Wat e r Wee k - Blake Education · Wat e r Wee k Each big event theme ... Every living thing needs...

Wat e r Wee k

Each big event theme pack contains:■ A bumper grab bag of teaching ideas and activities■ 12 blackline masters ■ Activities in Writing, Language, SOSE, The Arts, Science,

Drama and more !■ 2 major activities

by Maiya Edward s

L o w e r, Middle, Upper PrimaryUnit B7 ■ Water We e k

Water We e k

by Maiya Edwards

Key Facts● Water Week is celebrated across Australia in

October each year.● Water covers over 70% of the earth’s surface.

Every living thing needs water to survive.● Water is one of Australia’s most important natural

resources and National Water Week is dedicatedto promoting its sustainable management.

● The slogan “Protect, Conserve and Get Involvedfor a Brighter Future” helps to focus on the aim ofmaintaining and improving this precious resource.

● The average Australian household uses 1200 litresof water per day. Over a year that’s enough to fill2.5 Olympic size swimming pools. Some countriesuse as little as 200 litres of water per day.

● Since Australia is the driest continent on earth, weshould be doubly aware that we need to minimisewater wastage.

● During Water Week we are encouraged to developwater-wise habits, and to think about ways inwhich we can use less water in our homes andgardens.

● The Department of Land and Water Conservationin each state is coordinating a variety ofcommunity activities to celebrate Water Week.Some of these include: Waterwatch andStreamwatch programs, River Rallies, Rivercareprograms, Canoe Discovery Tours, and Water BugSurveys.

● For information on these and other activities,contact the Water Department in your state.

What’s in this pack● FLYING START

Teaching ideas and activities including:Brainstorming, Role Playing, Language Exercises,Ideas for Classroom Design. [BLMs 1, 2, 3.]

● WIZARD WRITING

Teaching Ideas and Activities for different types ofwriting: Narrative, Recount, Procedure, Report,Exposition, Poetry. [BLMs 4, 5, 6.]

● BOOK BONANZA

Teaching activities featuring The Wonder ThingbyLibby Hathorn and Peter Gouldthorpe; Children ofthe Lakeby Percy Trezise and Bluebackby TimWinton.

● ART, CRAFT, DRAMA, AND MUSIC

Teaching Ideas and Activities for these subjectareas.

● SCIENCE & TECHNOLOGY, PD HEALTH, SOSE

Teaching Ideas and Activities for these subjectareas.

● MAJOR ACTIVIY 1

Waterwatch. [BLMs 7, 8, 9.]● MAJOR ACTIVITY 2

Be Waterwise in your Community. [BLMs 10,11, 12.]

How to use this resource packThis book is designed as a bumper classroomresource for teachers. The 12 pages of teaching notesand 12 Blackline Masters provide a cross-section ofactivities, which teachers can pick out and use for awide range of year levels and curriculum areas. Thereare also 2 Major Activities for extended units of work.Although the activities and BLMs have been dividedinto suggested year levels these are intended purelyas a guide and teachers are encouraged to use theirdiscretion based on their knowledge of the ability oftheir students.

Why use this packThemes are a way of teaching through the sharing ofdiscoveries. The theme of Water Week is one thatcan be explored in a variety of subject areas. Usingthis concept as a central focus, students can exploremany different disciplines and dimensions, using abalance of content and skill demands.

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W A T E R W E E K

FlyingStartIdeas for Classroom Design● Fill the room with visual images: seashells, model

ships and boats, driftwood, fish, photographs ofwaterfalls, rivers, glaciers, hydro-electric plants.

● Read stories and poems with a water theme – bothfiction and non-fiction.

● Provide a variety of books that the children canbrowse through in the classroom, and encouragethem to look for more in both the school library,and their local library.

● Organise field trips to relevant places, such aslocal creeks or rivers, the beach, or watertreatment plants. Encourage students to take theirown photographs, and display these around theclassroom.

● Develop Word Banks of water words and displaythese around the room.

● Build up a collection of water music and art forclassroom use.

● Display other material from field trips etc tostimulate further discussion and learning.

BrainstormingALL

Find out what the students already know aboutaspects of water (water supply and storage, water forrecreation, water transport) and ask them what theywould like to know more about. Stimulate furtherdiscussion by using focus questions such as:● What are some of the words you associate with

“water”?● Why is water so important to us?● How can we help to conserve water?● Where do we get our drinking water from?● How can water be stored?● Where are some of our main reservoirs?● Can you name some of our main rivers?● How is water used for recreation?● What forms of transport use water?

ActivitiesLOWER

● Have students list all the ways that they use water.For example: to drink, to swim in, to sail on. Askthem to choose different uses to illustrate. Displaythese around the room.

● Have students work in groups of 3–4 to chooseone of the above aspects of water to research ingreater depth. For example: one group couldinvestigate water safety, while another could lookat water transport. Each group could compile aBig Book of information consisting of descriptions,news clippings, diagrams, photographs andillustrations.

MIDDLE

● In small groups, have students select an Australianlake or river they wish to study. Have each groupprepare an oral presentation on their choice.Videotape each group as they give a presentationto the class. Display the research around theclassroom.

● Have students choose one form of waterrecreation, such as windsurfing, and research thehistory of its development in Australia.

UPPER

● As a whole-class exercise, identify and label all themain rivers on a map of the world. Have studentswork in groups of 3–4 to choose a river toresearch. Ask students to prepare a written reporton the ecology and land use of rivers.

● In groups of 4–5 have students select one form ofwater transport to research in depth. For example,a submarine or car ferry.

ALL

● Have students identify environmentalorganisations which are involved in promotingwater conservation in their state, as well as on alocal and national level. Examples of these areWaterwatch Australia atwww.streamwatch.org.au or the StormwaterIndustry Association at [email protected]

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Role PlayL Have students, one after the other, role play an

action involving water and see if the rest of theclass can guess what it is.

M Work with a partner to create a three-minute playwith a water theme. For example: “Out on afishing boat in a storm” or “Lost in the dessert”.

U Work in a group of 4–5 to devise a puppet playwith a pirate theme, suitable for performing forthe lower primary grades. [BLM 3]

MimeL Have students perform class mimes with a water

theme: crashing waves, a family of dolphins,walking the plank.

M Working in a group of 3–4 devise a list of peoplewhose jobs have something to do with water.Choose three to mime for the other groups toguess. For example: a swimming coach, a lifesaver,a marine biologist.

U Prepare a two-minute talk about a venomous seacreature such as the blue-ringed octopus.

Language ActivitiesTEACHING NOTES

● Water plays an important role in the environment.Some of the ways in which it is essential to ourlives can be expanded on.

LOWER

● Compile a Water Words Dictionary. Have studentsillustrate words such as waterfall, waterwheel,watercress.

● Describe a water photograph or illustration to yourp a rtner and have them draw what you describe.

● Collect water photographs and write your owncaptions. Make this into a class book.

● Read the class stories with a water theme and havethem draw the sequence of events.

● Write a description of what you would like to findat the end of the rainbow. [BLM 1]

● Have students describe how they would feel if theyw e re on board a small ship during a heavy storm .

MIDDLE

● In groups of 4–5 brainstorm products that comefrom the sea. Use magazine pictures or drawingsto illustrate the products. Display these around theroom.

● Make a rhyming number book with a watertheme, suitable for the lower grades. [BLM 2]

● Design a brochure advertising a water holiday.● Make up a series of “what if…” questions about

water conservation. For example: “What if all thereservoirs in your local area became polluted witha dangerous bacteria?” Work in groups to provideanswers for these scenarios.

● Photocopy an article about water. Cut it up andask students to sequence the pieces correctly.

● Design a Water Trivia Quiz. Questions couldinclude: “What are the colours of a rainbow?” and“Which is the biggest whale?”

UPPER

● Write out ten questions you would ask a submarinecaptain. Swap your questions with a partner andtake turns in answering each other’s questions.

● Paraphrase an article on water in one paragraph.● Devise the “Top Ten Tips for Conserving Water”.● Find an article about water conservation and

categorise the points under fact or opinion.● Give students ten minutes to list all the movies

and/or television shows that they can think ofwith a water theme. For example: “Blue Fin”,“Water Rats”, “Titanic”.

● Prepare a debate on one of the following topics:1 “Whaling is necessary.”2 “Drift Nets are an efficient method of fishing.”3 “The Great Barrier Reef is in danger.”

ALL

● Have students write a description of a cloud, ashell, a yacht. Ask them to publish it in aninteresting way such as in the shape of the object.Display these as mobiles, as parts of a diorama, oragainst a blue background.

Role Play & Descriptive Language Exercises


W A T E R W E E K

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5

Name:

R a i n b o w sWhat are the 7 colours of the rainbow?

Cut 7 pieces of wool to match the colours of the rainbow.

Glue each piece of wool in the correct place.

Glue cotton wool on the cloud shapes.

When the glue is dry, cut out the shape and hang it up as a

mobile. Attach your “Rainbow Story” to the bottom of the mobile.

R

O

Y

G

Step 1

Step 2

Step 3

Step 4

Colour the circ l e sc o rre c t l y.

6

Name:


Complete these water number rhymes.

One slimy eel slithere d

into a pool.

Two playful platypuses

Water Number Rhymes

When you have

finished your

rhymes and

drawings, re a d

them to the Ye a r

One students.

T h ree tubby tadpoles

swam nearby.

Four funny fro g s F i v e

S e v e n E i g h t

S i x

Name:

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Papier Maché PiratesMix a small amount of wallpaper paste in a bowl.

Tear some newspaper into small pieces and drop them into the paste. Stir well.

The mixture needs to be stiff enough to mould into a ball shape. This will

f o rm the head.

Make a tube of thin card to fit over your finger. Push this tube half way into

the head and then shape the features of the puppet’s face.

When the head is dry, paint the face.

Add wool for the hair or beard. Attach clothes to the tube with glue.

Use the puppets to practise your pirate play, before presenting it to the

lower grades.

Step 1

Step 6

Step 5

Step 4

Step 3

Step 2

Step 1

Using the pirates you have made, outline a group play and show it to your teacher.

OUTLINE OF GROUP PLAY

TITLE OF PLAY

C H A R A C T E R S

S E T T I N G

P L O T

W A T E R W E E K


WizardWriting

NarrativeHave students write a story about one of thefollowing topics:LOWER

● The big, bad pirate.● An Octopus’s Garden [BLM 4].MIDDLE

● A fishy tale.● Buried treasure.UPPER

Ask students to choose one of the following proverbsand describe how they think it originated:● Every cloud has a silver lining.● Still waters run deep.● We never miss the water until the well runs dry.

RecountLOWER

● Have students write a postcard to a frienddescribing their holiday at the beach or by theriver.

● Have students recount all the ways they couldsave water.

MIDDLE

● Ask students to imagine that they have just founda bottle with a message in it. Ask them to recountwhat it says. Suggest: “Has there been an attack bypirates, a sea monster or a UFO?”

● Review a book with a water theme. Have studentsread their reviews to each other to encouragefurther reading.

UPPER

● Describe your ideal getaway island in a postcard toa friend. Use a map to illustrate locations. [BLM 6]

● Ask students to write the biography of a real-lifepirate such as Henry Morgan, Captain Kidd, orGrace O’Malley.

ProcedureLOWER

● Ask students to create a pictorial sequence ofbuilding a sandcastle. Ask them to write asentence under each picture.

● Have students describe the procedure of puttingon flippers, a snorkel and face mask.

MIDDLE

● Design a timetable for a swimming carnival.● Write the procedure for finding Project Jonahon

the Internet. Make sure that the details are clearenough for another person to follow.

UPPER

● Have students research and describe the process ofoyster farming.

● Challenge students to design a brand new way forcatching fish. Ask them to explain how it works.

ReportLOWER

● Have students report on the causes and effects ofwasting water.

MIDDLE

● Ask students to write a report on looking after apet turtle. [BLM 5]

UPPER

● Ask students to write a newspaper report on thepollution of a river through a chemical spill from afactory.

ExpositionLOWER

● Have students draw a picture and write a sentenceto convince someone against polluting ourwaterways.

MIDDLE

● Have students respond to the question: “How doesdrought affect rural Australia?”

UPPER

● Have students pair off and pose a water problemfor their partner to respond to. For example:“Australia’s rivers are overpopulated by carp. Whatsolution can you offer?”

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Students can choose to write poetry in a variety ofstyles and forms. Those listed on this page aresuggestions which could be adapted to the theme ofwater.

Lantern PoemThis poem is shaped like a lantern and is composedof five lines and nine syllables.

IceCracking

Yawning WideCreviceDeath

Now ask the students to make up their own LanternPoem about one of the following:● The sea● A storm● A puddle.

Alliteration PoemsAlliteration makes poems sound interesting. Here area few examples:

Racing rain rocketing rapidlySlimy seaweed slithered sleepilyFierce fishermen frown frostily

Brainstorm others with the students, and displayaround the room to help stimulate further poetrycreation.

Onomatopoeic PoemsOnomatopoeic poems contain lists of words thatdescribe the sounds of a place, or of an event.

At a Swimming CarnivalStarter’s gunSplashingCheeringShoutingHooray we’ve won!

Suggest to the students:“Think of a watery event with lots of noise andaction, perhaps a water polo match, a day at thebeach, or going out on a jet ski. Use anonomatopoeic poem to describe it.”


W A T E R W E E K

PoetryTeaching Notes

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Name:

10

Octopus MobileMake an octopus to put in your Octopus’s Gard e n .

Give the octopus a name, then colour it in and cut it out.

Cut 8 strips of crêpe paper for the tentacles. Glue these to

the bottom of the octopus.

Write an octopus story and attach your octopus to the

bottom of it.

Step 1

Step 2

Step 3

My octopus has l e g s .

FACT SHEET

T h ree important facts about keeping a turtle as a pet.

FACT 1

FACT 2

FACT 3

Name:

Pet Tu rt l e s

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Colour in the turtle then cut it out.

Cut along the dotted line and staple A to B so the turtle has a

raised shell.

Place the turtle on a background of a blue pond.

Glue the Fact Sheet beneath the turt l e .

Step 1

Step 2

Step 3

Step 4

Getaway IslandName:

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Draw symbols for each of thef e a t u res below and decide ifthey are human-made (M) ornatural (N).

R a i l ro a d

L a k e

M o u n t a i n s

To w n

Wa t e rf a l l

L i g h t h o u s e

F a rm

D e s e rt

B r i d g e

M a r s h

A e ro p o rt

Va l l e y

F o re s t

R i v e r

D a m

H i g h w a y

H a r b o u r

L a n d s l i d e

Write a postcardto your friendtelling him or herabout yourholiday onGetaway Island.Use the symbolsin yourd e s c r i p t i o n .

Step 1 Illustrate an island below anddraw in all the features fro mStep 1.

Step 2

Step 3 P O S T C A R D

W A T E R W E E K

Art, Craft, Drama and Music

Teaching Notes

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Art and CraftsLOWER

● Create a seashore collage using items such asseaweed, seashells, pebbles and driftwood.

● Make mobiles suggesting a sea theme. ● Have each student make an underwater “Mystery

Box”. Blindfold students and have them guesswhat is inside each other’s boxes.

● Design a scary Pirate Flag featuring characters likeFearsome Fred or Peg-leg Pete.

● Give each student two pieces of paper. Ask them tocut one into a fish shape and place it onto theother piece. Rub some pastel onto a piece of cottonwool or tissue and then smudge this along theouter edges of the cut shape, so that the coloursmudges onto the paper below. When the cutshape is lifted up, the contours will be outlined onthe paper below. The cut shapes can be placed in avariety of patterns or overlapped.

● Crumple a sheet of paper then unfold it. Fill adropper or straw with coloured water and releaseit and watch where it flows. Try this with differentcolours. Iron out the creases later, using a warmiron. A variation of this is to release a drop ofcoloured water on to a sheet of paper and thenblow gently though a straw to create patterns.

MIDDLE

● Design a Water Conservation poster suitable fordisplay during Water Week.

● Create a diorama of an underwater scene.● Design a brochure for a houseboat holiday.● Create a Water Mosaic. Build up the scene by

gluing torn pieces of coloured paper onto bluebackground paper.

● Make paper tie-dye patterns. White paperserviettes can be folded in a variety of ways: fanfolds, twists, diagonal folds or straight folds. Dipone end of the folded serviette into one colourdye, then the middle into another colour. Lift itup quickly so that only a little colour is absorbed.Do not unfold until the material is dry.

UPPER

● Draw a birdseye view of a river.● Create a class mural with a water theme such as a

yacht race, a storm, or a day at the beach. Divideinto groups or pairs to paint sections.

● Paint a picture of before and after anenvironmental disaster such as an oil spill inSydney Harbour or the pollution of a river withrubbish and sewage.

● Design a car bumper sticker for Water Week.● Explain the meaning and usage of idioms and

then ask the students to select their favouritewater idiom to illustrate. For example: “It’s rainingcats and dogs!”

● Create an authentic-looking treasure map.

DramaL Work with a partner to make up an imaginary

conversation between an octopus and a seal.L C reate a group play around the theme “Lost at Sea”.M Students work in groups of 3–4. Give each group

three water words such as crocodile, submarine,pirate and ask them to create a two-minute play inwhich only these three words are used.

M After watching a video of the movie “Swiss FamilyRobinson” have students act out one of the scenes.

U Enact the story of an environmental disaster. Forexample an oil spill on the Great Barrier Reef.

U Think of some interesting “water” book, film,television or song titles to mime for others toguess. For example: Jaws, Flipper, Treasure Island.

MusicL Play some fun water tunes such as Yellow

Submarine or The Drunken Sailor. Have thestudents move to the music and learn the songs.

M Talk to the students about the story of The Piratesof Penzance. Play the music and discuss.

M Encourage the students to see how many watersongs they can find to display and play.

U Introduce the students to classical music withwater themes such as Swan Lakeby Tchaikovsky.

U Ask the students to create their own water songs.

W A T E R W E E K

Science and TechnologyLOWER

● Study the process of water evaporation with yourclass. Pour a container of water onto a flat surfacein the playground and outline it with a piece ofchalk. Make a note of the time. Go back every halfhour to investigate if there have been any changes.Outline the puddle each time until all the waterhas evaporated. Discuss where the water goes.

● What floats and what sinks? Have the studentsexperiment with various objects in a container ofwater. Ask them to categorise the objects into:things that float, things that sink, and things thatfloat or sink depending on how they are placed inthe water. Encourage exploration, discussion andhypothesesising.

● Investigate how water can be added to otherliquids to dilute them. For example, in art thestrength of water-soluble colours can be diluted(made weaker) by adding water. Ask: “Can youthink of any other substances which can bediluted with water before they are used?”

MIDDLE

● Encourage students to investigate buoyancy bymaking boats out of various materials such aspaper, wood, plastic, cardboard. Discuss therelationship of size, weight and constructionmaterial to the stability and buoyancy of boats.

● Write a report on the water cycle and its impacton our forests.

● Different materials absorb or resist water atdifferent rates. Devise an experiment in whichstudents can test various materials for their waterabsorbency or resistance. Have students select avariety of paper and materials (rough, smooth,shiny paper) and make an hypothesis.

UPPER

● Research the types of pollutants which mostendanger our waterways in the bush, and deviseexperiments which would develop a method toclean them up.

● Create a flowchart of the movement of waterpollution in a local area. For example a spill offertilisers from a golf course into a waterway.

● Develop an experiment that monitors theenvironment of a frog.

● Some substances do not dissolve in water. Devisean experiment where students add cooking oil towater. Extend this to making coloured patterns onwater with marbling ink.

● Devise an experiment which shows how waterunder pre s s u re creates a small jet which travels athigh speed.

Personal Development, Health and PELOWER

● Have students discuss all the ways that water isimportant for our health.

MIDDLE

● Visit the local pool and demonstrate a series ofwater aerobic exercises.

UPPER

● Invite a medic or paramedic to talk to the classabout water safety and resuscitation.

Society and the EnvironmentLOWER

● Invite speakers from the State Water Depart m e n tor the nearest water treatment plant to speak to theclass about the importance of water conserv a t i o n .

● List the ways water is naturally supplied.MIDDLE

● Devise a publicity campaign for Water Weekwhich will encourage interest in local projects.

● Research the history of a local river or creek.● Work in groups of 3–4 to re s e a rch which Aboriginal

Teachings of the Dreamings involve water. UPPER

● Use the Internet to research a natural disaster inAustralia involving water. For example, theBrisbane floods of 1973 or Cyclone Tracy in 1974.

● R e s e a rch the history of river transport in Australia.

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Science & Technology andSOSE/HSIE

Teaching Ideas

● Waterwatch is a Federal Government initiativewhich encourages community groups to monitortheir local waterways in order to build up apicture of the health of the catchment. Each statehas special programs for primary school childrenwhich aim to teach about catchments, waterquality and community responsibility. AWaterwatch facilitator in every state coordinatesactivities and provides training and resources.

● The length of time devoted to this unit of workwill depend upon the students’ interest level andthe depth of the investigations but you shouldallow at least four to six weeks. Plan a culminationactivity for Water Week.

● Students should be encouraged to find out aboutprevious Waterwatch projects.

Preparation Activities● Encourage students to explore the national

Waterwatch website at www.waterwatch.org.auto investigate other water projects.

● Discuss the location of local waterways. Label theareas on a map.

BRAINSTORMING

● Pose the question: “Why should sound waterpolicy be a long-term concern for all Australians?”

● Ask students to identify all the ways that theycould participate in a Wa t e rwatch project. [BLM 7]

● Ask: “What is a ‘catchment’? Which localcatchment area would be suitable for aWaterwatch project?”

ROLE PLAY

● Have students role play animals endangered bypolluted waterways. For example frogs, fish.

SPEAKING

● Debate: “Fluoride should be added to all drinkingwater.”

WRITING

● Write a letter to the state Waterwatch facilitatoroutlining the project chosen by the class.

● List ten bad and ten good management practiceswhich would ensure a healthy catchmente n v i ronment. [BLM 8]

● Send a press release to the local paper, invitingthem to the school to look at the displays.

RESEARCH

● Investigate the importance of local waterways tothe early inhabitants.

● Trace the changes in local waterways during thelast century. [BLM 9]

● Devise ways in which you could regularly monitorthe quality of local water. These could includechecking for pollution and sampling for waterbugs and a healthy frog population.

● Create a flowchart showing the progress of yourWaterwatch project.

The Event● As part of your culmination activity during Water

Week, display documentation of Waterwatchprojects in the classroom and around the school.Invite parents and the local community to viewthese, and invite a local council representative tospeak at this function.

● Provide experiments in which visitors canparticipate.

● Organise a Community Clean-up Day for yourlocal catchment area to coincide with Water Week.

Follow-up Activities● Investigate the interactive “eco-competition” called

Murder Under the Microscopeby visiting thewebsite www.microscope.ozeducate.com.au

● Find out about the Water Cycle in your state.● Which other rivers and waterways in your state

should be included in a Waterwatch program?● What can you find out about other water

conservation programs such as Rivercare, SaltAction, Native Vegetation Incentive Scheme?

● Plan a follow-up Waterwatch Information Day toencourage ongoing interest and participation.


Teaching Notes

W A T E R W E E K

Major Activity 1

Waterwatch

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Name:

Wa t e rw a t c hDecide if the people below are doing a good or bad thing forthe local water supply. The first one has been done for you.


This person is spraying presticideonto crops near the riverThis person is spraying presticideonto crops near the river.

This person is planting native treesalong the river bank.

This person has put a fence up tostop sheep grazing on the river bank.

This person is dumping rubbish inthe river.

✗

Then do the final two drawings.

✓ = Good ✗ = Bad

Step 1

Step 2

1 Plant trees along the riverb a n k .

2

3

4

5

GOOD

1 Cut down trees along theriver bank.

2

3

4

5

Step 1 What is a catchment?A catchment is a basin of land. It may be quite small, or many hundre d sof square kilometres in area. When it rains, the water drains down to thelowest point forming a river, stream or lake. We all live in a catchmenta re a .Draw and label your local catchment are a .

17

Name:

Looking after aCatchment Are a


Step 2 Write 5 things that are goodand 5 things that are bad for awater catchment are a .

Step 3 Illustrate one way you havehelped clean up a localcatchment are a .

BAD

18

Name:

AC a t c h m e n t A d v e n t u reStep 1 How have you participated in the Wa t e rwatch program? Illustrate and

describe two major Wa t e rwatch achievements.

Step 2 What is the meaning of these word s ?

Step 3 Catchment ManagementComplete the table:


Soil Ero s i o n • Over- c l e a r i n g • Maintain native trees and re v e g e t a t e .

• Over- g r a z i n g • Reduce number of animals on land.

Town Pollution • Animal dro p p i n g s •

• •

F a rm Pollution • Fert i l i s e r s •

• •

Riverbank Ero s i o n • Sand/gravel extraction •

• •

Dying We t l a n d • Draining mangro v e s •

• •

P R O B L E M C A U S E S O L U T I O N

e ro s i o n

o v e rc l e a r i n g

re v e g e t a t i o n

s a l i n i t y

e c o s y s t e m

w e t l a n d

Major Activity 2Be Water-wise in your Community

● The length of time devoted to this unit of workwill depend upon the students’ interest level andthe depth of the investigations but you shouldallow at least four to six weeks. Plan a culminationactivity for Water Week.

● Students should be encouraged to shareinformation, ideas and resources.

● By the end of the activity students should be ableto recognise the many uses of water in our society,and the importance of conserving this preciousresource.

Preparation Activities ● Introduce students to the theme of Water Week:

“Protect, Conserve and Get Involved”. Askstudents how they would interpret this slogan inregard to water.

● In groups of 4–5 have students discuss ways inwhich water is used in the home.

BRAINSTORMING

● Pose the question: “How can we be more water-wise: (a) in the home (b) in the garden (c) atschool (d) for recreation?” Record responses.

ROLE PLAY

● Role play a Water-wise scenario for your home orgarden. For example, fixing a leaking tap or usinga watering can or bucket to water plants.

● Working with a partner, make up a play featuringthe characters Wasteful Wendy and Water-wiseWarren.

SPEAKING

● Discuss with a partner all the ways that beingwater-wise would be cost-efficient.

● Prepare a speech on the topic: “Saving water isgood for the community and for the future.”Choose the most informative speech to bepresented during the Water Week Open Day atyour school.

WRITING

● Write a letter to someone overseas, explaining thatAustralia is the driest continent on earth andtherefore it is important to minimise waterwastage. Talk about some of the ideas that havebeen used in your community.

● Write out a Wa t e r-wise jingle and set this to music.

● Create some Water-wise shape poems to displayaround the room. For example, in the shape of adrip, a tap or a cloud.

● Devise a poster showing how water wastage canbe decreased. [BLM 12]

● Imagine that you are a bucket of water. Describeall the ways you could be useful in saving wateraround the home. [BLM 10]

● C reate a list of “Top Ten Tips for being Wa t e r- w i s e . ”RESEARCH

● Research and write a report on the topic: “How totrain your plants to be water-wise.”

● Contact your local nursery or the Botanic GardensAdvisory Service about methods of making andusing mulch for your plants. [BLM 11]

● Encourage students to take photographs ofactivities such as only using the washing machinewhen there is a full load of clothes.

The Event● Invite parents and students to celebrate Water

Week Open Day by designing and sending outinvitations to your Water-wise Display.

● Explain to visitors the purpose of Water Week,and present the Water-wise speech.

● Invite visitors to fill out a Water-wise Quiz, tomake them more aware of how much water theyuse in their homes and gardens.

● Create a display of the best Water-wise Tips.Present awards for the most original ideas forconserving water.

● Invite visitors to add their own Water-wise Tips tothe existing list.

Follow-up Activities● What can you find out about watering and

maintaining plants in these different types of soils:(a) sandy soils (b) clay soils (c) loam soils?

● Send a letter to your state Water Departmentabout the school’s participation in Water Week.

19

W A T E R W E E K

Teaching Notes

© Blake Education P/L — Big Event Theme Packs .

SEEBLM 12

p22

SEEBLM 11

p21

SEE BLM 10

P20

Saving Wa t e r

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Name:


Benny Bucket is very useful for saving water around your home andg a rden. List some of these uses. Then colour in Benny, cut him outand display him on the classroom wall.

My name is Benny the Bucket.H e re are some of the ways I

can help you to be Wa t e r- w i s e .

1 I can be used to water plants in the gard e n

2

3

4

5

2 1

Name:


Wa t e r-wise IdeasMulch is any material which can be placed around a plant to protect itsroots from the sun.Step 1 Write the materials used for mulch below.

Step 2 Can you think of other things that could be used to make mulch?

Mulch has three main uses:1 It reduces evaporation of water.2 It protects the plant’s root system.3 It helps prevent weeds.

MAKING MULCH PUTTING MULCH AROUND A PLANT

Step 3

Describe and draw how you would make mulch and where you wouldplace it around a tree. REMEMBER: The earth should be watered beforeusing mulch.


22

Name:

Becoming Water-wiseMrs Wastewater has just received a huge water bill. Draw some of the waysher family has been wasting water.

How could the Wastewater family become more water- w i s e ?

1

2

3

4

5

6

Step 1

Step 1

W A T E R W E E K

BookBonanza

● This book explores the importance of water inevery person’s life. It shows that no matter wherein the world we live, water is an essential elementto our existence.

● There are no page numbers in this book.

Preliminary Activities● Show students the cover and encourage them to

use the words and pictures as clues to guess what“the wonder thing” could be.

● Encourage them to see if they can guess beforethey reach the end of the story.

During the StoryPossible prompts for discussion could include:● W h e re do you think “deep underg round” could be?● What causes snow to melt?● How many ways are the people using the river?● Where would we find rainforests?● What other things could you find on a leaf?● Which country has “billowing grasslands”? What

animals would you find there?● What makes a place swampy?● When do fires most often occur?● How is water as “powerful as a rock”?● Discuss the meaning of difficult words such as:

sheer, lilting, mulch, fungi, trackless, tangy.

Ongoing Activities● List the places that are described in the story and

ask the students if they can identify whichcountries these could be from. Find these on amap of the world.

● Have students identify their favourite waterpicture and give a reason for their choice.

Follow-up ActivitiesRECOUNT

● Sequence the events of the story as a class activity.● Discuss the meanings of the similes used in the

story (“as good as gold”, “as precious as air” etc).Have the students make up their own similes todescribe water and display these around the room.

COMPREHENSION

● Have students draw all the ways that water wasused in the story.

● Ask students to choose the page that most appliesto the way they feel about water.

WRITING

● Choose one of the animals pictured in the storyand rewrite the story from its point of view.

● List all the types of water craft pictured in thestory and describe how they are used. Forexample: “A kayak can be paddled in the sea oron a river.”

SPEAKING

● Work with a partner to list all the reasons whywater is referred to as a “wonder thing”.

ROLE PLAY

● Mime all the ways that water is used for recreationin the book. For example: skating, fishing, sailing.

● Act out some of the animals from the story.RESEARCH

● Have students research all the ways that water isimportant in their own lives: at home, at school,for recreation and for survival. Ask them to createtheir own “wonder thing” book.

● Create a collage of pictures with a water themefrom books and magazines.

● Research the life cycle of a fish, sea creature orwater animal.

BOOK The Wonder Thingby Libby Hathorn and Peter Gouldthorpe.SYNOPSIS As “powerful as rock”, “gentle as kisses”, “lovely as life”. Clues such as these areprovided on each page, together with beautiful illustrations, as students are encouraged toguess the identity of “the wonder thing”.


Other suitable books● One Less Fishby Kim Michelle Toft and Allan

Sheather● The Seashore Bookby Charlotte Zolotow● Sailing Homeby Colin Thompson and Matt

Ottley

Teaching Notes

● This book describes the lives of the Aboriginalpeople who lived on the shores of the huge LakeCarpentaria, whose waters teemed with aquaticand bird life.

● There are no page numbers in this book.

Preliminary Activities● Read the foreword to the students and have them

locate the setting of the story on a map ofAustralia.

● Discuss the conditions that existed at the time thatthe story is set.

During the StoryPossible prompts for discussion could include:● What are your first impressions of the Bird

People?● How did the Aboriginal Peoples catch fish?● What types of birds and animals lived along the

lake?● How would you describe a “walpa”?● What were some of the clan’s favourite foods?● In which season was most of the food harvested?● How did the children help in gathering food?● Describe the ways in which the children used the

environment to prepare for their escape from theisland.

● Who was Wonanbi?● On their return journey, how did the children

know they were close to land?

Ongoing Activities● Have students list all the ways that the children

showed they understood their environment andwere familiar with survival skills.

● Ask students to describe how the region betweenAustralia and New Guinea has changed since thetime in which the Teaching is set.


● Have students retell the Teaching from the pointof view of Wonanbi.

● Have students illustrate their favourite part.COMPREHENSION

● Have students create a cartoon strip showing allthe main events.

● Ask students to think of a different ending.WRITING

● Write a story featuring Wonanbi.SPEAKING

● Have the students relate to a partner how theTeaching made them feel.

● Ask students to discuss in a small group, all theways in which water was important to the lives ofthe Lake children and compare them with theways that water is important in their own lives.

ROLE PLAY

● Work with a partner to mime one of the birds oranimals from the Teaching.

● In a group of 3–4, act out one of the ways thatfood was gathered by the Lake Peoples.

RESEARCH

● Create a class collage of life on the shores of LakeCarpentaria.

● Read about life near the sea, a lake or the river inanother country and compare and contrast it withthis book. For example: Children of the YangtzeRiver by Svend Otto S.

● In groups of 3–4 choose one of the animals in theTeaching to research in depth.

BOOK Children of the Lakeby Percy Trezise.SYNOPSIS During the Ice Age there was a land bridge between Australia and New Guinea.About 3600 years ago, a large freshwater lake formed. This lake is remembered in manyAboriginal Teachings. This is one of them.


W A T E R W E E K

Other suitable books● Children of the Yangtze Riverby Svend Otto S.● Droughtby Tricia Oktober● Amy Goes Fishingby Jean Mazollo

BookBonanza

Teaching Notes

● This book examines how changes brought byencroaching civilisation can affect the balance ofnature in even the most remote areas. It looks atthe difference that an individual can make.

● The book should be read over a period of time,with difficult or scientific words listed fordictionary and thesaurus activities.

Preliminary Activities● Have students examine the cover and identify

what type of fish Blueback could be.● Discuss possible places the story could be set.

During the StoryPossible prompts for discussion could include:● Describe how Abel felt about diving. (See

chapter 1.)● How did Abel and his mother harvest abalone?

(See page 7.)● How did Abel react when he first saw Blueback?

(See pages 8 and 9.)● Describe some of the ways that Abel and his

mother earned their living. (See chapter 3.)● Why was Abel worried about Blueback? (See

page 39.)● What is a “reef stripper”? (See page 59.)● Why was Costello a threat to Blueback and all the

other fish on the reef? (See chapters 7 and 8.)● How did Abel use a computer to explore the sea?

(See page 110.)● Where did all the whale bones on the beach come

from? (See page 125.)● What did Abel’s mother do to save the reef? (See

chapter 13.)

Ongoing Activities● Describe a typical day in Abel’s life, and compare

it to a day in your own life.● List all the fish that are described in the story.

Select one of the fish or sea creatures to research.


● Have students write an account of the changes inLongboat Bay from Blueback’s point of view.

● Have students illustrate their favourite part.COMPREHENSION

● Imagine you are Abel’s mother. Write the letter shewould have sent to the authorities nominating thebay to be made into a marine park.

WRITING

● Write out your favourite seafood recipe.● Describe a water scene that you have experienced.

(See page 5.) Illustrate these descriptions andplace them around the room.

SPEAKING

● Debate: “That it would have been a good idea tobuild a resort in the bay.”

ROLE PLAY

● Work with a partner to show the first encounterbetween Abel and Blueback.

● Prepare a two minute speech to persuade thecouncil to declare Longboat Bay a marine park.

RESEARCH

● Have students research the author Tim Winton.Find out why he was awarded the WildernessSociety’s Environment Award.

● Research whaling in Australia.● Investigate what a marine biologist does.


W A T E R W E E K

Teaching Notes

Other suitable books● Kayak by Sally Odgers● Sign of the Seahorseby Graham Base● Southern Rainbowby Phyllis Piddington

BookBonanza

BOOK Bluebackby Tim Winton.SYNOPSIS Abel and his mother make their living from the sea and land in remote LongboatBay. One day Abel meets Blueback, a huge groper, who becomes his lifelong friend, andwho is responsible for his increased interest in the sea.

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