Lesson Plan
Lesson 8: Sustainable Water Use
A 60 minute lesson in which students will investigate 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.
NSW Curriculum alignment
- GE2-3
Examines differing perceptions about the management of places and environments
- GE2-4
Acquires and communicates geographical information using geographical tools for inquiry
- HT2-2
Describes and explains how significant individuals, groups and events contributed to changes in the local community over time
- HT2-4
Describes and explains effects of British colonisation in Australia
Australian Curriculum alignment
- ACHASSK090
The use and management of natural resources and waste, and the different views on how to do this sustainably
- ACHASSK086
The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and ...
- ACHASSI081
Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions
- ACHASSI078
Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns
- ACHASSI073
Pose questions to investigate people, events, places and issues
- ACHASSI080
Interact with others with respect to share points of view
- ACHASSI075
Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
- ACHASSI079
Draw simple conclusions based on analysis of information and data
- ACHASSI074
Locate and collect information and data from different sources, including observations
Comments & Reviews
Write a review to help other teachers and parents like yourself. If you would like to request a change (Changes & Updates) to this resource, or report an error, simply select the corresponding tab above.
Log in or sign up to join the conversation.
Request a change
Would you like something changed or customized on this resource? While our team makes every effort to complete change requests, we can't guarantee that every change will be completed.
You must be logged in to request a change. Sign up now!
Report an Error
You must be logged in to report an error. Sign up now!
Help
Are you having trouble downloading or viewing this resource? Please try the following steps:
If you are still having difficulty, please visit the Teach Starter Help Desk or contact us.
Contact us