Activity Introduction

Quick summary: Students explore what they have learned about water using a thinking tool which requires students to think in six different ways. Suggested questions have been provided to help students review their understanding of the topic.

Essential questions:

  • Students understand that there are many ways to think about a topic.
  • Students recognise how to draw conclusions and think of future action in relation to a particular topic.

21st century skills:

school water conservation project skills

Australian Curriculum Mapping

Content descriptions:

Year 5 English

  • Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
  • Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Year 6 English

  • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
  • Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Syllabus outcomes: EN3-1A, EN3-8D.

General capabilities: Literacy.

Cross-curriculum priority: Sustainability OI.7, OI.9.

Relevant parts of Year 5 English achievement standards: Students contribute actively to class and group discussions, taking into account other perspectives.

Relevant parts of Year 6 English achievement standards: Students contribute actively to class and group discussions.

Topic: Water

Time required: 20 mins

Level of teacher scaffolding: Medium – lead students in discussion.

Resources needed: None.

Keywords: water, conservation, school, social action.

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


Teacher Worksheet

Teacher preparation

Teachers and students may be familiar with six ways of thinking. Use the questions to help student to explore their thinking

Teaching sequence

As a class, use these different ways of thinking to explore and expand what students have learnt:

What students know – What do you know about water? Why do we need clean water? Where do we get clean water? What environmental impact does buying bottled water have?

How students feel – How do you feel when farmers are short of water? What is your reaction when water tastes strange? Do you feel people waste their money buying bottled water?

Students are critical thinkers – How difficult is it to make clean water? Why aren’t people preventing this pollution? What are some risks to the environment? What are some health issues for people when they don’t have clean water?

Students find the benefits – How does clean water help people? How will reducing the waste of water help the environment? How will preventing pollution help

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