water and is discharged via an outfall at the seaway on an ebb tide to ensure it is carried out to sea.

Recycled water, treated to remove harmful bacteria, is used to irrigate sporting ovals, public parks, cane fi elds, dust suppression during road construction and golf courses on the Gold Coast. Recycled water users are trained to use the water safely.

Gold Coast businesses, such as Jupiters Casino, also use recycled water for non drinking purposes, which helps reduce demand on town supplies.

The Pimpama Coomera Waterfuture Master Plan increases the use of recycled water. Homes use Class A+ recycled water (the highest quality recycled water in Queensland) to fl ush toilets, for external household cleaning and watering gardens, through separate purple pipes.

Class A+ recycled water is treated to a higher level than recycled water used for irrigation and is currently supplied to Pimpama Coomera residents. Training in its use is not required, however Pimpama Coomera residents are supplied with information to assist them in using the product safely.



Lesson plan– caring for our water

✪ Ask students a series of questions to gauge their understanding of the natural water cycle and the way water is collected, cleaned and transported within your community. For example:

● Could the water you brushed your teeth with this morning and the water you swam in at the beach in the holidays be the same?

● What happens to the water, soap and dirt that fl ow down the shower plug?

● How does the water from the ocean become water in the dam?

● Use Activity sheet 1 ‘The water cycle’ if necessary.

✪ In small groups asks students to identify how water is used in the house and what happens to the water during this process; for example water used in showers, sinks and washing machines goes down the drain; water used to wash the car may fl ow to the street drain or soak into the ground; some of the water in the swimming pool may evaporate.

✪ Discuss what happens to the water that ‘disappears’ down the plughole. Differentiate between stormwater and wastewater.

✪ Ask students to identify the impact of untreated stormwater entering waterways and oceans.

✪ Use the poster ‘Our urban watercycle’ to assist.

✪ Make a Water Filter

Make two samples of dirty water in clear containers, showing the students the different types and particle size of the materials; for example: fi ne dirt or sand; leaves or grass clippings; small pieces of plastic litter. Food colouring to represent oil or other liquids or a squirt of dishwashing liquid to represent run off from car cleaning can also be added.

Students undertake research and planning to design a working fi lter that will remove contaminants from the water samples. This should include identifi cation of:

Materials to make the fi lter body (e.g. soft drink bottle or other plastic container).

Filtering mediums (e.g. chux cloths; fi lter papers; sand/gravel).

Filter construction (including explanation of fi lter layers and expectations of what will be trapped in each layer).

Introducing a range of fi ltering tools, a funnel, colander and a fi ne strainer for example, and asking students to predict what type of materials would be trapped by each of the fi lters and why will it assist in the planning process.

Students then make predictions as to the effectiveness of their fi lter and the expected improvement in quality of the water sample.

Students undertake fi ltering and compare their results with predictions. Students present their fi ndings using appropriate terminology and graphical support, noting how factors such as the speed or volume of water and the confi guration or condition of fi lter layers and materials affected the process.


● Activity sheet 1 ‘The water cycle’.

● Poster – ‘Our urban watercycle’.

● Water samples.

● Various fi lter materials as identifi ed (for example: fi lter papers; chux cloths, cotton wool, sand, aquarium gravel or similar).

● Filter containers (for example soft drink bottles or plastic containers).


English: Treat your pipes right! Putting the wrong things down the toilet, sink or drain can block and damage pipes causing sewage overfl ows. They also cause problems in wastewater treatment plants causing blockages and increasing maintenance costs.

Kitchen: Scrape food stuff into the bin before washing; don’t put coffee grounds down the sink; use a sink strainer to catch small items and put these in the bin.

Allow fat or oil in trays or dishes to cool and harden and then wipe with kitchen paper and dispose of in the bin.

Bathroom: Only toilet paper and human waste should go down the toilet – no face wipes, cotton buds or band aids. Always keep a bin in the bathroom.

Ask students what items should not go down the drain and practices to reduce blockages in pipes.

Students plan and publish a text, using suitable software and associated aspects, to a selected audience (their household; school community; the general public) to encourage correct disposal behaviours.



Learning objectives


● recognise the many ways water is used in the school

● plan and undertake an audit to identify water reduction opportunities.

Learning outcomes


ScienceScience as human endeavour


Geography



● Determine which questions prompt geographical inquiry

● Suggest some inquiry sources and use a range of oral, graphic, written and digital information sources, including spatial technologies where appropriate.

● Sort information and data and look for relationships or patterns, using maps and spatial technologies as appropriate.

● Present and compare fi ndings, choosing an appropriate communication method for a particular audience using geographical tools and skills and geographical vocabulary.

EnglishLiteracy

● Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements. (ACELY1697)


Year 4


Lesson plan 4Theme: Being a Watersaver at schoolLesson: Saving water

Important questions

● Where do we use water in the school?

● What do we use it for?

● Why is it important to save water?

● What technological or behavioural opportunities could help us to save water?

Background information – saving water

70 per cent of the Earth’s surface is covered by water. However, almost 97 per cent is salt water and ice makes up two per cent, with around one per cent suitable for human needs. Australia is the driest habitable continent, so we need to be extra careful when we use water.

The volume of water used in schools can be signifi cant. Schools are mini cities that need to provide a range of water facilities. Heavy use areas include ovals and toilets. Becoming a Watersaver school can help staff and students learn valuable lessons about water conservation and reduce the school’s water consumption.

Linking locally

Water conservation can be achieved by changing watering practices or through technological developments such as water timers and infrared urinals. Mulching (using organic matter such as straw or sugar cane to reduce evaporation) garden beds, improving oval irrigation and monitoring taps and bubblers can help save water.

Gold Coast school achievement

Miami State School has adjusted the fl ushing volumes in toilets, replacing ineffi cient toilets and trialling a waterless urinal, saving a massive 946,000 litres of water.

Lesson plan– saving water

✪ This lesson engages students in planning and undertaking a water audit and implementing opportunities to conserve water identifi ed in the audit. Prior to the lesson acquire the schools' recent water bills to provide key information such as the cost and the volume of water consumed.

✪ As a class students identify the major uses and users of water in the school; ask students to predict what uses are likely to consume the most water – this information could be plotted on a pie chart or similar for comparison with audit or other data.

✪ Explain that an audit will provide information that will help to identify opportunities for the school to use less water. In simple terms water conservation can be achieved through technological means (installing fl ow restrictors on taps; installing dual fl ush toilets) or behaviour change (reusing cleaning water; watering plants in the morning not in the middle of the day).

✪ Students should identify key practices or fi xtures they want to investigate and then develop procedures to accurately collect data on water consumption. For example:

● Digital photo records or observational surveys could be used to record practices at bubblers and taps.

● Measuring the fl ow rate of taps or bubblers or calculating the volume of toilet cisterns or classroom sinks.

● Discussions with ground staff or facilities managers could determine if some water fi xtures are left on over the weekend (such as automatic urinals); if the school has showers, are they low fl ow?

● With appropriate instruction and care students collate data on the number and type of toilet fl ushing systems in the school.

● Survey students to determine how they use water at school and if they actively try and conserve water – by using a refi llable water bottle for example.

● Investigate how water is used in classrooms.

● Are school gardens mulched; is mains water used for irrigation; are plants at the school thirsty or water effi cient?



✪ Information from the audit is presented to the class; students compare and categorise fi ndings (by behavioural/technological or short term/long term for example).

✪ A number of initiatives are prioritised and in selected groups students develop a report for the principal and the broader school community that outlines the fi nding of the audit; an action plan to conserve water and details of cost or other requirements to successful implementation.


● Digital camera

● School water bills


Present the water conservation action plan at a school assembly or to the Principal as part of a water conservation program.

Undertake a meter reading exercise in conjunction with the audit gathering data prior to the implementation of water conservation initiatives and after they have been introduced. Graph and compare data and speculate on fi ndings.



Learning objectives


● understand the needs of plants

● identify plants that conserve water or reduce moisture loss

● understand how water can be conserved in a garden.

Learning outcomes


Science


● Living things have life cycles. (ACSSU072)

● Living things, including plants and animals, depend on each other and the environment to survive. (ACSSU073)




● Suggest ways to plan and conduct investigations to fi nd answers to questions. (ACSIS065)

Geography



● Sort information and data and look for relationships or patterns, using maps and spatial technologies as appropriate.


Year 4


Lesson plan 5Theme: Being a Watersaver at schoolLesson: Watersaver garden

Important questions

● Why is it important to save water?

● How are some plants adapted to save water?

● How do mulch and compost help to save water in a garden?

Background information– watersaver garden

Plants, like humans, need water to survive. They take in water through their roots that moves to the rest of the plant through the stem. Photosynthesis, or, making food using the sun’s energy, carbon dioxide and water, takes place mainly in the leaves. Tiny pores or stomata open and close to allow the exchange of water and gas where most water is lost in plants. Evaporation from the leaves is called transpiration.

Some plants in Australia, where rainfall is unreliable, have adapted to reduce water loss. Some plants have a waxy covering or cuticle on their leaves to reduce evaporation while others can close their stomata during the hottest parts of the day.

Preparing garden beds and soil can reduce evaporation. Using mulch, a layer of organic material such as grass clippings, straw or shredded newspaper, can retain water. Increasing the organic content of the soil by digging in compost will also help to retain water.

Watering plants sensibly is important. Water sprayed on the leaves evaporates quickly and can damage plants on hot days. Watering the roots using a drip system or watering can is best – and remember, a good soaking once or twice a week is better than spraying every day.

Remember to check the permanent water conservation measures before you water your garden.

Aspect: Aspect refers to the position of plants in relation to the sun and how much light plants will receive and at what time of the day. It is important that you know how much sun your garden receives (students can observe and record this data) and select your plants accordingly. Make sure your Watersaver plants are suitable for the aspect of your garden. Many Watersaver plants can tolerate long periods of sunlight; however exposure to strong afternoon light may not be suitable for all plants.

Lesson plan– watersaver garden

✪ This lesson provides background knowledge to assist students in selecting, propagating and caring for plants as part of a Watersaver garden.

✪ Discuss how plants collect water and how it is transported throughout the plant. (Refer background information)

✪ Ask the students to identify plants that are water effi cient – why do they think these plants are watersavers?

Note: plants have a number of common adaptations to conserve water including:

● Small, needle like or rounded to reduce leaf surface area and water loss through the stomata (plant pores).

● Hairy leaves: hairs cover the pores and reduce moisture loss.

● Light leaf colours: Watersaver plants are more likely to have light green, grey green coloured foliage.

● Water storage: some plants can store water in the trunk, leaves or root system.

✪ Investigate the plants in the school grounds, noting the type and number of water conservation adaptions if evident.

✪ Also note or plot on a map where the plant is growing; what plants are growing nearby and, the aspect of the location using a map or compass.

✪ Plants exhibiting water saver adaptations should be identifi ed; collecting, photographing or sketching leaf and seed samples will allow students to use handbooks or ICT tools to identify and record species.

✪ Alternatively: if the school grounds have limited vegetation or is dominated by water hungry plants students should research local plants suitable for a watersaver garden.

✪ Using the information collected and additional research select a suitable site for a garden; identify preparation requirements such as soil preparation, composting and mulching.

✪ Ideally a combination of plants for immediate planting and stock to be raised from seed, cuttings or tube stock should be used; the latter provide good opportunity to record life cycles associated with growth, fruiting or fl owering (plants such as rosemary and agaves will grow from cuttings; acacias will grow from seed).




● Gardening tools

● Compass

● Blotting paper and materials for plant press


Make a plant press to preserve specimens; accompanying information could include collectors name and date of collection; common and scientifi c names; location; associated vegetation and habit (shape, size and general appearance of full plant).

Research what plants grew near the school before European settlement. Is the environment around the school still the same? You can plant your garden with these species.



Learning objectives


● defi ne and understand key weather phenomena such as drought and fl ood

● understand the impact of climate on water supply

● develop and present a report using appropriate climate terminology.

Learning outcomes


Science






● Suggest ways to plan and conduct investigations to fi nd answers to questions. (ACISIS065)

Geography

Geographical knowledge and understanding

● Pressure systems and frontal processes help to explain the daily weather.



● Refl ect on what has been learned and what they could do as a result.


Year 4


Lesson plan 6Theme: Our WaterfutureLesson: Drought

English

Language

● Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience. (ACELA1490)

● Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research. (ACELA1498)

Literacy

● Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features. (ACELY1694)

Important questions

● What can happen when it doesn’t rain for long periods?

● How can extreme climate conditions such as drought affect our lives?

● What meteorological systems infl uence rainfall in Queensland and Australia?

● What can we do to conserve water or secure additional water supplies?

Background information– drought

Australia is the driest inhabited continent on Earth. Although some regions receive high rainfall, large areas experience regular droughts.

A drought is a prolonged period without rain that lowers the expected water storage and fl ows to reservoirs, and increases demand for water. The environmental and economic impacts of droughts include vegetation loss, erosion, loss of farmland, bushfi res and less water supplies.

We need to learn to live with, respect and plan for droughts because they are a natural feature of our climate. Australians are among the biggest consumers of water in the world so we need to start changing the way we view water and work together to conserve this precious resource.

Linking locally

In November 2007 record low levels in South East Queensland dams saw the introduction of stringent Level 6 water restrictions to the region.

The drought changed the way South East Queensland manages water. Low water levels in Wivenhoe, North Pine and Somerset dams triggered regional water restrictions. These dams supply approximately 75 per cent of the water in South East Queensland.

As part of Level 6 restrictions residents had to meet a daily water consumption target of 140 litres per person per day - Target 140. Following good rain, water levels in the dams increased and restrictions were lifted in 2008 to high level restrictions and then to medium level restrictions in 2009.

Permanent Water Conservation Measures are now in place in all South East Queensland regions, including Brisbane City, Gold Coast City, Ipswich City, Lockyer Valley Regional Council, Logan City, Morton Bay Regional Council, Somerset Regional Council and Redland City. For further information visit http://www.qwc.qld.gov.au/effi ciency/water-conservation.html

Tighter restrictions will be introduced in the future at target dam levels identifi ed in the South East Queensland Water Strategy. For instance Target 1 will be introduced when combined dam levels drop to 40 per cent, Target 2 to be introduced at 30 per cent and Target 3 is predicted to be introduced when the combined dam levels drop to 20 per cent.



Lesson plan– drought

✪ This lesson engages students in the understanding of weather conditions that can affect water supplies through the development of a presentation delivered by a weather forecaster.

✪ Use the poster ‘Our urban watercycle’ to reinforce water supply technologies and networks in your region. Emphasise the reliance on rainfall in providing adequate water supplies in Australia.

✪ Using relevant songs (e.g. Stormy Weather; Have You Ever Seen the Rain), poems (My Country by Dorothy McKellar) and books identify a range of extreme weather conditions experienced in Queensland and Australia; for example droughts, fl oods, cyclones etc. Ask students to contribute their experiences of extreme weather events or how weather conditions affect their lives (high UV levels – sunburn; high pollen count – sneezing/asthma).

✪ Using suitable ICT tools examine a range of weather maps, including satellite images, - ask students to suggest how particular weather conditions are identifi ed. Collate and clarify climate related words such as, low/high pressure; atmospheric pressure; cold/warm front; humidity.

✪ Introduce weather systems that infl uence rainfall on Australia’s east coast, such as El Nino and La Nina phenomenon. The Climate Dogs videos provide an engaging and informative tool for this: http://www.dpi.vic.gov.au/agriculture/farming-management/weather-climate/understanding-weather-and-climate/climatedogs

✪ In small groups students select one weather phenomenon (e.g. El Nino; cyclones) and develop a presentation incorporating key factors infl uencing the system and its potential impacts on water supplies.

✪ Using appropriate terminology, and using graphic, visual and auditory support, students prepare and present a weather report to the class.


● Poster – ‘Our urban watercycle’ (see appendices or online resources)

● Climate Dogs videos (URL above)


Student’s research and present ways that water supplies could be maintained with less reliance on rainfall (e.g. desalination; recycled water; rainwater tanks)? What are the pros and cons of the various options?.



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Year 4 - City of Gold Coast plan – the water cycle Initiate a discussion to establish student...

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