Quick summary: In this activity students work as a class to complete an audit of the school’s stormwater system. Students begin by looking at a map of the local area, identifying local waterways that stormwater might flow into. Students then count all the stormwater drains at their school and look at how clean the areas around the drains are.
NOTE: Although this activity has been created in support of the ResourceSmart AuSSI Vic program you will not meet the data goals of the program through this activity.
This activity has been created to give younger students – for whom the official water audit would be too complex – an opportunity to participate in the water component of the ResourceSmart AuSSI Vic program. To gain accreditation your school will still need to complete the more complex water audit.
Australian Curriculum Links:
Cross curriculum priorities
Sustainability – OI.1 – The biosphere is a dynamic system providing conditions that sustain life on Earth. OI.3 – Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. 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.
Numeracy, Critical and creative thinking
Explicit content description
Objects are made of materials that have observable properties (ACSSU003)
Engage in discussions about observations and use methods such as drawing to represent ideas(ACSIS233)
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)
Science Year 1
People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)
Mathematics Year 1
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
Choose simple questions and gather responses(ACMSP262)
Geography Year 1
Collect data and information from observations and identify information and data from sources provided (ACHASSI019)
Science Year 2
Earth’s resources, including water, are used in a variety of ways (ACSSU032)
People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
Mathematics Year 2
Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
Collect data and information from observations and identify information and data from sources provided (ACHASSI035)
Science Year 3
Science knowledge helps people to understand the effect of their actions (ACSHE051)
Mathematics Year 3
Create and interpret simple grid maps to show position and pathways (ACMMG065)
Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording(ACMSP068)
Geography Year 3
Locate and collect information and data from different sources, including observations(ACHASSI053)
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 (ACHASSI054)
Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
Science Year 4
Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)
Science knowledge helps people to understand the effect of their actions (ACSHE062)
Mathematics Year 4
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
Select and trial methods for data collection, including survey questions and recording sheets(ACMSP095)
Geography Year 4
The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090)
Locate and collect information and data from different sources, including observations (ACHASSI074)
Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
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Overarching learning goal:
Students recongise the relationship between schoolyard waste and healthy waterways.
Students use maps to understand the flow of stormwater at their school and in the local community.
Teacher content information: Many schools have large areas of hard surfaces like car parks, basketball courts, assembly areas or concrete quadrangles. These hard surfaces increase the amount of run-off after precipitation (rain, hail, sleet and snow). This run-off, called stormwater, can carry sediment, oil, leaves and rubbish with it into the nearest school stormwater drain. These drains form part of a local stormwater network, which lead to the nearest waterway without the water being treated.