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Waterwise BOOK 1 | More Precious Than Gold

More Precious Than Gold | 1



More Precious than Gold, for Years P-6, and Living in a Catchment, for Years 7-10, are locally produced and focussed Teacher Resources which provide the framework for Unit activities based on the topic of water. Additional educational web-based or printed materials provided by Central Highlands Water are provided on the CHW education website to enhance this framework. Featuring an integrated, activity-based approach to learning, they have been developed by teachers for teachers.

The Water Wise online booklets 1 and 2 are the

lessons relating to water. The booklets provide the regionally focussed framework and allow for other water education resources to be added and complement this framework.

Step 1: Use booklets 1 and 2 to develop a framework for regional water related activities and experiences;

Step 2: Water Learn it! Live it! Regional Victoria edition will provide additional activities relating to Victorian Essential Learning Standards (VELS);

Step 3: Site tours/visits of CHW’s facilities can be arranged to complement your classroom learning and activities;

Step 4: If you are unable to attend a site visit, you can access CHW’s interactive tours and sites (including the CHW Wastewater Treatment Plant, The Living Water Trail and Gong Gong Waterwatch Wetlands). See www.chw.net.au

Step 5: Incorporate other educational resources which are also available and can be ordered online. See www.chw.net.au

Forwardmaterials will lead our young people, and through them, many of their parents, neighbours etc. to a deeper realisation of the fact that water is an essential resource which should never be taken for granted or wasted. With this deeper realisation should come appropriate conservation practices in the home, school, farm and workplace.

Although these materials have been produced initially for teachers in the Ballarat region, the approach, concepts, understandings, activities

can be used, with the need for only minor



Without water, there can be no life. Only a tiny fraction of all the water on the Earth is drinkable yet, despite this, we continue to take this precious

resource. It is but a thin layer on this fragile planet we call Earth. The water that is with us now is all the water we will ever have – there is not an endless supply.

We often only stop to think about water during

part of our daily routine – whether it be cleaning, drinking, cooking or working. Water is clearly a part of the fabric of our daily lives. We use it for

increasingly, it has suffered from the excesses of our modern life style.

Ironically, the familiarity we have with water is often accompanied by uncertainty about where it comes from, where it goes and the way in which it is maintained by water corporation. We have fresh water at the turn of the tap and dispose of dirty water at the touch of a button. Water seems to “appear” and “disappear” almost by magic. Its transportation and treatment are often well disguised in our cities. It is important to provide an understanding about the connection between our actions and the water we use everyday. The

eventually come back to us through the water cycle is not one that is well understood by people. We should encourage and provide a sense of connection with nature and water.

Water is important to all life forms – not just people. Many animals and plants depend on water for their habitat. In turn, these animals and plants are linked to others which depend on them. Many wetland species have rapidly declined in numbers due to the degradation of Victoria’s wetlands through pollution, drainage, dredging, salinisation and climate change.

As a topic, water is a powerful vehicle for learning about a range of concepts and issues within science, environmental education and social education. It is a real-life topic and one to which all children can relate. The knowledge, skills,

Why Teach About Water?values and actions linked with the topic of

and for the integration of a range of curriculum areas. Water awareness is also something than can be modelled at a “whole school level”. It is important that, as teachers, we “practice what we preach”. The study of water should be part of a process of developing systems and procedures in the school buildings and grounds which demonstrate sound water use.

Children are fascinated by water from an early

“sloshing” through puddles, making “mud pies” and rushing to the window to gaze out at a heavy rainstorm. Water play is an important, sensory experience – a source of fun and of learning. By including the study of water in the curriculum, teachers can build on this natural curiosity and, at the same time, provide an important vehicle for children to learn about the physical and social world.

Water has inspired many great works of art, literature, music and movement. The study of water provides many opportunities for students to express their understanding through the creative arts.

As part of our environment, water is a source of relaxation, peace and tranquillity.

It is vital that the study of water involves children in experiences that not only lead to a greater understanding of, but to a sense of respect for, and connection with, water. We many understand the science of pollution of the waterways but without a feeling and conviction for the protection and conservation of water, we are less likely to take action or change habits.

As our population continues to grow, we can no longer remain unaware of the impact of our daily lives on this precious resource. Water conservation is a shared responsibility and this sense of responsibility is best encouraged through education.



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The integrated units outlined in this program are structured around the inquiry approach. Each unit provides teachers with a plan which can be

and interests of the students and the resources available in the local area.

Treat these units as maps to guide you and your children’s journey of inquiry into the topic of water.

Teaching and learning through an inquiry approach is like a journey. Rather than being a loose collection of experiences, it is planned, structure and, most importantly, sequenced.

Inquiry learning moves through a series of phases – beginning with an initial excitement and interest in the topic, moving through to a stage

learners in gaining the most from their journey by allowing them to become engaged in its preparation and by ensuring that there is time to consider what is already known before venturing into the unknown.

A journey should involve some discoveries. The new experiences of inquiry learning should challenge the learner’s current perceptions, and provide food for thought. Like travellers, the learner needs opportunities to process and make sense of these new experiences. Writing, drawing, talking and other forms of communication help articulate this new knowledge and are of great

the journey is shared.

“ Treat these units as maps to guide you and your children’s

journey of inquiry into the topic of

water. Enjoy your trip! ”

Integrated Water Education Units and Inquiry Learning

The destination in inquiry learning is the phase at which connections are made and understandings

sense of it all” and can provide insights not only about the topic but about the nature of

understandings about the world, the traveller may develop a resolve to change any aspect of his/her lifestyle. In the same way, inquiry learning will often lead to the desire to take some kind of social or environmental action.



YEARS|P-2AN INTEGRATED UNIT OF INQUIRY ABOUT THE CONSERVATION OF WATER FOR JUNIOR PRIMARY STUDENTSINQUIRY UNIT FOR JUNIOR PRIMARY STAGES 1-7 9

THE “LIQUID LABORATORY” 19

CREATING A FRESH WATER AQUARIUM 20

BLM - RAINDROP’S STORY 22

BLM - WHERE DO THE TAPS BELONG? 23

BLM - WHERE DO ALL THE PIPES GO? 24



Organising the classroom program into integrated units of study is an effective and economical way to teach. A unit of work based around water can provide both you and the children with a sustained, sequential learning experience rather than a “stop-start” or fragmented approach.

Your unit of work will not necessarily draw on all curriculum areas nor will it take up all of the classroom time. The following sequence demonstrates one way in which you may go about planning a unit of work about water.

Naturally, your planning should take into account the needs and interests of your own group of children. The activities and black line masters (BLM’s) that follow the suggested structure can be implemented where they suit your purposes and the purposes of each stage of inquiry.

Resource Water - Learn It! Live It! Regional Victorian edition

Integration of activities from the Water - Learn It! Live It! Regional Victorian edition will also complement your unit of work.

The steps in planning and implementing a unit

the tight sequence in which they are written. It is important, however, that children be given the opportunity to engage purposefully in their learning. The following stages are offered as a suggested framework for a unit at lower primary level.

‘Wetting’ the Appetite

Encourage free play with water in a learning centre set up in the classroom (see page 19);

Encourage discussion about how water feels, sounds, looks, tastes.;

Walk around the playground after rain, look at puddles, water in gutters and drains;

Read and discuss picture story books which focus on the theme of water;

Use water from a pump spray to cool off after a vigorous game. Talk about how it feels on the skin;

Conduct a “picture chat” using posters, paintings and photos of watery environments;

Draw/create a chart of animals that live in water and animals that live on land;

Make a list of questions: “What do we want to know about water?”. Write each child’s name alongside his/her question.

Planning an Inquiry Unit for Lower Primary Classes Purpose

To “tune children in” to the topic, to sensitise and motivate them.

Possible Activities



Preparing for Discovery

Make a list of words about water. Put them on word cards and play games to familiarise children with them. Group the words in different ways;

Children draw pictures of how they think the water gets to the tap, and where is goes when it goes down the plug hole;

Complete BLM 1;

Cut pictures from old magazines to show different uses of water. Make a collage and label it;

Children make a picture strip (like a comic strip without words) to show the different ways they use water from the moment they wake up until they go to bed;

Talk about all the places in the house where water is used and the purpose of each use (BLM 2);

about water.

Purpose

and misconceptions;

in Stage 3;

Possible Activities



Discovery

Purpose

NB: Each activity should be preceded by some prediction and estimation work, eg:

See Stage 4.

Possible ActivitiesGo for a walk around the local area and make a note of the different ways you see water being used and the different places in which

Set up a fresh water aquarium in the room to demonstrate the concept of water as a habitat (see page 20);

Plant some seeds to demonstrate the importance of water for the survival of living things;

Involve children in simple experiments to demonstrate the properties and states of water:

Boil water and talk about the “steam” that rises;

Freeze water, taking its temperature at different stages;

the change in the appearance and smell of the water;

Make jelly (shows dissolving of materials, boiling, cooling etc.)

Visit a local body of water such as a lake, stream, creek or reservoir. Each child designs one question before the visit and must try to

Read a big book together such as Lester and Clyde or Longneck’s Billabong.



Sorting out

Children complete a mural showing the area through which they walked. Places where water was seen or used are highlighted with labels.

BLM 3 may also be used at this point;

Keep a class journal about the aquarium. Each day, write a class sentence in the journal, describing something that children have noticed;

Find out more about the different plants and animals in the aquarium. Write and illustrate simple factual sentences about them;

Compare freshwater with salt water. How are they different? What are the different animals that are found in them? Make a data chart comparing the sea with a freshwater river;

Make a simple graph showing the growth of the plants over time. Roster different children each week to water the plants;

Return to predictions made before each experiment and discuss any surprises/ideas

Purpose

Possible Activities

relation to everyday activities at home – eg. Boiling the kettle, making ice-poles in the fridge, etc;

Write procedural texts which involve changing water eg. “How to make a cup of tea”, “How to make a home-made ice pole”, “How to make jelly”;

Write a “wall story” about the excursion, concentrating on the features of the environment and the ways in which the water was used. Use the wall story to make an illustrated class “big book”.

Dramatize the events in either of the two big books. List all the things the author needed to know about wetlands to write the book.



Making Connections

Purpose

Possible Activities

To ascertain understandings that children

the continued unit.

Children write/draw one thing they know about water and one thing they would still like to know;

Revisit and add to charts and drawings made in Stage 2;

Using key words from their “words about water” list (Stage 2), children make a simple concept map to show what they understand;

Set different scenarios that children must act out.

A platypus is upset because people are littering the creek in which it lives;

You have seen your best friend throwing rubbish down the drain and you are trying to decide what to do.

Children may make puppets and develop simple plays about water.

Making Sense of it All

have learned and on themselves as learners.

Purpose

Possible Activities

On a large chart, make a list of all the activities you have carried out in the unit. Children draw a “smiley” or “sad” face next to each activity according to whether they liked/disliked it. Examine the chart and discuss as a class. From which activity did we learn most?

Return to questions framed in Stage 2. Can they answer their questions now? Why? Why not?

Children draw one thing they can do to help conserve water and one thing they can do to help protect water. BLM 4 may be used here.

Ask children: What should other people know about water? Design factual texts to inform others. This could be done individually, in small groups or as a class. The books could be made with older children within a cross-age tutoring program.



Seeing it Through

Purpose

Possible ActivitiesTake published books home to share with families;

Visit other classes to share some products of the unit (eg. books and charts);

Design a simple “code of practice” for water use in the classroom or an area of the school. Agree on simple rules for such things as washing hands, disposing of paint, using the drinking fountain, etc.;

Appoint water monitors each week to keep an eye out for dripping taps, sprinklers let on, etc.;

Publish work done during the unit in the school newsletter as a way of informing others;

Visit a local waterway and have a clean-up day;

Share the responsibility for the up-keep of the school garden. Develop strategies for conserving water.

action.

Keep samples of children’s work completed

child in which you place work samples which demonstrate development of an understanding or skill;

Make anecdotal notes whilst children are working. Listen to what they are saying during “free” play with water and note their conceptions and misconceptions;

Invite feedback from parents about ways in which the unit may be affecting children’s use of water at home;

Use understandings and skills as the basis for a checklist;

Take photos or videos of children at work and use these as a record of the unit to share with others.

Assessment Strategies



A learning centre is an area of the room (such as a corner or wet area) in which materials are devoted to a particular concept or topic. The centre may be a place which children visit during their free time or a place to which they are rostered to visit in small groups.

Water is an excellent topic for study in a learning centre as it lends itself beautifully to developmental play. The experiences within this “play” area can provide an important basis for the development of understandings about water. These concepts provide the framework for understanding issues about the conservation, treatment and use of water in our community.

The learning centre should encourage oral language, co-operation, investigation and creativity. Importantly, it will give you, the teacher, the opportunity to question children and take up those “teachable moments” that play brings.The centre can also be a place in which important modelling behaviour takes place, how water should be used and cared for.

Large container of water. Do not change it every day. Stress that this is all the water the

onto the garden;

sinking;

Setting up a Water Learning Centre for Young Children

“The Liquid Laboratory”

A variety of different sized and shaped containers;

Funnels, jugs, pipettes, eye droppers;

Plastic containers with holes on the bottom for “shower” effect;

Sponge rubber off-cuts;

Hose off-cuts for blowing or siphoning;

Hand beaters/whisks for frothing;

Plastic water animals

Materials for making simple boats (corks, seed pods, shells, foil pie dishes);

Magnifying glasses

A variety of materials with different absorbencies

Water colours, papers and brushes.

books and one or two carefully chosen posters.

with a plastic cloth for ease of cleaning. You may wish to provide plastic aprons for children who are working in the centre. These can be made from plastic garbage bags by cutting holes for heads and arms.



Creating a Freshwater Aquarium

As a freshwater aquarium is the home for many living things, it can teach young children about the importance of caring for water in the interest of the creatures living in it. Freshwater, cold aquariums are very simple to set up and maintain. You can add many interesting creatures and plants to form a living community.

not satisfactory);

Water weeds;

Pebbles from the bottom of the tank;

Freshwater mussles to remove green algae from the water;

Pond snails to keep the glass clean;

Fish food;

or small earth worms. These can be bought or, better still, collected by the children.

To clean the tank, siphon the debris from the bottom then “top up” the tank with water that has been allowed to stand overnight. The water should rarely, if ever, be changed.

Suitable animals for a cold, freshwater aquarium include:

Water beetles;

Mosquito wrigglers;Pond snails

Purpose

Setting it UpYou will needA large, cleared table or bench in the classroom should ensure that the aquarium is accessible, secure and well displayed. Make the area “special” by draping some fabric over the table and keeping the area neat and well organised. You will need to have the aquarium operating for a period of 4-6 weeks.

This activity is best begun with an excursion to a freshwater pond where children can see the animals in their original habitat. Small samples of water should yield a variety of life to be taken back to the classroom aquarium. If collection by all children is not possible, a small collection could be made by the teacher or particular children who live near a suitable wetland. Many shops that specialise in aquaria sell the appropriate animals and plants.



AN INTRODUCTION TO THE UNIT 26

UNIT PLANNER 31

Inquiry unit for Middle - Upper Primary Stages 1-8 32

BLM - Using water at Home 38

BLM - Where do you Stand? 49

BLM - Think about our Learning 55

YEARS|3-6AN INTEGRATED UNIT OF INQUIRY ABOUT THE CONSERVATION OF WATER FOR MIDDLE-UPPER PRIMARY STUDENTS



This unit aims to build on the experiences and understandings developed in the early years but will work effectively as an independent unit. This unit is inquiry-based. It seeks to develop children’s understandings about the topic of water, their skills in learning, co-operating and investigating, and exploring values and actions in relation to the use of water.

As it is important that the activities provided for children be purposeful and relevant to their daily lives, activities in this unit are built around the home, school and local community. Children progressively develop their understandings through direct, concrete experiences and

abstract concepts.

The understandings gained through this unit will provide the foundation for the more complex investigations children will experience in their post-primary years. For example, experiments which examine the ways in which water can be changed provide the basis for a visit to the Sewerage Treatment Plant outlined in the Year 7-10 publication.

To assist children in developing their understandings the unit draws on a range of curriculum areas. However, there is no attempt to use every area of the curriculum. Rather, processes are suggested when appropriate to the particular aspect being explored.

For example, through the application of mathematical skills, children can develop an appreciation of water use in the home. Art, on the other hand, provides the perfect vehicle for learning about the journey a river takes to the sea. The integration of curriculum develops naturally

An introduction to the unit

“!e statements below constitute the understandings it is hoped children will gain through this

unit of work: the ‘big ideas’about water.”



What’s the big idea

These understandings are designed to provide a structure and sense of purpose in your planning. Use them for guidance in selecting resources, questioning, assessing children’s learning and evaluating your teaching. Modify the list to meet the needs of your particular class. Teachers from years 3-6 might divide the understandings between the four levels and focus at each level only on the selected aspect(s) for the level.

The key understanding can be linked to the VELS outcomes provided in the

Water – Learn It! Live It! Regional Victoria edition



Key ConceptsThe key concepts developed through this unit are:

Dependence

Finitude

Change

Pollution

Conservation

Protection

Needs

Wants

Survival

Waste

is important for children to realise that there is a range of perspectives from which people view the world.

Areas of the curriculum such as social and environmental education play an important part in developing children’s appreciation of values and assisting them to clarify and develop their own values. Within this unit, there are many

articulate their own values and those of others. To this end, discussion is an important vehicle. The unit aims to develop some basic ecological values about the importance of water for life. Such values should promote the responsible maintenance of this precious natural resource.

Values

Key UnderstandingsThe water that is on this planet is all the water that we will ever have. Much of it is salty and much of it is underground;

Please see CHW Water Cycle fact sheet

Water is an essential, natural resource. Living things, including humans, depend on it for their survival;

Water goes through a natural cycle – beginning as rain, snow, hail, dew, frost or fog;

As it moves through its cycle, water is changed by both natural events and human activities. Many of these human activities cause pollution*;

Much of our waste (such as litter) ends up in waterways*;

Whenever we use water, we change it in some way. This changed water goes somewhere else and is used by other living things (animals, plants or people)*;

Because it is essential to life, water needs to be conserved and protected from pollution*;

Water corporations in developed countries go to enormous trouble and expense to transport water, protect people and properties from

animals, plants and people*;

We use water for many different purposes. Some uses are designed to meet needs and others serve our wants;

Good, clean water is often used thoughtlessly and wastefully - particularly in places where, or at times when, water is plentiful;

groups and individuals about the way water should be used;

The use and availability of water differs between communities – both within Australia and throughout the world**;

There are many ways in which we can modify our life styles to help protect and conserve water – in the interests of humans and other animals and plants which depend on it.*

See Living Water. Trail interactive activity

** See CHW Superpipe. This can be ordered online though the CHW Education Website



There are seven broad stages in this unit. Each stage takes children one step further in the inquiry process. Whilst this sequence is important, the

the needs, interests and prior knowledge of your particular group.

A sample planner is provided to show the way in which the unit might be developed over a ten week period (eg. a term). It is not expected that any one calls would do all activities.

The unit is structured to allow difference classes to explore different aspects or strands. At each stage of inquiry, a range of options is suggested from which teachers may select one or two activities. For example, at Stage 2 (activity 2.7) several long-term investigations are suggested – each class could select one of these. This choice may also be useful within one class (eg. a multi-age setting) where different activities may be selected for different groups of children.

How to use this unit

Setting the SceneClear a display space in the classroom;

Consider table arrangement for group work;

Set up a manilla folder or scrap book for each child in which can be kept samples and records of work done during the unit;

Use a digital camera or video recorder to take photos or videos of children at work;

Using the understandings and resource list as a guide, collect resources from the library;

Write a letter to parents explaining the purposes and features of the unit and inviting their participation;

Talk with specialist teachers about stages in the unit with which they could become involved;

Familiarise yourself with the information in the Ballarat Regional Conservation Strategy;

Make any necessary arrangements for excursions, guest speakers and videos (involve children in this process where practical);

A Note on Assessment and Evaluation

In adopting an inquiry framework, opportunities for assessment arise within the context of the activities rather than being something that is “tacked on” at the end of the unit.

There are many activities which result in some form of concrete record which can be kept for referral and comparison throughout the unit. As you move through the unit, encourage children

water and upon the ways in which this learning is

Journals or “learning logs” can be set up for each

can keep relevant samples of work. You may add anecdotal records, checklists, etc. The key concepts, understandings and skills (see planner Page 31) will be an important reference point for anecdotal notes.

The activities are open-ended and allow children to be challenged at their own levels. Teachers

directions suggested in this unit. You should familiarise yourself with the content of both the lower primary and post-primary materials as it might be appropriate to use portions of these with all or some of your children.



Skills ChecklistBelow is a list of some of the skills that are

a useful guide for observing students.

Skills Gathering information;

Representing data;

Using factual texts as a reference;

Co-operating

Clarifying values;

Empathising;

Presenting a point of view;

Actively listening;

Making decisions solving problems;

Predicting;Imagining;

Taking action;

Classifying

Reporting (oral and written);

Logical thinking;

Gathering data;

Interpreting data;

Observing;

Creating;Comparing;

Questioning;

Recording



Stage 1: “Wetting” the Appetite

Stage 2: Preparing for Discovery

Stage 3: Discovering!

Stage 4: Sorting it Out

Stage 5: Making Connections

Stage 6: Going Further

Stage 7: Making Sense of It All

Stage 8: Seeing it Through



‘Wetting’ the Appetite

Activity 1.1

Liquid Visions

A number of authors have used “watery environments” to help create powerful images of the setting in which a story takes place. Suggested below are a few novels in which you

a different passage to the children each day. Ask them to close their eyes and allow the scene to play itself out in their imagination. Focus on the way in which the references to water help create the atmosphere. List the words the author uses to describe water in each case and the other life forms associated with it. For other examples, look on the internet or in your library.

Sample titleTheile, Colin Storm Boy; Ribgy, 1974.

Activity 1.2

Mystery SoundThis activity takes a little preparation but it is great fun and will help develop children’s listening skills.

Include, for example:

Water being sprayed over a surface (eg, the garden hose on a path;)

Something being dropped into water;

Water being squeezed out of a wet cloth;

The dishwasher or washing machine;

A dripping tap;

A running tap;

Splashing water;

Play the mystery sounds to the children. Individually, they write down what they think each sound is. After each sound, or at the end of the series, they share their ideas. The list that is generated may be a useful way to begin a list of ways we use water. Children could follow this up by making their own “mystery water sound” recording.

the broad topic of water. The activities do not link directly to the understandings. They are simply ways to stimulate thinking and talking about this everyday substance which we take so much for granted. Select from the following:



Activity 1.3Memory GameThis is an adaption of that old favourite, “I went shopping”.

Children sit in a circle and you begin by nominating an environment where water is a feature. You may select a particular place that is familiar to the children (eg. Lake Wendouree, Lake Daylesford, Lake Burrumbeet, Lake Learmonth and Lake Victoria) or you may choose generic terms such as river, lake, beach, creek or pond.Moving round the circle, children gradually build the list of items eg. “I went to the pond and I saw a duck, a tadpole, a lily-pad” etc. Ask someone to keep a note of all the items. The list can be displayed and illustrated by the children or made into a mural.

(see p-2 unit, p. 22)

Opportunities to simply explore water in a sensory way should not end in the early years.

Try setting up a very simple learning centre which children can visit in free time or when time-tabled in small groups. The area might be given over to play or could include some simple informal experiments.

Activity 1.4

Sensory Play

Suggested items for the learning centre:

A tub or tank of water; Some containers of different shapes and sizes;

Eye droppers and pipettes;

Materials with a range of absorbencies; A siphon; A pump spray container; Small samples of contrasting liquids such as oil, juice, vinegar etc.

Rather than provide all items at once, introduce them gradually. Avoid changing the water each

then be tipped out on to the garden.

An open-ended question for exploration can be pinned up in the area each day.

For example:

How is water different from these other liquids?

Does water have a “skin”?

Why do some materials absorb more water than others?



Preparing for Discovery

The activities which follow are designed to establish what children already understand about water. By articulating their prior knowledge, children are more likely to modify misconceptions as they work through the unit.

Where does our water come from?

Bring a glass of water into the classroom and ask children to tell you where they think it came from. Explain that you want them to think about the journey travelled by the water in order to reach our taps. Each child is to draw and label a “water map” to show their perception of the journey.

journey through the Ballarat region.

Share the maps and discuss:

What features do your maps have in common?

What do most of us agree on?

What things puzzle you?

What questions do you have?

Make a list of their ideas, then ask

“our tap water comes from?

“Who helps water get to our homes?”

“Are there any rules about using water?”

Activity 2.1

“What do you think they are?”

Find out the extent to which children are familiar with the role of water corporations in the region. At this stage, it is important to accept and record children’s responses. They will be challenged as the unit progresses.

This activity is designed to ascertain children’s knowledge about the various ways in which “waste” water is transported from places in which it is used. Few children will be aware of the differences between the sewage and storm water systems.

Divide the class into seven small groups. Give each group a sheet of paper with one of the following questions written at the top of it. The group discusses the question and writes a response at the bottom of the page. It then folds the page over so that this response is covered and passes the sheet on to the next group. Each group repeats the activity with their new question, folding the paper up and passing over their response each time. Once all questions have been discussed by each group, the sheets are folded and examined. Each group reports back on one question. Was there agreement amongst

can we check to see which answers are correct? You may choose to introduce and discuss the terms “sewage”, “sewerage” and “storm water” and allow children to return to the sheets to modify their ideas.

:

1. Where do the water and waste go when you

2. Where does the shower or bath water go when you pull the plug?

3. Where does the water go when it rains and moves along the gutters?

Activity 2.2

It doesn’t just disappear: “Pass the Question Game”



This activity is designed to revise the ideas which children have encountered in earlier years. It also lays the foundation for more complex understandings about the range of ways in which we use water. You will need one ice-cream container per group, small pieces of recycled card (approximately 4cm x 4cm) and felt pens.

Begin the session by miming to children two or three simple activities that involve water, eg. washing the dishes, drinking, swimming, then ask the children to tell you what they think you were doing.

Activity 2.3

How do we use water? - Charades

provide each group with a container of ten to

each container. Each group must discuss different ways in which water is used, writing their ideas down on a card each time they think of a new one.

between the groups. Each team stands in a line,

team faces the front, all others are facing the back. On your signal, each leader selects a card out of the team’s container, taps the shoulder of the next person who then turns around to watch them miming the “water use”.

Thirty seconds only is allowed for the performance. The second child taps the shoulder of the third and does the same. The process is repeated down the line. Each child has thirty seconds in which to act. The last child must say what he/thinks the action is. If it is wrong, the

Activity 2.4

How is water changed? -A data chart

This activity is designed to enable you to assess children’s understanding of the properties of water and the causes and effects of human and natural intervention.

Brainstorm” the many ways in which water can be changed. This could be something children are given time to think about at home, eg. freeze it, boil it, add soap to it, etc. Allocate one “change” to each pair of children. They must discuss the purposes for changing water in this way or why it happens and what the outcomes or consequences of the change are. Ideas can be recorded on coloured infant squares and pinned to a large chart.

card must go back into the box. The aim is for the group to use up all the cards in the box – or as many as you designate. Pick a new leader for each team and start again. Keep the game moving!

At the end of the game, the cards can be gathered together and used for bundling activities. For example, children can be asked to group all the uses that they think belong together. Cards can be grouped and hung on a mobile or pasted onto a large chart. Ask children to add other uses as they think of them.

Why we change water

Why we do it Consequences

Discuss: Which changes are caused by natural events? Which are caused by human activity? Which of these changes might be called pollution? Why?

4. Where does the water go that collects in the guttering around the edge of the roof? (refer to BLM 3)

5. Where does the waste from factories go?6. How does litter get into rivers?7. How does litter get into the sea?



Activity 2.5

in our region? written descriptions

This activity is designed to give you some insight into children’s general knowledge about the places in which water is found in and around the Ballarat region.

Individually, children list all the “watery places” they can think of in the Ballarat region. Encourage them to name them, eg. “Canadian Creek” rather than “creek” or, at least to describe where they are located. Groups of three then meet and combine their lists. Two groups of three form a group of six and combine the two lists into one, which is written on large butcher’s paper under the heading “Wet places we know in our region” (eg. Ballarat, Maryborough, Daylesford & Beaufort).

Encourage children to talk with parents and friends and add to the list during the course of the unit. Now ask each child, or pairs of children, to choose one place they know from the list and describe it in written form. Some of the books listed in Stage 1 provide good models. Try to ensure that a range of places is covered.

Activity 2.6

Where do you stand?

Children complete the BLM on page 49 individually. Stress that it is not a “test” and that they should be honest about what they think. Do not discuss their responses. Use them to gain insight into children’s initial understandings. File the sheets away. They will be returned at the end of the unit to help children self-assess their

the same purpose!

Activity 2.7

Setting up long term investigations

The following activities should be introduced in the unit as they involve some long-term

data gathering. The list below offers some ways in which information can be gathered. Children should be consulted for their ideas about other avenues to explore. These investigations may be conducted individually, as a class or in small groups.

Set up a simple rain gauge in the school. These can be purchased from your local hardware or gardening supplier. Place the gauge on a fence, well away from trees or buildings. Each morning, record the result. Encourage the children to predict the result before each reading.

Children should be encouraged to scan local, state and national papers for articles about water. Set up an area in the classroom for a display of the articles. Summaries of items seen on television or heard on the radio could also be included. Students in Ballarat region can look in their local paper for the CHW weekly water supply update.

In addition to the measurement of rain in the school year, monitor the rainfall each day as reported in the paper. This may be done for the Ballarat region alone or could include a range of places throughout Australia and the world.

This activity encourages children to see that people have different viewpoints and understandings. Begin by discussing the purposes of surveys and opinion polls: What are they? How are they carried out? Why are they carried out and by whom? Find some examples of polls and results in the newspaper. What don’t they tell us? Together,



design some survey questions on the topic of water. Decide who you will survey and

may be responsible for surveying different target groups (eg. other children in the school, parents, teachers, members of the community).

Sample questions

Where do you think the water goes after it goes down the plug hole?

Do you think you are ever wasteful with water? If so, how?

Do you try to conserve water in your home? How do you do it?

How badly do you think litter affects water? (Why?)s

What would you suggest could be done to reduce the litter in the waterways?

What is climate change? Can we do something about it?

Do you think you are ever wasteful with water? If so, how?

Do you try to conserve water in your home? How do you do it?

How badly do you think litter affects water? (Why?)s

What would you suggest could be done to reduce the litter in the waterways?

What is climate change? Can we do something about it?

Children use the BLM 4 to monitor their use of water at home over a given period. Before assigning this task to children, ask them to estimate the frequency of use of the various items on the sheet. They may also estimate the amount of water used by each. The same sort of tally could be conducted in the school over the course of a week.

Begin with a container such as a glass aquarium, plastic tub or sand tray. Fill the

container with water and soil at a ratio of 3:1 to represent the approximate proportions of water and land on Earth. The water should be separated from the soil in some way. It can, for example, be put in a glass bowl. Organise the soil in such a way that it slopes into the bowl. Plant some grass seeds in the soil and leave the container open for a few days to allow the seeds to germinate. Cover with clear plastic or a glass cover. Make sure that there are no gaps! Place the model somewhere where it will receive some sunlight and watch what happens. Children should predict what they think will happen and why. Over the next few days, the “lake” will evaporate. The plants will take up water from the soil and transpire – which will result in condensation on the glass or plastic cover and precipitation back into the water and onto the soil. This is a simple demonstration of the water cycle.



Using water at home



DiscoveringThe following activities are designed to enable children to gather new information about the topic in relation to the planned understandings. Each one deals with a different aspect of water. In each case, the children are engaged in re-search which should link with the issues, ques-tions and ideas that emerged from Stage 2. Each activity moves through three stages - a prediction phase, an experience phase and a processing stage.

Activity 3.1The Life of a RiverPurpose: To familiarise children with the following concepts:

The water cycle;River water as a source of survival and shelter for a range of living things along its journey

This activity is based on a beautiful book, ‘Down, Roundabout and Up Agai’ by Jim Howes, pub-lished by Macmillan (Southern Cross, level 2),Mel-bourne, 1987.

sentencesShow children the title and front cover of the book. What do you think it might be about?

of changed children expect to see in the land and water as the river makes its journey to the sea. What kinds of animals might be found in these places?Before reading the rest of the book, give children the following key words which are found in the text:

billabong, drought, tide estuary

In small, mixed-ability groups, children write each word in a sentence in a way in which they think it might appear in the text.

ideas. It is important to accept all ideas at this stage - the text itself will challenge inaccuracies.

: A shared book activity

Now read the book to the children (if you have multiple copies, each group can read its own).

As you read, encourage children to examine the illustrations by Frank Knight. Note the changing countryside through which the water moves and the different types of animal and plant that ac-company the changes.

Children return to their sentences and either con-

changes they make.

Make a list of all the animals shown in and around the river along its journey.

Processing: The journey of the YarroweeHaving explored the life of the river depicted in Howes’ book, children now turn to a local river they all know, such as the Yarrowee, Woady Yalaok, Moorabool, Canadian and Leigh. Using CHW river posters explore the trail taken by the river through the area.Compare it to the journey made by the river in the book and consider the kinds of environment through which it travels. Some people will be

local region ends up interstate.



Activity 3.1 continued

This activity is designed to enable children to

human and other living things. Choose a local body of water which is used for recreation pur-poses and which retains some natural feature. Lake Wendouree is used as the example here, but other sites in the region can be investigated in the same way.

Activity 3.2

Local excursion

Locate, on a map of the region, the area you plan to visit. (You may already have included it in the large scale map for activity 3.1).Organise the chil-dren into research groups. These groups will work together before, during and after the excursion.

Each group has a different focus question:

Birds: What kind of birds are found at the lake? How does the lake provide habitat for them? With what other animals might they share this habitat?

What kinds of creatures live in the water?

Uses: How do people use the lake?

Features: What are some of the features of the area around the lake? Which of these are natural and which are human-made?

Threats:

What are some of the ways in which the quality of the water for people and other animals is threat-ened?

Protection: Who cares for the lake?

When each group has been given its research question, it should spend time working through a research plan. The following questions should be addressed:

What do we already know about this?;

What are we unsure about?;

lake?;

How will we gather and record the information?;

What equipment do we need?,

How will we share the tasks?

Plans should be drafted, then ideas for on-site research shared with other children. Discuss the feasibility of plans in terms of the time and equip-ment available. You will need to have some pos-sibilities in mind to suggest to each group, as illustrated in the examples which follow:

At this stage, begin a large scale map showing the journey of your local river. This is most effec-tive as a school-wide project. Each class is allo-cated a section to represent. Highlight the location of your school on the map. A map can be en-larged by copying onto a transparency, projecting onto a large sheet on the wall and tracing over. Include major roads and streets, reserves, key buildings and facilities, etc.

Children use a range of collage materials to illus-trate the different places through which the river travels. This may involve further research, inspec-tion of maps and photographs, etc. Treat this as an ongoing exercise throughout the unit. The end

-tant record of the children’s learning.



Water LifeUse ponding nets, clear contain-

Uses

is used.

Features

-

naturalhuman-made

Protection

-

Threats

group can photograph the litter, and

Birds



Invite parents and friends to join you on your visit to the lake. Each research group could be assigned an adult leader to assist them in gath-ering information. Accompanying adults should be well briefed about the purpose of the visit. A range of inquiry questions might be posed to children

during the day.

For example:

Are there any waterways which join the lake?;

What happens when the lake is full and there is heavy rain? Note the drains, for example, on the west and south-east sides of Lake Wendouree.

How might the lake have been changed over time?;

What might it have looked like a hundred years ago?;

Before you leave, give the children a quiet time

special place near the lake where they sit for some time on their own. Encourage them to focus on the sounds, sights and smells around them and to enjoy the peace and beauty that wetland offers.

class

On returning to the classroom, children meet in their research groups and prepare a presenta-tion to share with others.

For example:

Graphs or artwork showing bird life, water life, litter count.

Drama based on interviews and observation, showing the ways in which people use the lake;

A photographic display of the features of the lake with captions.

A report on the ways in which the lake is protected, etc.

Children may need to conduct further research to

When all presentations have been made, explore some of the connections between them. Try compiling a class concept map about the place visited, showing the connection between birds, water life, threats, protection, uses and features of the area.

Activity 3.3

Detective DrainpipePredicting This activity links with activities 2.1 and 2.2. Begin by telling the children that they are going to be-come detectives. Their mission is to investigate the various ways in which water is collected and transported in and around their home.

Encourage them to talk with their families about the purpose of the gutters around the roof, the pipes leading from the gutters, gully traps and side entry pits in the gutters near their home. Back at school, make a combined list of all the ‘evidence’ children have found in their research.

Prepare a list of questions to ask a guest speaker (eg. someone from your local water corporation) who could tell you more about the sewerage and storm water systems in the area.

Processing After the guest speaker has visited and you have ‘solved the case’, encourage the children to share their new knowledge with their families on a guided tour to the ‘water-works’ in and around their home.

Activity 3.2 continued



Activity 3.4

Let’s Experiment!The activities on page 44 can be set up around the room at four different stations through which children rotate.

Each activity is designed:

To explore an aspect of the way in which hu-mans change water and,;

To prepare children to appreciate some of the complex issues associated with the mainte-nance of clean, safe water.

As children move through each activity, ask them to predict what they think will happen as a result of their experiment. These predictions can be shared orally or can be written down and revis-itedd at the end of the session.

Processing When they have completed the experiments, children may process them by preparing a pro-cedural or explanatory report to explain the way in which they conducted each experiment and what they found out. This can also be done us-ing a sequence of diagrams (like a comic strip) or documented electronically. Compare outcomes with predictions. Consider the results in the light of real-life events in waterways.



Children have already been engaged in some activities which encourage them to process the information they gathered in Stage 3. The fol-lowing activities are designed to combine this learning, using the information gathered by means of the ongoing investigations set up early in the unit (Stage 2). Children should be encour-aged to use a range of curriculum processes such as art, mathematics, language and drama to represent the information they have gathered over this time. The important emphasis here is on interpretation - of what the data tells them and why. Some suggestions include:

Activity 4.1

Reporting Back

Plot the measurements on a graph and dis-cuss any patterns that emerge in relation to the other weather conditions of the day. Cal-culate the average rainfall for the period and compare that with information from the news-papers about rainfall in other areas. What pat-terns emerge? How might the results change in other seasons? Why are there differences

Having observed the model over time, chil-

and make some conclusions about what they have learned. Ask: ‘How is the Earth like our model? What is the model showing us?’. Find-ings may be presented as an illustrated report designed to explain the water cycle to others. Use the model to discuss what happens when

Sorting it Out

we introduce dangerous substances into our seas, rivers and lakes. Ask children: ‘Where do these substances go?’

Media Watch Articles gathered from the media can be scanned for common themes and issues. Examine the articles for different points of view about the same issue. Analyse selected ar-ticles in terms of information, writing style and points of view. Use the articles as models for writing individual or class news reports about a water issue in the school or in their local region.

Opinion Poll Tally the various responses to the surveys gathered over the weeks. Publish them in the school newsletter. What common ideas, opin-ions and concerns to people have? Why are there different points of view? What do they need to know more about? How can we help them?

Home Water Use This is a good opportunity for children to apply some mathematical processes to information gathered. They may devise individual or group graphs or other forms of visual representation to represent water use over the given time.

Calculations may be made using the statistics provided elsewhere. Compare results across the class. Which activities use the most water? Which activities use the least? Which activities would we regard as serving a need? Which activities

in order to reduce water consumption? Discuss graphs and conclusions for other members of the school community to see. What do these graphs tell us? What additional information do we need?

As part of the processing experience, children

which they gathered information and the ad-vantages and disadvantages of the methods they used. Ask: ‘What would you do differ-ently next time you design an opinion poll or survey? How could you use the rain gauge be improved? etc.



By this stage in the unit, children have gathered

The following activities aim to help them make sense of the information and begin to develop some generalisations. The activities will enable you to further assess the extent and nature of the development of children’s conceptual understand-ings by comparison with those they demonstrated in the early stages of the unit.

Activity 5.1Interpreting the Giant Wall MapAs the map nears completion, prepare it for display by asking children to design explanatory captions to be pinned around it. Children may be given different focus questions on which to base their explanatory captions. For example, what does the map tell you about::

The life of our local river (eg. the Yarrowee river);

Water in the Ballarat region?;

Threats to the water?;

The environment in and around the river?;

The way the river changes?

Photos of different sections of the mural can be taken, enlarged and then used to illustrate a big book along the lines of Jim Howes’ book ‘Down Roundabout and Up Again’.

Making ConnectionsActivity 5.2

Making a Statement!have learned about water, both in general and in relation to the Ballarat region. On a white board draw four boxes and discuss with the children the following:

For each statement, the children should provide local examples. Statements are discussed in class, and make a list of four statements on which they agree. Write these statements onto the white board. Emphasise the importance of correct spelling, grammar and clear hand writing.

The statement can now be used for a close activ-ity. Cover the key words and the children must try to think of a word that would make sense in that space. The statements can also be used as the basis for word study activities or could become the text for a class book about water.

Why water is important to living things:

How we use water:

Where our water comes from and where it goes:

How water can be polluted:



Activity 5.3Concept Mapping

Give each child ten small cards; On one card, the child writes the word ‘water’;

On the remaining cards, the child writes ‘most important’ words about water;

The cards are then organised on a large sheet of paper in a way that makes sense to the child;

Each child then shows how these words relate to each other by connecting the cards with a series of lines. Word or phrases are written on the lines to make the connection clearer;

The cards can be attached with Blu-Tak so that they can be re-organised as the ‘map’ is formed;

Each child then shares the map with a friend and asks “What do you understand by my map?”

WATER

protection

sea

river

life

pollution

plants

birds

animals

fish

runs to

con

tain

s

harms

essential

to

need

and

and

needs

can be habitats for

CONCEPT MAPPING



Where do you stand?



Going FurtherThe activities in Stage 5 will have given you some insight into the extent to which children have grasped the planned understandings. Now select from the following ideas as appropriate to their needs. The following activities are designed to extend understandings by providing new and con-trasting experiences to those in Stage 3. Gener-

Select from the following:

Activity 6.1And now for something completely differentThere are many sites in and around the Ballarat region which would provide children with a contrasting experience to that of Lake Wendouree. Consider the following places:

Black Hill ReserveNerrina WetlandsMonte ChristoPatrick O’Day Flora ReserveGong Gong Reservoir ParkYarrowee Flora ReserveRedlan WetlandsYuille Station ReserveMagpie

The Yarrowee River Trail covers these scenic areas. More information can be found at www.cometolifeballarat.com/visit/getting-to-and-around-ballarat/scenic-bike-rides/yarrowee-river-trail.aspx

To process the experience, you could employ a number of strategies. Display contrasting photos of the areas. Design captions to highlight similari-ties and differences. Paint a mural that shows a ‘before and after’ scene of one of the areas that is being revegetated or cleaned up.

Activity 6.2Be our guest!This is a good time to ask an expert to share some of his/her knowledge with you. By this stage, children will be able to devise informed questions and will be well prepared to process the information they receive. Select your guest speak-er according to the understandings you feel have been least effectively grasped by the children. Some possibilities include speakers from:

CHW. Tours can be organised of CHW assets, including Gong Gong Reservoir Park, White Swan Reservoir, Ballarat South Waste Water Treatment Plant, Kirks Waterwise Garden and the CHW Laboratory. For more information and to book a tour, download this brochure. A community ‘friends’ group to talk about why and how they are caring for a particular area.

Your local water corporation to talk about the treatment and management of water in the region.

An industry such as Mars or McCain’s to dis-cuss efforts towards the responsible disposal of waste.



Your local historical society to share its knowl-edge about the way in which the local water-ways have changed and the ways in which they were used in the past - particularly during the gold rush era.

A farmer to talk about the way she/he uses water.

To process the experience, ask students to write

guest speaker. Ask them to compare and contrast points of view held by different groups and indi-viduals met throughout the unit.

Activity 6.3Find a Video ReferenceA number of resources are available that have been produced about this topic. Some websites you may wish to visit include:

Melbourne Water: www.education.melbournewater.com.au/ Australian Broadcasting Corporation: www.abc.net.au/environment

Ensure that students spend some time preparing

be done by asking them to list questions to make predictions about what they might see. To

Activity 6.4The Global CatchmentAn appreciation of the availability and use of water in Australia can be made more powerful through comparison with another country -particularly a developing country. Over half the people in the developing world do not have clean water to drink. Many diseases, such as malaria and dysen-tery, are a direct consequence of the lack of clean water for drinking and sanitation.

To process information gathered, students could dramatise some of the ways in which water is col-lected and used in other countries. Comparisons can be made with Australia.

Activity 6.5Making Models -A Water Supply SystemThis would best be done following the visit by a representative of your local water corporation. Children might design a simple model to replicate the way in which water is stored and transported through a system of pipes.

Use plastic containers to represent lakes and res-ervoirs and straws to represent pipes. Cut holes in the sides of the containers with a craft knife or the head of a pen and insert straws, sealing joins with tape. Straws can be joined and the movement of water encouraged by raising the levels of various containers.

To process the information gained through model making, ask students to present their designs to others using written or oral captions.



-

helps clarify thoughts and encourages the learner to view the topic in relation to his/her own life. The strategies which follow are designed to assist chil-dren in thinking about the topic at a more abstract level and to consider some of the issues that arise for action. They are also a wonderful celebration of what has been learned!

Activity 7.1 Looking Back: What do we Know Now?

Return to the charts, maps, pictures and lists that were compiled at Stage 2. What can we add? How have our ideas changed? Children should be given the opportunity to make changes to their maps, charts, drawings etc. Revisit the lists of ways in which we use water (activity 2.3) and

Making sense of it all

Activity 7.2Looking forward: Preferable and Possible FuturesUsing one of the places you have visited (perhaps the one you visited in Stage 3), or approaching the topic more generally, ask the children design a

of water has changed over time and how it might change in the future.

Children need to discuss their ‘future lines’. How can we help the possible become probable?

Yarrowee - key events and changes so far



Activity 7.3Where do we stand?

Stage 2 (BLM 6). Ask them to repeat the exercise using a different colour. How have their ideas changed? Why? Extend a length of string across the classroom. At one end place a sign, ‘strongly agree’, at the other a sign ‘strongly disagree’. Read out some of the statement. Children must place themselves along the line according to their feelings about the issue. The statements are de-liberately provocative. Children should be asked to justify and explain why they have chosen to stand at a certain point along the line.

Activity 7.4Thinking about our LearningPrepare a sheet for each child on what he/she re-

and how it has been learned. Sample questions on the sheet might include those shown on BLM7.

Activity 7.5Quiz ShowChildren design questions to test each other on what they have learned. They also need to pre-pare answer cards! The question and answer cards be used in a mock quiz show or any auto-matic response game you know.



Although this stage is presented at the end of the unit, many children will have been taking action throughout the course of the study. For example, as they have monitored their use of water at home, many will have become more conscious of wasteful habits. Visits to local wetlands may have already inspired children to begin an action program. For the primary school child, the home, school grounds and local community offer a rich array of possibilities for exploration and action. The following ideas are suggestions only and should be devised with the children rather than im-posed on them. Children must ‘own’ their actions.

Activity 8.1Weekly Water WatchersAppoint Weekly Water Watchers. Two children are nominated each week to be responsible for ob-serving the use and abuse of water in the school (this could be extended to the local community). Children should look out for examples of actions which involve protecting or conserving water, and actions that might be wasting or polluting water. At the end of the week, they report back to the class or perhaps to the school via the newslet-ter. A roster could be set up within one class or across classes.

Seeing it through

Activity 8.2What Can I Do?‘Brainstorm’ some everyday actions for home and school. Ideas listed could become the basis for pamphlets, posters and checklists that children take home to share with their family. Some examples include:

Turn taps off tightly after use;

Bring lunch and play lunch in re-usable con-tainers and avoid throw away wrappers which can enter waterways;

Recycle to reduce waste;

Turn off the tap when brushing teeth;

Shower for no more than three minutes;

Check all taps for drips;

Keep a container of cold water in the refrigera-tor for drinking (instead of running the tap until the water is cold enough).;

Scrape dishes rather than rinse them before washing;

Sweep rather than hose pathways.;

Give the garden a ‘good soak’ rather than frequent sprinkles;

Wash the car using a bucket of water instead of a running hose. Use the hose only for rins-ing;

Wash the car on a lawn if possible;

Buy phosphate-free detergents;

Consider disposal of animal faeces. Faeces of herbivorous animals can be used in compost heaps. Others should never be washed down drains;

Reuse cooking oil rather than pouring it down the sink.



Activity 8.3What Can We Do?Children may also be involved in action at the “whole school” or community level. Try imple-menting one of the following in your school;

Create a wetland habitat area in the school grounds as a haven for native wildlife;

Through the arts, communicate ideas about the local water environment to the local com-munity;

Write picture story books and factual texts to inform and enthuse other children about water;

Offer a car wash service for the teachers and demonstrate water saving strategies (see above);

Make signs to remind the school community about their responsibilities for water conservation;

Make environmentally friendly cleaning mix-tures for the home and school;

Conduct an audit of the school’s water use and report to the school council on any changes that could be made to reduce

toilets, bricks in the cisterns, changing work practices);

Design trails, walks and games to introduce parents, grandparents and friends to local waterway;

Become involved in the work of a community group which is helping to revegetate or clean up a local wetland;

Send your good ideas to your local water corpo-ration.

Activity 8.4An Environmental Action GuideThe following process is a useful guideline for children to follow when considering environmental action. These questions can be worked through as a class, in small groups or individually:

What are we concerned about?;

Why are we concerned about it?;

What is already being done about it?;

What are some of the things we think need to be done?

Which of these things can we do or convince others to do?

What steps will we need to take to implement the action?

What jobs need to be done and who will do them?

What resources/equipment will be need?

Who do we need to talk to about this? Do we need to seek permission?

What can we do to help prevent these?

How will we know whether or not our action has been effective?



Some Information about the Central Highlands Water(As at September 2010)

1. Total population Served: 124,400;

2. Total number of Connections: 60,470;

3. Number of Reservoirs 31

4. Number of Diversion Weirs 13

5. Number of Groundwater Bores 30

6. The approximate area of catchment drained by Ballarat’s seven reservoirs is 10,000 hectares;

7. The Corporation has 1,355 hectares of soft-wood plantation, 760 native forest areas and 110 hectares of hardwood buffer plantation under its control;

8. The Corporation operates the following res-ervoirs or major storages: Gong Gong, Kirks, Pincotts, Beales, Wilsons, Moorabool, White Swan (Ballarat supply), Wombat, Bullarto and Hepburn (Daylesford supply), St. Enochs (Skipton supply), Lexton and Ampitheatre;

9. The Corporation is responsible for more than 2,391KM’s of water mains;



AcknowledgementsWater Wise 1

More Precious than Gold was written by Kath Murdoch. Activities for junior primary levels were developed by Margaret Telfer, Ann Lagreca and Viv Marchiori. Cartoons by Dale Braybrook

Water Wise 2

Living in a Catchment was written by Stephen Ray and Frank Ryan of Vox Bandicoot Pty Ltd.

First published 1994

Revised version published 2010

Copyright © Central Highlands Water Corporation 1994

This publication is copyright. Apart from any purpose permitted under the Copyright Act 1968, no part may be reproduced by any process without permission.

School and educational institutions may reproduce this publication for educational use by teachers and students.

Disclaimer

Every effort has been made to trace the original source of material contained in this book. Where the attempt has been unsuccessful, the publishers would be pleased to hear from the author/publisher to rectify any omission.

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