As an introduction to the topic, show students the video below (https://vimeo.com/77933478)
Part 1: Students are to complete a research project on water. Students are to use the videos, fact sheets, infographics and news articles in the ‘Water’ section of the Student Toolbox.
Students are to:
1. Identify an issue related to water.
2. Find and describe some different points of view about the cause of the issue or how to solve the issue.
3. Judge which point of view is supported by the most evidence.
4. Provide their own point of view about the issue.
Part 2: Students are to write an essay on one water issue of their choice. They may wish to choose one of the issues below or another issue of interest.
Suggested examples of issues:
• How can we allow more water to flow down rivers to keep them healthy?
• How can farmers be helped with access to water supplies?
• How can farms make better use of water supplies?
• Should more storage dams be built?
• Should sewerage treatment plants be allowed to treat water so it is perfectly clean and recycle it back into the suburban water supply?
• How will climate change affect our water sources?
• What can we do to save water?
• Should we be making seawater into freshwater when it requires a lot of electricity?
• Has South Australia got the right to water in the Murray River when the rain came from other states such as Queensland?
• Is it sensible to try and prevent floods in general or towns from flooding?
• How should homeowners take responsibility for preventing polluting chemicals, grasses, leaves, dog droppings and oil drippings from cars from getting into the stormwater and polluting waterways.
• Calculate the amount of water that can be harvested from the school’s roof in a year. What volume of water tanks would be needed to store an average four weeks of rain.
Ask students to calculate their individual or household water footprint. They can check their individual and household water footprint/water calculator with the BBC’s Water Calculator: http://news.bbc.co.uk/1/hi/in_depth/629/629/5086298.stm