Activity Introduction

Quick summary: Students are asked to look at the range of water-saving strategies proposed by their state or territory government and are asked to critically examine these in the context of environmental, social and economic costs. Students are then asked to make their own recommendations for future water saving actions.

Learning goals:

  • Students recognise the range of environmental and social costs associated with government-led water-saving strategies.
  • Students demonstrate the ability to work collaboratively to research and compile information on issues.
  • Students demonstrate the ability to work collaboratively to critically assess research findings and communicate analysis in writing with thought and clarity.
  • Studentsc communicate effectively in fair and considered class-wide discussion on issues.

Australian National Mapping

Content descriptions:

Year 9 Science

  • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)
  • Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172)

 Year 9 Mathematics

  • Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources (ACMSP228)

Year 10 Science

  • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
  • Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS206)

 Year 10 Mathematics

  • Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data (ACMSP253)

Syllabus Outcomes: SC5-7WS, SC5-8WS. 

Topic: Water

Year levels: 9 and 10

Indoor or outdoor activity: Indoor

Time required: 45+ mins, this activity can be extended over several lessons.

Learning areas addressed: Geography, Sustainability.

Level of teacher scaffolding: Assist students with research and engage students in a discussion around their results.

Resources required: Internet and library access, writing materials, Student Worksheet.

Homework and extension opportunities: This activity can be extended over several lessons.

Keywords: Water, Saving, Costs, Government, Research, Group, Environmental, Economic, Report.

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

The freshwater crisis is a serious business for our state and federal government. Many state and territory governments have developed a whole range of different water saving schemes and technological fixes for the water crisis in their regions. Can your students find out what these are?

Part 1: Break your class into groups and ask them to find as many of water saving schemes as possible. These may include the desalination plant, new pipelines, building new dams and reservoirs, recycling sewerage and storm water for drinking, water trading, water restrictions and behaviour change programs.

Part 2: Ask your students to think critically about these schemes and programs, and to explore the social, environmental and economic benefits and costs these schemes may carry. Many of these schemes are also deeply political.

Ask your students to explore all the sides to these schemes and the reasons why different groups and organisations offer support or criticism of these sc

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Student Worksheet

The freshwater crisis is a serious business for our state and federal government. Many state and territory governments have developed a whole range of different water saving schemes and technological fixes for the water crisis in various regions.

Find out what some of the water saving schemes in your region are and list them below.

Some water saving schemes may include desalination plants, water restrictions, the building of new dams etc.

Choose one of the water saving schemes that you have listed above and identify the benefits and costs associated with the scheme. Apart from financial costs, you should also the consider social, environmental and political benefits and costs.

Imagine that you were asked to develop a water saving scheme for your region. What would your recommendations be? What would your water saving scheme look like?

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