Lesson 8: Sustainable Water Use

 Lesson Plan

Tuning In

• Revise the problems associated with human use of water in the 21st century e.g. water overuse, water pollution, water scarcity (in certain parts of the world). Explain to the students that, in order to reduce the problem, action must be taken to encourage more sustainable water use around the globe. Action can take place at:
  • a global level (international organisations, such as the United Nations)
  • a national level (governments)
  • an individual level (people).

Teacher Instruction

• Explain to the students that technological advances in recent years have allowed humans to ‘think outside the box’ when it comes to drinking water. Recycling facilities process sewage water to make it safe for drinking. Desalination facilities remove salt from ocean water so that it becomes fresh water. This has helped to ease water scarcity in countries where fresh water is not readily available. Encourage the students to share their initial feelings about drinking recycled water.
• Watch The Singapore Water Story video on YouTube. After watching, ask the students:
  • What are the four sources of Singapore’s water supply?
  • Why might Singapore need all four of these sources?
  • Have your feelings about drinking recycled water changed after watching this video?

Guided/Independent Learning

• Watch the Save Water to Help the Earth video on YouTube. After watching, ask the students:
  • Why is it important to save water?
  • What actions can we take at home to ensure that water is not being wasted?
  • What could happen if everyone took these simple steps?
• Explain to the students that leaking taps, or taps that have not been turned off properly, account for a huge percentage of water wastage. Inform the students that they are going to conduct an investigation to explore how much water might be wasted by a tap that leaks continuously for an hour.
• Provide the students with a copy of the Water Wastage Investigation – How Much Water is Lost to Leaks? Read through the instructions as a class and answer any questions the students may have.
• Allow the students to conduct the investigation in small groups. Alternatively, the investigation could be conducted as a class with the students taking turns to measure the water. Once the data has been recorded, allow the students to independently complete the graph and reflection questions.

Wrapping Up

• As a class, reflect upon the possible solutions to water-related environmental issues addressed in the lesson. Ask the students:
  • How is technology helping to make recycled water accessible in water-scarce countries?
  • How can we reduce water use and wastage in our homes and schools?
  • Why is sustainable water use vital for the future of our planet?

 Differentiation

Extending Students

• Encourage more capable students to make a prediction before conducting the investigation.

Supporting Students

• Allow students with lower numeracy levels to complete their graph in a small group with the support of a teacher or teacher aide.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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