Year 1 - City of Gold Coast · 2012-10-31 · Science involves asking questions about, and...

Year 1Lesson plans

Working for our future – today

Make your watermark!Watersaver education program

Learning objectives

Students will be able to:

● recognise that water is part of a natural cycle

● recognise that water changes shape, taste and form

● distinguish between salt and fresh water.

Learning outcomes

Subject Strand and content descriptors

Science

Science understanding:

● Everyday materials can be physically changed in a variety of ways. (ACSSU018)

● Observable changes occur in the sky and landscape. (ACSSU019)

Science as a human endeavour

● Science involves asking questions about, and describing changes in, objects and events. (ACSHE021)

● People use science in their daily lives, including when caring for the environment or living things. (ACSHE022)

Science inquiry skills

● Respond to and pose questions, and make predictions about familiar objects and events. (ACSIS024)

● Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information. (ACSIS025)

● Compare observations with those of others. (ACSIS213)

● Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play. (ACSIS029)

Make your water mark!

Information for teachers

Year 1Lesson plan 1Theme: Where water comes fromLesson: The water cycle

English

Language

● Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs). (ACELA1452)

Literature

● Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme. (ACELT1585)

● Recreate texts imaginatively using drawing, writing, performance and digital forms of communication. (ACELT1586)

Literacy

● Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions. (ACELY1656)

Geography

Geographical knowledge and understanding

● Places are named areas of the Earth's surface.

● Places have characteristics that can change over time.

● Environmental features of places can be observed, described and classifi ed in different ways.

● People affect the environments in which they live.

Geographical inquiry and skills

● Pose and respond to several questions for an inquiry, based on a variety of questions stems and stimulus.

● Sort information and identify patterns.

● Review their learning and determine what they could do next.

Important questions

● Why is water important?

● What do we use water for?

● What is the water cycle?

● Are there different types of water?

Year 1 - Information for teachers


Lesson plan 1

Background information – the water cycle

More than 70 per cent of the Earth’s surface is covered by water. However, most of it – 97 per cent is salt water. Ice makes up two per cent and only one per cent is suitable for drinking.

The amount of water on our planet does not change. It is recycled continually through the hydrological or water cycle. As water travels through the cycle it changes taste, shape and form. Three major processes drive the water cycle: evaporation, condensation and precipitation. Transpiration is also important.

● Evaporation: when water is heated it changes from liquid to gas (water vapour) – the sun heating the ocean produces most of the water vapour in the atmosphere.

● Condensation: as water vapour rises, it cools and changes into tiny droplets of water seen as clouds, fog or mist.

● Precipitation: rain, hail or snow – as water vapour condenses, the water drops join and become heavier and eventually fall out of the air.

● Transpiration: water emitted by plants through pores in the leaves is evaporated and released into the atmosphere as water vapour.

Linking locally

Elements of the water cycle can be easily observed in your local suburb:

● Rainfall evaporating from a footpath.

● Clouds of water vapour moving from the ocean toward the hinterland.

● The rain from summer storms rushing towards the ocean.

The Hinze Dam at Gilston collects runoff from local rainfall and is the major water source used for drinking, washing and growing food.

Water vapour cools as it rises over the hinterland and rain is produced. Valleys and creeks funnel this rain into the dam.

Lesson plan – the water cycle

✪ Initiate a discussion about water to establish student knowledge about water and how it is used.

✪ Use Activity sheet 1 ‘The water cycle’ to discuss how water moves through the environment and how it changes. Common observations can help to illustrate elements of the cycle; such as washing drying on the line can illustrate evaporation.

✪ Prepare the water samples as per the suggestions in Activity sheet 5 ‘Water samples’. Ask students to sample the types of water and to lick the ice cubes, to describe the tastes and sensations in one or two words. Ask which water tasted the best.

✪ Reveal the ingredients in the water samples, discuss the type of water people need to survive and grow food.

Resource requirements

● Activity sheet 1 ‘The water cycle’

● Activity sheet 5 ‘Water samples’

● Student self evaluation sheet 1

Additional activities

● Prior to undertaking the following two activities ask students to predict what they will observe; record the predictions and compare with their actual observations.

● Illustrating the water cycle. Boil water in a kettle or jug. Observe the steam. Place the kettle or jug next to a window or mirror to observe how the steam cools and water drops form.

● To demonstrate evaporation place water in two identical jars or containers. Mark the water level and place a lid on one jar. Put both jars on a windowsill and record the changes in water level daily.

● The class can illustrate the water cycle by preparing a play, story or dance. Separate into groups; each group will represent various natural features (sun, ocean, trees, and mountains) or elements of the water cycle (evaporation, precipitation, and clouds). Use props such as tinsel for rain or wool for clouds. Why not video the performance and send to Gold Coast City Council for display on our website?

● Using various ‘tion’ words, including those associated with the water cycle (evaporation, transpiration, condensation, precipitation) ask students to prepare simple rhymes, chants or poems



Lesson plan 1

Learning objectives


● understand how water reaches our homes

● recognise ways to use water wisely

Learning outcomes


Science


● Observable changes occur in the sky and landscape. (ACSSU019)


● Science involves asking questions about and describing changes in objects and events. (ACSHE021)

● People use science in their daily lives, including when caring for the environment or living things. (ACSHE022)



Geography


● Space has different types of characteristics and uses.



English

Literature

● Recreate texts imaginatively using drawing, writing, performance and digital forms of communication. (ACELT1586)

Literacy

● Engage in conversations and discussions using active listening behaviours, showing interest, and contributing ideas, information and questions. (ACELY1656)



Year 1Lesson plan 2Theme: How water gets to our houses Lesson: Dams, pipes and taps

Important questions

● How do we use water in our homes?

● What is a dam?

● Where does the water in our taps come from?

● How is water cleaned?

Background information – dams, pipes and taps

In Australia we collect our water from three main sources, groundwater, surface water and the ocean. Groundwater is rain drained underground and collected in impermeable layers. Surface water is rain drained into rivers or creeks or collected in dams and water tanks. Water from the ocean is treated by desalination. Desalination removes salts and other minerals from sea water and transform it into drinking water.

Before water can be used for drinking or washing it must be ‘cleaned’ at a water treatment plant through several treatment processes. Mixing alum (aluminium sulphate) with water and allowing it to settle removes mud, dirt and other particles. Sand and gravel-fi lled fi lters remove tiny particles and chlorine is added to kill bacteria.

The treated water is pumped to reservoirs for storage. Reservoirs are usually on high ground so that water can fl ow into underground pipes or water mains. The water in the mains fl ows into the house when you turn on the tap.

Linking locally

Most of the water used by Gold Coast residents comes from the Hinze Dam. The dam can hold more than 310,000 million litres of water that supplies water to more than 500,000 residents and 10 million tourists (annually).

The Little Nerang Dam, upstream from the Hinze Dam, also supplies water to the Gold Coast. This dam has a capacity of 6,700 million litres.

Water from the dams is treated at water treatment plants at Mudgeeraba and Molendinar. The plants can produce 290 million litres of water every day. Treated water is stored in one of 78 reservoirs and delivered to households through a 3000 kilometre network of pipes – equal to the distance from Cairns to Sydney.

Since 2009 the desalination plant at Tugun has been able to supply up to 133 million litres of water a day. The plant uses reverse osmosis to push water, under high pressure, through membrane fi lters to remove salts and other minerals.

The desalination plant is an example of important change in the water industry. New dams, the plant, groundwater resources, Western Corridor Recycled Water Scheme will all form part of the Water Grid. Regional pipelines will move water supplies throughout South East Queensland.



Lesson plan 2

Lesson plan – dams, pipes and taps

✪ Introduce or reinforce the major elements of the natural water cycle. Use Activity sheet 1 ‘The water cycle’ if necessary.

✪ Brainstorm the ways we use water at home, at school and in the community.

✪ Discuss where water comes from and how it gets to our homes. Students work in pairs to think of ways water is used at home; how it is used at school and in other familiar places and share these with the group. Collate these themed practices and display them in the classroom.

✪ Gauge students’ knowledge of the natural and urban water cycle by asking them to describe how water is collected, cleaned and transported for our use. The poster ‘Our urban watercycle’ will help to understand how water is treated and transported around the city.

✪ Discuss whether it is safe to drink water straight from a creek or puddle. Alternatively, collect some water from a creek, dam or puddle and use this as an example of how water needs to be cleaned before drinking.


● Poster – ‘Our urban watercycle’ (see appendices or online resources).

● Student self evaluation sheet 1.


● Demonstrate how water is fi ltered. Prepare a water sample containing fi ne dirt, gravel, leaves and plastic litter. Pour some of the water through objects such as a funnel, colander and fi ne strainer. Observe what objects are trapped.

● Encourage students to design and draw a water-saving device. Ideas could include a tap that sends out a warning when it is left on or a sprinkler that shuts down when the lawn is watered.



Lesson plan 2

Learning objectives


● recognise how water is vital for human health

● understand how water is a precious resource and should be used wisely.

Learning outcomes


Science


● Living things have a variety of external features. (ACSSU017)


● Science involves asking questions about, and describing changes in, objects and events. (ACSHE021)

● People use science in their daily lives, including when caring for their environment and living things. (ACSHE022)



Geography


● Places are named areas of the Earth's surface.

● Places have characteristics that can change over time.




● Pose and respond to questions for an inquiry; based on a variety of questions stems and stimulus.

● Processing, analysing, interpreting and concluding: Sort information and identify patterns.

EnglishLiteracy

● Make short presentations using some introduced text structure and language , for example opening statements. (ACELY1657)



Year 1Lesson plan 3Theme: What we drink comes backLesson: How our water cares for us

Important questions

● How much water on Earth can be used for drinking and washing?

● How do people contribute to the water cycle?

● Why is water important to people?

Background information – how our water cares for us

More than 70 per cent of the Earth’s surface is covered by water. Of this, almost 97 per cent is salt water, two per cent is ice leaving only one per cent suitable for human needs. Planet Earth could be renamed planet Ocean!

A person can survive for up to two months without food, but less than a week without water. The human brain is 75 per cent water, while the rest of the body is made up of 50 to 65 per cent water. On average, the human body loses three litres of water per day as perspiration, urine, and saliva.

We rely on water to help dispose of waste, as a coolant or solvent in various industries, to wash our bodies and possessions, and to irrigate our crops.

Linking locally

Most of the water used by residents on the Gold Coast is collected in the Hinze Dam. The dam holds more than 310,000 million litres of water to service a population of more than 500,000 residents, ten million tourists annually, and various industries who use this water source.

While the Gold Coast receives more average rainfall than many other Australian areas, it is unreliable and spasmodic.

Gold Coast residents require water for drinking, washing, cooking and many live in houses with gardens and/or swimming pools. The tourists also need water.

Lesson plan – how our water cares for us

✪ Review and reinforce knowledge of the water cycle. Use Activity sheet 1 ‘The water cycle’ if necessary.

✪ Use ‘think, pair, share’ to have students contribute to a class list of ways water is used – in the home and at school.

✪ Students investigate their lunchbox, or view other food items, and identify how water is used to produce food. For example, water required for growing fruit and vegetables; water for drinking by chickens or other animals, water used to grow wheat or other grain for snacks and crackers.

✪ Using a globe, map or Google maps/Earth illustrate how planet Earth is mostly water and that most of it is salt water.

✪ Ask the students how they feel if they do not drink regularly. Reinforce the need to regularly drink water, particularly during exercise. Keep a class tally of how much water each student drinks during the day.

✪ Discuss the importance of water for human health and how water is removed from the body.

✪ Reinforce the limited amount of water available to people and discuss ways to reduce consumption without affecting our health.



Lesson plan 3


● Activity sheet 1 ‘The water cycle’



● Using globes, maps, or Google Maps/Earth ask students to identify water places such as oceans, rivers, and label or plot their locations or details. Use appropriate ICT to present images of water features and use (such as irrigation; horticulture and recreation).

● English: Describe a favourite water place or activity (a rock pool, bath or beach) using terminology associated with the water cycle or other relevant water words.

● Alternatively, research how much water people in other parts of the world use each day. Find out how they conserve water. Present this information in a short speech or play.

● Science: Observe plants and identify how they use water; identify features such as roots, leaves and stems. Discuss how some plants save water in their bodies (cactus) or have tough leaves that reduce transpiration (many native plants).

● Visualising transpiration: Place cut carnation fl owers with a stem or a celery stick with leaves attached in a jar or vase. Fill the jar or vase with water until it is approximately ½ way up the stems. Place a few drops of food colouring in the water and stir. Observe what happens to the celery or carnation over a few days.

● Catching transpiration: Place a clear plastic bag over the leaves on the end of a plant. Tie the opening of the plastic bag with a piece of string. Monitor the bag throughout the day (in 1 or 2 hourly intervals) to see evidence of transpiration trapped in the bag. It is best to set up this experiment fi rst thing in the morning. The results will vary depending on the heat of the day and the plant chosen.



Lesson plan 3

Learning objectives


● Recognise the many ways water is used in the home

● Identify how to reduce water use.

Learning outcomes


Science






Geography




● Participate in a guided inquiry and using a range of information sources.

● Collect information about the local area.

MathematicsStatistics and probability

● Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays. (ACMSP263)



Year 1Lesson plan 4Theme: Being a Watersaver at homeLesson: How many buckets?

Important questions

● Where in the house do we use water?

● Why is it important to save water?

● What are some simple ways to save water?

Background information – how many buckets?

Drought and water restrictions throughout Australia have focused on the need to conserve water.

The Australian Bureau of Statistics (Year Book Australia 2008), reports more households have installed water conservation devices, including dual-fl ush toilets and reduced-fl ow shower heads.

46 per cent of households reported using one or more water conservation practices. The most popular included using full loads when washing dishes and clothes, and taking shorter showers.

Attitudes and behaviour will need to change permanently if we are to live sustainably. While water appears to be limitless, the amount on the planet remains constant. Collecting and supplying water incurs environmental and social costs. For example, establishing new dams disrupts natural environments and may impact on communities.

While government action at all levels can help reduce water use, actions by individuals in the home, at work and at school are also important to conserve this valuable resource.

Linking locally

While the Gold Coast receives more average rainfall than many other areas in Australia, it is unreliable. The Gold Coast has one major water storage facility, the Hinze Dam, to provide water for more than 500,000 residents.

Lesson plan – how many buckets?

✪ Brainstorm the ways water is used in the house or garden – e.g. washing the dog, cleaning dishes, drinking. Collect and display these words according to categories such as: cleaning; cooking; playing.

✪ Students use ‘think, pair, share’ to consider ways to save water and share them with the class, briefl y describing or displaying water saving actions. Remind them that simple actions can save lots of water. Examples of water saving strategies may include:

● Turning off the tap when brushing your teeth.

● Taking shorter showers – no more than four minutes.

● Half fi ll your glass of water – so you don’t throw away what you don’t drink.

● Don’t water the garden after rain.

✪ Using Activity sheet 7 ‘How much water do you use’ ask students to record how much water was used in their house over a set period. Ask students to predict what activities will use the most water in their house.

It may be easier to convert litres into buckets; the following provides a conversion for the items on Activity sheet 7

● Shower = 1 bucket per minute.● Bath = 12 buckets.● ½ Flush = ½ bucket.● Full fl ush = 1 bucket.● Dishes by hand = 1 bucket.● Washing machine = 10 buckets.● Cleaning teeth = 1 cup (or 1½ buckets

if the tap is left running).● Water garden = 1 bucket per minute.

✪ This information, along with the water saving ideas suggested earlier could be displayed in the classroom, perhaps on a display shaped like a large bucket.


● Activity sheet 7: 'How much water do you use'



● Ask students to collect water saving ideas from friends and family. Collate and present them in a book, create posters illustrating water saving ideas. Encourage students to take home or place in the school.



Lesson plan 4

Learning objectives


● collect and analyse information on the ways water is used in the school.

● identify how water use can be reduced.

Learning outcomes


Science

Science understanding

● Living things have a variety of external features. (ACSSU017)

● Living things live in different places where their needs are met. (ACSSU211)




● Use a range of methods to sort information, including drawings and provided tables. (ACSIS027)


Geography





● Participate in a guided inquiry and using a range of information sources.

● Collect information about the local area.

● Sort information and identify patterns.

● Draw conclusions based on their investigations and share these conclusions.



Year 1Lesson plan 5Theme: Being a Watersaver at schoolLesson: Dealing with drips

Important questions

● Where and how do we use water in the school?

● Why is it important to save water?

● What are some simple ways to save water?

● How do plants save water?

Background information – dealing with drips

Schools are mini cities meeting the needs of hundreds of students and staff daily, including the water required for drinking and washing.

Heavy water use areas in schools include ovals, gardens and toilets. Becoming a Watersaver school will assist staff and students to learn about water conservation and reduce water bills.

Linking locally

Water conservation can be achieved by changing watering practices or through technological developments such as water timers and infrared urinals.

Mulching (using organic matter such as straw or sugar cane to reduce evaporation) garden beds, improving oval irrigation and monitoring taps and bubblers can help save water.

Gold Coast school achievement

Miami State School has adjusted the fl ushing volumes in toilets, replacing ineffi cient toilets and trialling a waterless urinal, saving a massive 946,000 litres of water per year.

Lesson plan – dealing with drips

✪ Using a map of the school identify the places where water is used such as for toilet fl ushing, hand washing, drinking and irrigation.

✪ Alternatively, take a tour of the school and mark the water outlets with coloured ribbon – blue for drinking, green for fl ushing, yellow for irrigation. Any leaking taps or cisterns could also be noted.

✪ Calculate total for each category and display the results using suitable icons – such as taps, toilets and sprinklers or in other suitable formats.

✪ Students can think of ways to save water at school. All the ideas should be listed and displayed. Activity sheet 8 ‘Simple ways to reduce water use at school’ can assist you with this.

Mathematics

Number and algebra

● Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts. (ACMNA015)

Statistics and probability

● Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays. (ACMSP263)



Lesson plan 5


● School map.

● Activity sheet 8 ‘Simple ways to reduce water use at school’.

● Coloured ribbon or material.

● Student self-evaluation sheet 1.


Make a Watersaver garden

● Make a mulch garden. With the assistance of the grounds person select a small garden area; mulch half the site using straw, grass clippings or similar material and leave the other section. Observe the differences between the two sites – check how the mulch keeps the garden cool and moist by carefully lifting the mulch and feeling the soil – you could also use a thermometer or moisture meter. Note how well the plants grow and any animals near the mulch.

● Discuss why mulch saves water.

● Investigate suitable plants for the Watersaver garden; examine other plants in the school grounds, do they have adaptations that help them to conserve water? For example some plants have thick waxy, leaves that reduce transpiration; others have very small leaves or spikes (cacti) for the same purpose. Many Australian native plants have water saving adaptations.



Lesson plan 5

Year 1 - City of Gold Coast · 2012-10-31 · Science involves asking questions about, and...

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