Activity Introduction

Quick summary: Through class discussion, independent art and literacy exercises students are asked to think about the environmental and health consequences of water choices and decide on their preference for accessing drinking water.

Key lessons and understandings of activity:

  • Students use information to make choices about drinking water.
  • Students consider personal health issues concerning consumption of water.
  • Students use information about the environmental impact of purchased bottled water when considering water choices.

Australian Curriculum Mapping

Content descriptions:

Year 3 Science

  • Science knowledge helps people to understand the effect of their actions (ACSHE051)

Year 3 English

  • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Year 3 Mathematics

  • Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

Year 4 Science

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

Year 4 English

  • 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)

Year 4 Mathematics

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

Syllabus outcomes: ST2-11LWEN2-2AMA2‑1WM, MA2‑2WM, MA2‑3WM, MA2‑4NA.

Topic: Water

Year levels: 3 and 4

Indoor or outdoor activity: Indoor

Time required: 20 mins

Learning areas addressed: English, Geography, Health and physical education

Level of teacher scaffolding: Lead students in a discussion around bottled water.

Resources required: Internet access, art and writing materials, an example of purchase bottled water and a reusable drinking bottle.

Homework and extension opportunities: This activity includes opportunities for extension.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Make some time for your students to read the section on ‘Bottled Water’ (under ‘Water’, Years 3 and 4) in the Student Toolbox.

Activity

Question and answer sheet

The purpose of this part of the activity is to visualise the scale of the bottled water industry and the amount of resources required to supply it to shops.

Ask students to complete the question sheet. If they have not used the information above they will need to guess all the answers.

As a class look at the answers and discuss the amount of resources that go into supplying bottled water.

What do we need to know about drinking water?

These are the basic facts we need to know about the sources of drinking water in Australia:

  • Having many drinks of water during the day is good for our health.
  • In most places in Australia the water from the tap is clean and safe to drink.
  • The water in bottled water is no cleaner than tap water in most places in Australia.
  • Students have found out from the question s
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Student Worksheet

Bottling questions

Undertake your own research to find the answers in the Student Toolbox.

 1. All together how much does Australia spend on bottled water in a year? (Select one)

a. $2.50

b. Over $500 million

c. $300 million

d. $750,000

Answer: 

2. How many tonnes of greenhouse gas is released to produce bottled water in for a Australia year? (Select one)

a. 300 million

b. 60,000

c. 25,000

d. 100

 Answer:

3. How many barrels of oil does this require? (160 litres in a barrel of oil) (Select one)

a. 300 million

b. 100

c. 60,000

d. 460,000

Answer: 

 

4. According to the Our Cool School website, what percentage of these bottles end up getting recycled? (Select one)

a. 5%

b. 40%

c. 50%

d. 60%

Answer:

 

5. The water for these bottles doesn't come out of p

and bubbling m

Instead, it's mostly b

water sucked out of the g.

 

 

6. Can you draw your own a comic strip showing the stages that are need to produce bottled water? Use a separate piece of paper and sta

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