Activity Introduction

water-buckets1-hero3-260x300Quick summary: In this activity students conduct an audit of water usage at their school. The aim of the activity is to: use the school water meters to find out how much water your school uses in an average week and what the usage patterns are; find out where water is being used wisely at your school; find out where water is being wasted and sites of improvement; and communicate findings to the school community to encourage behaviour change.

Character-holding-icon_WaterThis lesson can be used when working on the Water Module of ResourceSmart AuSSI Vic Certification. By completing this lesson you will have completed the following actions:

Water Checklist Compulsory Actions:

  • A1.1 – Have you completed an audit to assess water usage and stormwater collection around your school?
  • A1.2 – Have you collected data on past water usage for at least two years?
  • A1.3 – Has this data been entered as your baseline data?

Checklist data goals:

  • No official data goals.

Australian Curriculum Links:

Cross curriculum priorities

Sustainability – OI.1 – The biosphere is a dynamic system providing conditions that sustain life on Earth. O1.2 – All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. O1.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. O1.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. 

General capabilities

Numeracy, Critical and creative thinking, Ethical understanding.

Explicit content description

Science year 7

 

Geography Year 7

  • The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)
  • Collect, select and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS048)
  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
 

Geography Year 8

  • Collect, select and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS056)
  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose, using geographical terminology and digital technologies as appropriate (ACHGS061)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
 

Geography Year 9

  • Collect, select, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS064)
  • Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
 

Geography Year 10

  • Collect, select, record and organise relevant data and geographical information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS073) 
  • Present findings, arguments and explanations in a range of appropriate communication forms selected for their effectiveness and to suit audience and purpose, using relevant geographical terminology and digital technologies as appropriate (ACHGS079)
  • Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)

Syllabus OutcomesGE4-1, GE4-2, GE4-3, GE4-4, GE4-5, GE4-7, GE4-8, GE5-7, GE5-8SC4-12E

Connecting lessons: Stormwater audit – must be completed as a compulsory action.

Resources required: Map of school grounds (if no hard copy available, use Google Maps), access to school water meter, internet access, student worksheet.

Digital technology opportunities: Google Maps, desktop publishing tools, digital sharing capabilities.

Keywords: Water, audit, school, water meter, taps, fountains, toilets, watering system.

 

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Worksheets

Teacher Worksheet

Teacher preparation:

Overarching learning goal:

  • Students understand how to read a water meter and recognise ways to interpret meter data.
  • Students recognise where their school is already using water wisely.
  • Students recognise sites where water could be used more efficiently.

Teacher content information: Cast your mind back to the big drought we had from 1997 – 2009. Eight out of ten Australians were on water restrictions. Some of us even stopped watering our driveways. However, now that the rains have returned it seems that our efforts to save water have been washed away. But think about this: fresh water is the most precious resource on Earth. It is essential for the survival of all living things. Did you know that the water you drink today is the same water that the dinosaurs enjoyed? The water just keeps cycling around the Earth! Human's depend on water for drinking, eating, energy, entertainment, and transport. One could say Australian's have water on tap - but what happen

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Student Worksheet

water-dripping-tap-heroThought starter: How much water do you use when flushing the toilet?

The aim of conducting this water audit is to:

  1. Find out how much water your school uses in an average week and what the usage patterns are;
  2. Find out where water is being used wisely at your school;
  3. Find out where water is being wasted and sites of improvement; and
  4. Communicate your findings to the school community.

 

School water meter

Record the water meter reading first thing in the morning and last thing in the afternoon for eight days (excluding on the weekend). From the data calculate the amount of water used during school hours and after school hours.

Day and time

Meter reading

Monday morning

Monday afternoon

Tuesday morning

Tuesday afternoon

Wednesday morning

Wednesday afternoon

Thursday morning

Thursday afternoon

Friday morning

Friday afternoon

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