year 4 to 6 lesson plan

Year 4 – 7 lesson plans

Rationale

Up a Dry Gully is an online education portal that can be adopted by schools and integrated with the curriculum to promote the ‘water story’, from catchment, store, treat and supply in South East Queensland.

Implementation of this program is important to ensure that the community of South East Queensland has an awareness and understanding of water in our region. This project is very topical given the challenge Queenslanders face in securing water in a climate of extremes. The knowledge, skills, perspectives and values this education resource offers will enhance the development of the children and their knowledge of Seqwater infrastructure.

Up a Dry Gully lesson plans are designed to engage all learners in a variety of research and hands-on activities related to water conservation and sourcing in the South East Queensland region. Each learning experience is inclusive of all types of learners. Teachers are encouraged to adapt the activities to best suit the students’ needs.

Key learning areas

Geography Science Mathematics Economics.

Year 4 -7 Lesson Plans

Trim#D/19 Report template style sheet of 37

Table of contents

Lesson one ................................................................................................................................ 3

Where does water come from? ............................................................................................... 3

Lesson two................................................................................................................................. 5

Storing our water – introduction to Seqwater dams ................................................................ 5

Lesson three .............................................................................................................................. 8

Linking our water resources – interconnected bulk water supply network ............................... 8

Lesson four ................................................................................................................................ 9

Healthy catchments – looking after our waterways ................................................................. 9

Lesson five............................................................................................................................... 11

Water sources ...................................................................................................................... 11

Lesson six ................................................................................................................................ 13

Environmental sustainability – how do we damage our waterways? ..................................... 13

Lesson seven ........................................................................................................................... 15

Planning for the future – urban design .................................................................................. 15

Lesson eight ............................................................................................................................ 17

Sustainability and being water wise ...................................................................................... 17

Lesson nine ............................................................................................................................. 19

Water sources ...................................................................................................................... 19

Lesson ten ............................................................................................................................... 21

Treating our water ................................................................................................................ 21

Lesson eleven .......................................................................................................................... 23

Too much water, too fast – a look at flooding ....................................................................... 23

Lesson twelve .......................................................................................................................... 26

Our catchment creatures – life cycles ................................................................................... 26

Australian curriculum linkages.................................................................................................. 28

Appendix .................................................................................................................................. 29

Resource 1a: Water Networkers activity book – year 4 to 7 .................................................. 29

Resource 2a: Seqwater assets ............................................................................................. 30

Resource 3a: Seqwater catchment map ............................................................................... 31

Resource 3b: Catchment creatures ...................................................................................... 32

Resource 4a: The story of a river ......................................................................................... 34

Resource 4a: The story of a river continued. ........................................................................ 35

Resource 5a: ABC Catchment Detox virtual game ............................................................... 37



Lesson one Where does water come from?

Student objectives By the end of this lesson students will: Have a basic understanding of the term ‘natural resource’. Have a basic understanding of how the natural process of the water cycle functions. Have a basic understanding of the concepts of evaporation, condensation, precipitation,

collection and run-off. Understand how humans catch this water for their needs. Understand how water is stored in dams for future use.

Introduction Begin the unit with a class discussion about water. Discuss the importance of water (using various props) and get students to guess how much water is in each of the items selected. Examples include: apple (85% water) water melon (90% water) mango (82% water) human (approximately 60% water). Discussion points Why is water so important? Where does water come from? What is a natural resource? What is a man-made resource? Where does water come from? How do clouds form? How do we catch the water? How does it get back to the start of the cycle again? Guide the discussion and illustrate (on the board) the water cycle key points of evaporation, condensation, precipitation, collection and run-off. Activity Use the activity supplied to complete the water cycle description (Resource 1a: Water

Networkers activity book – Year 4 to 7 - appendix). Use the icons that represent the different stages of the water cycle and put them in order. Option science activity Boil an electric kettle/jug to demonstrate how evaporation and condensation takes place. Use a plate held above the steam for students to see how the moisture forms.



Discussion point Where is the water stored? Get the students to guess how much water is stored in our lakes and rivers, oceans and under the ground. lakes and rivers 0.6% underground (groundwater) 1.6% oceans 97% frozen stores (polar caps, snow and glaciers) 2.4%. Activity Use a blank map of the world to demonstrate how much water is stored in our oceans.

Students can then label the oceans with the correct percentage figures and label the land with the other labels.

Conclusion Revisit the key concept words in the form of a quick revision quiz for students to

demonstrate the understanding of the water cycle.

Resources

For the teacher For the student

Master copy of a world map Blank world map

Resource 1a: Water Networkers activity book – Year 4 to 7 (appendix)

Resource 1a: Water Networkers activity book – Year 4 to 7 (one book per student)



Lesson two Storing our water – introduction to Seqwater dams

Student objectives By the end of this lesson students will: Have a greater understanding for the need to conserve water. Have an understanding of how catchments work from the water cycle and how we store it

for future use. Demonstrate an understanding of the relationship between Seqwater dams and the

community. Have an understanding of the location of the largest water supply in South East

Queensland. Have a basic understanding of how a large dam works. Be aware of other fresh water storage facilities in South East Queensland. Be able to locate the major water resources on the Seqwater assets map (appendix).

Introduction Students begin to think about drought and population growth in South East Queensland and how they are affecting water supply to the community. Begin the unit with a class discussion about dams and water storage. Use a large map of South East Queensland or the Seqwater assets map (Resource 2a: Seqwater assets - appendix) to show where Brisbane is located and the location of five South East Queensland dams in relation to the Sunshine Coast, Brisbane and the Gold Coast. Discussion points

Where does our water supply come from? Why do we need to conserve water? What is the community doing at the moment to conserve water? What will happen in ten years’ time if there is no water left? Which dam is the largest in South East Queensland? How many swimming pools do you think could fit in the Wivenhoe dam? Who uses the water from these five dams? What uses other than holding water for use can a dam serve (flood mitigation: floods of 1974

and 1893)?

Activity Using Resource 2a: Seqwater assets (appendix), ask students to label the map with the following: Brisbane City Moreton Bay Gold Coast Sunshine Coast Baroon Pocket Dam North Pine Dam Somerset Dam Wivenhoe Dam Hinze Dam.



Dams and reservoirs Guide discussions on the different ways of storing water in the ground. Students are encouraged to talk about dams they have seen, from reservoirs to large-scale dams built for the purpose of controlling floods or to generate hydroelectric power. Discussion points What is a reservoir? What are some of the sources of water for a reservoir? Have you ever seen a dam? What is the purpose of a dam? How does a dam differ from a lake or river? Optional activity Movie “The Deluge” (1999 - G rating). Discussion points Where are Baroon Pocket, North Pine, Somerset, Wivenhoe and Hinze dams located in South

East Queensland? What are these dams designed for (i.e. which ones are designed for flood mitigation and

water supply and which dams are designed for only water supply)? How do we get our water from Wivenhoe and Hinze dam? (i.e. upstream or intake tower at

the dam). Activity Looking at a map of South East Queensland (Resource 2a: Seqwater assets – appendix), students are to locate Baroon Pocket, North Pine, Somerset, Wivenhoe and Hinze dams and mark out the area they think these dams would be capable of supplying water to. The teacher can demonstrate on a larger map the areas supported by these dams and encourage discussion about their importance.

Raising the wall Students are to think about why a dam can be closed for construction. Discussion points What were they doing to Hinze Dam in 2011? Why was the dam wall raised (students are to consider what influence this had on tourism,

drought, growing population and evaporation in their discussion)? What would raising a dam wall involve (this can be covered in a later lesson if needed)? How would this affect our water supply? Activity Students are given a map of their local area, including their closest Seqwater dam and are to label the following features: intake tower or intake location dam wall spillway direction of river and water flow.



Conclusion Students are asked to keep a log of personal activities to conserve water around the home and at school, in order to help support all South East Queensland dams and our catchments. This is to be continued throughout the duration of the unit. In a quick revision quiz, name five dams in South East Queensland. Explain briefly why we need dams.

Resources

For the teacher For the student

Labelled map of a local dam Map of South East Queensland

Fact sheets on Seqwater dams (www.upadrygully.com.au)

Water conservation log

Movie “The Deluge” (G) (1999) starring Ray Barrett

Resource 2a: Seqwater assets blank copy (appendix)

Resource 2a: Seqwater assets (appendix)



Lesson three Linking our water resources – interconnected bulk water supply network

Student objectives By the end of this lesson students will: Understand the need to link our water resources. Understand the supply network and how this works. Understand the different sources of water – dams, recycled water, desalinated water.

Introduction Use images of water pipelines and discuss what these may be used for. Discussion points

Why do we need to pipe our water from one place to another? How do we do this? How is this pipeline going to help the people of South East Queensland? One of the aims of the supply network is to reduce the need for water restrictions (most students should have a basic understanding of water restrictions, but this may need revision). Ask the students to explain some of the things we can’t do when we have severe water restrictions (they may like to do this in a group as a brain storm activity).

Activity On the map of Seqwater assets (Resource 2a: Seqwater assets - appendix) or a general map of South East Queensland used in the previous lesson, students are to mark where the bulk water supply network pipelines are located that link the different dams. A master copy of this information can be found at www.seqwater.com.au/water-supply/supply-network Activity Design a board game based on the interconnected bulk water supply network and the concept of moving water around. Fast flow, maintenance and high rainfall could all be factors that advance or slow down the movement on the board. Get creative and apply your knowledge!

Conclusion In a quick revision quiz, ask the students to complete the major supply network grid. Explain briefly why we need these pipelines for water supply.

Resources For the teacher For the student

Resource 2a: Seqwater assets (appendix) Resource 2a: Seqwater assets blank copy (appendix)



Lesson four Healthy catchments – looking after our waterways

Student objectives By the end of this lesson students will: Have a basic understanding of what a catchment is. Understand the need to look after our catchments and protect the species that live there. Be able to demonstrate a way that they can look after catchments in their daily actions.

Introduction The host of this lesson is Craig the Cockatoo. Craig the Cockatoo is one of the Seqwater catchment creatures and, is known as the ‘Guardian of the Catchment’. In order for students to understand the need for healthy catchments, we need to ensure that they understand how to define a catchment. Ask the students if they have ever heard of a catchment and know what it is. Introduce Craig the Cockatoo. Ask the students where he would live and why he would be identified as the ‘Guardian of the Catchment’? Discussion points

What is a catchment?

What is the name of the catchment the school is in (this might require a bit of research on your part)?

Where does all the water go?

How does storm water from our towns and cities affect our catchments?

Who lives in our catchments? It is important to get students thinking about storm water too, as this is not treated but flows directly into streams and waterways. Activity Use the Seqwater catchment creatures images found in Resource 3b: Catchment creatures (appendix) and Resource 3a: Seqwater catchment map (appendix) to identify where in the catchment each of the creatures may live. Cut out the creatures and past them appropriately on the map. Activity Using Craig the Cockatoo, ask the students to design a cartoon image and/or poster that shows a healthy catchment and a polluted catchment. Students might also like to select another one of the other catchment creatures to feature in their cartoon. Alternative activity Design a poster that shows how people in your class and community can make a difference in the health of our waterways. These can include: Putting rubbish in the correct bin. Keeping excess nutrients out of our creeks. Keeping sediment out of our waterways (reducing erosion).



Minimising what goes into our sewerage system by composting and not pouring wastes down the drain.

Conserving water (various methods). Buying produce from sustainable producers, without excess packaging. Respecting waterways by not using them as a dumping ground. Try to incorporate the catchment creatures in your poster.

Conclusion In a quick revision quiz, ask the students to define a catchment and what human impacts are occurring in these natural areas.

Get involved Is there a section of creek in your local catchment that you could adopt and clean up? Participate in Schools Clean Up Day and/or Clean Up Australia Day in March each year. Participate in Connect to Your Creek week each year. Monitor changes throughout the year and at the end of the year and pass this onto the next

year level coming up. Join Water Watch and get involved!


Resource 3a: Seqwater catchment map (appendix)

Resource 3b: Catchment creatures (appendix) – cut out and blank

Resource 3b: Catchment creatures (appendix)



Lesson five Water sources

Student objectives By the end of this lesson students will: Have a very basic understanding of the concept of water from sources other than rainfall

and climate supply. Understand that we can treat seawater for human use. Understand that with technology we can recycle and reuse our water supplies.

Introduction Start the lesson with two clear containers of water – one clear and clean and the other noticeably dirty. Having already learnt about dams and the water cycle, ask students if they know of other places we can get our water from? Ask the students if they know of any way we can make the dirty water look the same as the clear water – that is recycling the water. Discussion points

What kinds of things can we find in our water?

Where do these contaminants enter our water?

Why should we care for our catchments?

How do we clean water?

Why do we need to?

How could we recycle water?

Why would we need to recycle our water? Activity You will need: some water with soil or sand in it (to make it dirty) filter funnels filter paper (pre-folded and inserted into the funnels) cotton balls extra sand (you will need to collect this from the beach) a clear container to catch the water in. Using the pre-folded filter paper inside the funnel, line the sand over top of the filter paper and then line the cotton balls over top of the sand. This will make a layering effect. Hold the funnel over the clear container. Pour the dirty water slowly into the funnel and then watch the water pass through the layer of cotton, sand and filter paper. Focus questions What can you see in the funnel once the water has passed through? How clear is the water in the clear container? What happens if you repeat this process again through a new filter paper? What can you see in both the clear container and the paper? What have you learnt from this experiment?



Desalinated water With students having just completed the dirty water filtration experiment, ask them if they think they could remove salt from water in the same way. For example, using the same activity method as before try - drinking water only and add a teaspoon of salt. Then ask one of the students to taste the water to see if the salt has been removed out (just don’t use equipment from the science lab to drink from). In groups, get the students to brainstorm ways of removing the salt from the water. They can then share their suggestions with the rest of the class. This should give you some idea of prior knowledge and much how they understand so far. Step the students through a very basic explanation of how salt is removed from sea water for human use. The sea water is passed through very fine sheets of material, and under pressure the salt is removed and mixed back into the sea. The pressurisation and separation of the salt from the water is called reverse osmosis. You may wish to develop a specific lesson on reverse osmosis. Discussion points Why do we need to get water from the sea? Why do we seem to need more and more water? Why can’t we rely on rain to supply our water needs?

Extension activities Set up and explain how solar energy works - www.energymatters.com.au/education/ Discuss reverse osmosis in the separation of particles in the water –

www.southeastwater.com.au/LearnAboutWater/WaterQuality

Conclusion Get the students to write a description of how water is treated in a desalination plant.


Some water with soil or sand in it (to make it obviously dirty)

Materials for experiments (per group)

Filter funnels

Filter paper (pre-folded and inserted into the funnels)

Cotton balls

A clear container to catch the water

Sand

Reverse osmosis – www.southeastwater.com.au/LearnAboutWater/WaterQuality

Solar energy - www.energymatters.com.au/education/

http://www.southeastwater.com.au/LearnAboutWater/WaterQuality

http://www.southeastwater.com.au/LearnAboutWater/WaterQuality

http://www.energymatters.com.au/education/



Lesson six

Environmental sustainability – how do we damage our waterways?

Student objectives By the end of this lesson students will: Understand how humans impact our environment. Understand the concept of sustainability and how it relates to Queensland. Understand the need to look after our catchments and protect the species that live there. Be able to demonstrate ways they can personally use water wisely.

Introduction Most students should be reasonably well versed in water wise activities, so some of this content may well be revision. Discussion points

Environmental sustainability is a key issue that must be addressed in our water management within Australia. How does a growing population impact our water usage? What does the government need to do to address these issues?

Activity- the story of a river To complete this activity you will need: one large bowl (approximately 10–20 L capacity - a fish tank would work well) to represent

the river Resource 4a: The story of a river (appendix) catchment story labels 13 or more film canisters or something similar (available from most photo labs). Number

needed depends on class sizes. In this story there are 15 land uses, represented by different substances that are provided in canisters by you. As the story is read, the students will need to add their land use ‘character’ to the ‘river’, thus demonstrating how we can influence our waterways. Students are not to look in their containers until their ‘character’ emerges in the story.



In the canisters you will need:

Land use Substance Quantity

Herd of cattle Thick muddy water Canister

Farming country Baking powder Tsp

Piggery Thick muddy water Canister

Grazing land Salty water Canister of water, 1 tsp salt

Hobby farm Yellow water/toilet paper Coloured water with paper fragments in water

Fishing Tangle of line Small piece

Water skiing Vegetable oil 1 tsp

Park Polystyrene/plastic Small pieces broken up

Tourisum Paper/plastic Small pieces broken up

Subdivision Soil Ganister

Gardens Baking soda (pesticides) 1 tsp in a canister

Roads Vinegar (acid run-off) Canister

Forest Tea Canister

National park Mulch 1 tsp

Industry Soapy water Canister (1 drop in water)

Discussion points

What do we do to our waterways?

How can we better manage our land use so that it minimises our impact on the environment?

How different would this story be if there were no people in it?

Conclusion Get the students to write their own version of this story, before the river was influenced by humans and their use of the land (homework task). Ask the students to complete a weekly recording sheet of their daily water saving techniques. Explain briefly how these techniques are useful in saving water, and estimate the volume of water saved before and after. Students should be able to explain why saving water is important.


Resource 4a: The story of a river (appendix) Resource 4a: The story of a river (appendix)

Canisters (20+)

Canister labels

Ingredients as specified above

One large bowl or container



Lesson seven Planning for the future – urban design

Student objectives By the end of this lesson students will: Understand the basic needs to be considered when planning a town. Be able to demonstrate how good planning can ensure a sustainable water supply.

Introduction Using a large sheet of paper and several coloured markers, have the students form groups of four to five. Write one of the following names on each of the sheets of paper: shop owners small farm owners sports clubs local home owners schools. Imagine that they are a part of the group written on the piece of paper (ie. shop owners) Give them five minutes to come up with a list of all the different facilities and services they would need in their town. This may include electricity, water, roads, traffic lights, road rules, sporting fields, vegetation and parks etc. Once the students have made their lists, share their ideas with the rest of the class. Using sticky notes or sticky tape, place their ideas at the front of the room for the whole class to see. Have a class discussion about all the different services and facilities needed in a town and introduce the concept of a town planner. Show the similarities between all the students’ ideas. Discussion points Who makes sure that the town has all of these things? Who decides where the roads and houses and businesses are going to go? What happens when people don’t agree? What is the name of our local council (you may like to do this as a whole class activity or use

a current local council)? How do we plan for the future? Activity Have each group come up with an idea to collect and use water around the house. We

can’t always rely on our dams for water:

— What can we do around our homes to try and provide water for ourselves?

— How can we use this water? Discussion point How can businesses help supply some of their own water needs? Can you think of any of these ideas that you have seen local businesses do in our

community? For example, Bunnings now have very large rainwater tanks in front of most of their stores.



What can we do in our community and in our homes to help supply some of our own water needs?

Optional activity Your students should now understand the benefits of a healthy catchment. Now discuss town planning within this catchment and its purpose in ensuring a balance between good economic growth and catchment health. Using the ABC Catchment Detox virtual game located in Resource 5a – ABC Catchment Detox virtual game (appendix), get the students to play to achieve the highest score. You may even wish to have a prize for the student who has the highest catchment and economic health out of the class.

Conclusion Your students would have demonstrated from the above activities that it is important to have a balance between the health of the environment and the economic value of a community. Students should have an understanding of the critical factors to consider in urban planning that considers the community in providing a livable city. Their decisions should consider several key factors including social and health services, recreational activities, natural environment and catchment health and basic human needs.


Large sheets of paper Markers and paper as supplied by the teacher

Markers Access to internet

Resource 5a - ABC Catchment Detox virtual game (appendix)- www.catchmentdetox.net.au/

Access to computer

Computers and internet access



Lesson eight Sustainability and being water wise

Student objectives By the end of this lesson students will: Understand how humans impact our environment. Understand the concept of sustainability and how it relates to Queensland. Understand the need to look after our catchments and protect the species that live there. Demonstrate ways they can use water wisely.

Introduction Most students should be reasonably well versed in water wise activities, so some of this content may well be revision. If students have a basic understanding, give them the figure of one litre of water dripping per hour. Then get them to calculate the volume of water with the below timeframes: one minute one hour one day one month (2000 L) one year.

Dripping taps are a great big waste of water. How do we measure our whole home water usage? Introduce the concept of the water

meter. Optional activity Complete a small lesson on reading water meters. Visit local water retailer websites for more information (Queensland Urban Utilities, Unity Water or your local council). Discussion points Dripping taps are not the only way that water can be wasted. What other ways can people waste water around the house? Activity In groups of 3–5, create a mind map/brainstorm of all the ways that water can be wasted around the house. Give the students 5–10 minutes and then get them to report back to the class. Discussion point Now that the students have identified ways that water can be wasted around the house, let’s look at the flip side and get students to identify ways that we can save water around the house (for many, this may be a revision task). Activity Get the student to design a catchy phrase and logo that promotes wise water use. It needs to be displayed on the front of a t-shirt. Provide each student with a large piece of paper (A2 or A3).



Get them to cut out a shirt shape and design their logo and catch phrase on the front, using good principles of design (get them thinking colour, symbol and catch).

Draw up/create the design.

Hang a temporary clothes-line across the classroom and use pegs to display the students work.

Conclusion In a quick revision quiz, ask the students to complete a weekly recording sheet of their daily water saving techniques. Explain briefly how these techniques are useful in saving water, and estimate the volume of water saved before and after. Students should be able to explain why saving water is important.


A3 paper for each group As per group materials

Markers for each group Access to a computer

Pegs Access to internet

Old t-shirts

Water retailer websites (i.e. Queensland Urban Utilities, Unity Water or your local council)

Computers and access to internet



Lesson nine Water sources

Student objectives By the end of this lesson students will: Have a basic understanding of sources of non-climate water; Be able to differentiate between climate and non-climate sources of water; Understand how we can supplement our water needs with non-climate water resources,

particularly desalinated water.

Introduction Begin a revision activity on the board of the water cycle (lesson one). Get the students to name the different parts of the cycle and give a basic explanation of how that part of the cycle works. Using Resource 1a: Water Networkers activity book – Year 4 to 7 (appendix), students can confirm their answers. Discussion points Use questions to ascertain prior knowledge about desalinated water and recycled water: Where is the water stored on our planet? Can we use it all? How can we alter the water around us so that it is fit for human use such as drinking? Give a brief summary of how desalinisation works (removing the salt and other minerals from the water). For more information on this process please visit www.seqwater.com.au/water-supply/water-treatment/desalination Extension activity For the scientifically minded, draw a flow diagram that shows how the water is treated within a desalination facility. At each stage, show what is removed and what happens next (keep the reverse osmosis part quite simplified). Discussion points Not everyone is keen on the idea of taking our drinking water from the sea. Why might this

be? How is drinking water treated? How do we pump it from the ocean?

http://www.seqwater.com.au/water-supply/water-treatment/desalination

http://www.seqwater.com.au/water-supply/water-treatment/desalination



In columns, come up with ideas why people might be for or against the idea of desalinated water. Here are a few to get you going:

Reasons for desalinated water Reasons against desalinated water

Provides a guaranteed water source. We need the water for our growing population in South East Queensland.

It might taste salty (some people actually think this).

Our climate is very variable and we cannot always count on the water from our climate.

The excess salt taken from the water creates a waste problem.

It might make the sea saltier when the salt taken out is put back into the environment.

It might harm the sea life at the intake piping.

Public discussion is one of the key ways of people expressing their concerns and they all need to be taken into consideration when decisions are made that impact our communities. Once students have formulated some ideas for and against the concept of desalinated water, get them to form teams and have a discussion about the topic. They could represent different groups in society (environmentalists, local boat users/fishermen, indigenous Australians, council or government representatives, engineers or town planners). Encourage students to use persuasive language to get the others to see their point of view. Alternatively, form two teams (for and against), come up with a moot and debate away! Another slant on this issue can be found using the catchment creatures. For example, which of them could be impacted by a desalinisation facility and how could we ensure it doesn’t happen?

Optional activities On a map, locate and mark the Gold Coast Desalination Plant. Locate and label the other potential sites that have been identified for future desalination facilities should they be needed.

Conclusion Give the students a quick quiz about water sources and ask them to identify whether it is a climate or non- climate water source.

Ground water Desalinated water Bore water

Dam water Dew Rain water

Tank water Recycled water Tap water

Lake water Grey water River water


Fact sheet on Seqwater Gold Coast Desalination Plant - www.upadrygully.com.au

Discussion starters

Debate topics



Lesson ten Treating our water

Student objectives By the end of this lesson students will: Understand the need to recycle our water. Have a basic understanding of how water is recycled. Understand how water can be used at different levels of filtration.

Introduction Start the lesson with three beakers of water – one clean, one slightly cloudy and one obviously dirty. Use this as the focus point for you discussions about treating water. Discussion points What is treating water? Why do we need it? What is it used for? How is water treated (to gauge prior knowledge)? Activity Fill a tray or bowl with water. The bowl represents your local creek or waterway. Using a funnel (this represents a storm drain), place some of the pollutants into the funnel, holding your finger over the bottom so that they stay inside. Hold the funnel over the ‘waterway’ and take away your finger. Pour some water on top of the pollutants in the funnel. This water represents the rain - washing things into the storm drain. What happened to the water in the bowl? Describe what you can see. Try the experiment again, this time holding a sieve under the funnel. Discussion points/focus questions What happened this time? Did the sieve stop all the pollutants? What kind of pollutants still entered the ‘waterway’? Extension activity Try using different materials to ‘filter’ the waste from the water as it is poured down the drain. Which of the materials used best filtered the water (suggestions include fabric, paper and an impermeable)? Activity - how clean are you at home? Complete the ‘Pollution – how does your household rate?’ survey, which can be found at

www.cleanup.org.au/au/Campaigns/water-and-climate-change.html (in the ‘down the drain’ pdf). This is an excellent survey for students to relate clean waterways and sewage to their own lives.

http://www.cleanup.org.au/au/Campaigns/water-and-climate-change.html



Conclusion Give the students a quick quiz on the different levels of filtering water and ask them what is removed at these different steps.


Pollution – how does your household rate? - www.cleanup.org.au

A copy of the pollution survey

Bowls/trays Materials for the experiment (as supplied by the teacher)

Funnels Access to a computer

Sieves Access to internet

Jug of water

3 beakers of water (various clarity)

Fact sheet on Seqwater water treatment plants - www.upadrygully.com.au

Computer and internet access

http://www.cleanup.org.au/



Lesson eleven Too much water, too fast – a look at flooding

Student objectives By the end of this lesson students will: Understand how geological events can impact our soils and thus our landscape. Basic understanding of how the late 2010, early 2011 and 2013 geological events impacted

Queensland. Understand how humans were impacted by this geological phenomenon. Understand the need to regulate land use and zoning to look after our catchments and

protect the species that live there. Understand flood mitigation strategies.

Introduction The idea of this lesson is to give students an understanding of the capacity of different soils to hold water and what can happen when soil becomes saturated by a severe geological event. How far you wish to take this lesson is entirely dependent on the capabilities of the students. The key points are: Different types of soil have different capacities for retaining rainwater. If the soil in an area will not hold enough rainwater, flooding problems will ensue. Soil can be tested for its water-retaining capacity. Most students should be reasonably familiar with the flooding of 2010-2011 or 2013. Many may have been personally impacted and have their own stories to share. Note, you may need to run server lessons to cover the full content of this lesson (research and preparation). Materials The following materials should be distributed to each group: three soil samples: sand, agricultural soil (potting soil), and clay water three measuring cups funnel filter Paper. How to: Present the following scenario to your students:

— The class is a team of "consulting engineers" for a new housing development to be built in the local council area. Many of the local citizens are protesting the development. They are saying that the soil in that area will not hold the rain and there will be flooding problems for all dwellings nearby, however others believe this is just an excuse to delay and block the development.

Tell students that their challenge is to aid in the decision-making process by testing different samples of soil to see how much water the soil will absorb.

Divide your class into small groups, distributing materials to each group. Students should first test each type of soil in its dry state by measuring the same amount of

each soil, in turn, into a funnel lined with filter paper, and then pouring a measured amount



of water through it. They should use the same amount of water for each type of soil. The water that drains through each type of soil should be collected in another measuring cup and the amount recorded.

Have students repeat the test using the same types of soil in their saturated states. Discuss with the class which soil held the most water when dry and which saturated soil

held the most water. Which type of soil would be most likely to cause flooding problems? Have each student write a lab report describing the soil tests including an explanation of

how communities and developers would use such tests. There are some sensational images of the flooding of the 2010-2011 and 2013 in Queensland – a great way to start off this lesson is to share a few of these. Again the river system you chose to study is wide and varied and not just related to metropolitan Brisbane. Suggested river basins include: Brisbane River Catchment Fitzroy River Basin Burnett River Basin Condamine/Balonne River Basin Mary River Basin Toowoomba and the Lockyer Valley Logan River Basin (2013). Discussion questions Explain why a river can flood even if there was no recent rain in that section of the river

valley? Why are sediments found in rivers? Discuss how rivers carry sediments and explain how

this impacts the land during a flood. What characteristics determine how much water soil can hold? Debate the merits of building dams upstream to prevent flooding—thereby making former

floodplains available for development. Debate whether or not people should be allowed to rebuild homes in an area prone to

serious flooding.

Activity In groups of 3–5, have students chose a river catchment. They are then to do some research on their selected river basin, looking at how it was affected by the weather events of 2010–2011 and 2013. They are then to present their findings as a ‘news report’ using digital media (video, image files, research information). Characters they can use include a news anchor in the studio, one or two reporters in the field plus camera crew. In their report they will need the following information: Name the river basin/system they are monitoring. Give the max height of that river at the peak of the flood event. Try to find out the rainfall in the ‘area’ and comment about whether or not the flooding event

is due to rainfall locally or upstream. Name a town(s) affected by the flooding event. Include images of their affected area. Provide some sort of ‘geological information’ explaining how this event occurred (like John

Schluter, Channel 7’s ‘Weather Guru’). Each student can report back to the class and present their news report videos.



Conclusion The presentations delivered to the class will identify their understanding of geological events and flooding.


Class ‘sets’ of the following items for groups work The set of group items to complete the experiment (as supplied by the teacher)

Three soil samples: sand, agricultural soil (potting soil) and clay

Water

Three measuring cups

Funnel

Filter paper



Lesson twelve Our catchment creatures – life cycles

Student objectives By the end of this lesson students will: Have a basic understanding of the life cycle of one selected catchment creature. Be able to demonstrate how their selected catchment creature depends on other plants and

animals to survive (extension activity).

Introduction After a brief introduction of the research task for the day, allocate (or allow students to select) a catchment creature. There are a number of catchment creatures to choose from (13 in total). However, we recommend choosing from the following list of creatures which live in defined areas of the environment. Gilbert the Frog Hugo the Turtle Craig the Cockatoo. You may wish to use the ‘cut and paste’ activity illustrations in Resource 3b: Catchment creatures (appendix). Discussion points Do any of the creatures live in your local school catchment? Activity Using the catchment creatures as a base, have the students identify the four key stages of the life-cycle of their chosen creature.

Extension activity For your more capable students, have them identify where the creatures live at each stage of their life cycle (e.g. in the water or in a nest) and what the creature might eat at each stage.

Egg

Baby/

hatchling Juvenile

Adult



Get involved

Ask the students to select one creature that lives in their local catchment and identify the life cycle of this creature by drawing a rough diagram. Identify threats to the survival of their selected creature and how to minimize these impacts.

Get involved Is there a nearby section of creek in your local catchment where any of these creatures (or

other catchment creatures) might live for you to go observe? Visit a local wildlife park and observe some of the catchment creatures. Can you identify

some of the different stages of their life-cycles?


Resource 3b: Catchment creatures (appendix)

General diagram of a frog, turtle and birds life cycle (research on the internet).



Australian curriculum linkages

Year level

Geography Science Economics Maths

4 ACHGK021, ACHGK022, ACHGK024, ACHGK025

ACSSU072, ACSSU073, ACSSU074, ACSSU075

ACMMG290

5 ACHGK021, ACHGK022, ACHGK024, ACHGK025

ACSSU043, ACSSU077

ACHEK002, ACHEK003

ACMMG108 ACMMG113

6 ACSSU094, ACSSU096

ACHEK010, ACHES012, ACHES015

ACMMG136 ACMMG138

7 ACHGK037, ACHGK038, ACHGK039, ACHGK040, ACHGK042, ACHGK045

ACSSU113, ACSSU222, ACSHE223, ACSHE120, ACSHE121, ACSHE224



Appendix Resource 1a: Water Networkers activity book – year 4 to 7

Introduction This resource has been designed to implement a collection of activities into one student booklet. Activities include a water cycle fill-in-the-gap activity (lesson one). This activity book can be accessed by visiting Up a Dry Gully at www.upadrygully.com.au

STUDENT WORKBOOK - Water QualityTesting_Updated-2012 May .pdf

http://www.upadrygully.com.au/



Resource 2a: Seqwater assets

Introduction This map is in poster format identifying the Seqwater major assets (i.e. dams and water treatment plants). For use in the classroom, teachers may wish to blank out the dam and water treatment plant names and use this as a student or classroom activity. Master copies of this map are located on the Seqwater website (www.seqwater.com.au) and on Up a Dry Gully website (www.upadrygully.com.au/). A draft copy of this map is below.

Seqwater major assets map



Resource 3a: Seqwater catchment map

Introduction This map is in poster format identifying the South East Queensland catchments. A master copy of this map is located on the Seqwater website at www.seqwater.com.au and on Up a Dry Gully website at www.upadrygully.com.au.

http://www.seqwater.com.au/




Resource 3b: Catchment creatures

Introduction Original coloured and black and white copies of the catchment creature images are located on Up a Dry Gully website at www.upadrygully.com.au. Below are the black and white versions of all Seqwater catchment creatures.




Resource 4a: The story of a river

Introduction The story of a river is linked to Lesson 6 and can be a whole class or large group activity. The canister items, which are used throughout the story, are listed below.

Canister items

Land use Substance Quantity

Herd of cattle Thick muddy water Canister

Farming country Baking powder Tsp

Piggery Thick muddy water Canister

Grazing land Salty water Canister of water, 1 tsp salt

Hobby farm Yellow water/toilet paper Coloured water with paper fragments in water

Fishing Tangle of line Small piece

Water skiing Vegetable oil 1 tsp

Park Polystyrene/plastic Small pieces broken up

Tourisum Paper/plastic Small pieces broken up

Subdivision Soil Ganister

Gardens Baking soda (pesticides) 1 tsp in a canister

Roads Vinegar (acid run-off) Canister

Forest Tea Canister

National park Mulch 1 tsp

Industry Soapy water Canister (1 drop in water)



Resource 4a: The story of a river continued.

The story of a river This is the story of a river travelling through its catchment. It begins in the higher parts of the catchment where the rain runs off the slopes and begins its long journey to the see. The river flows through a national park and then through a forest. The water gathers momentum as it descends the slopes.

The river continues its journey towards the sea through farming country where, recently, some crops were fertilised. Afterwards they were watered and the run-off into the river has brought with it some of the fertiliser.

The neighbouring farm is a piggery. Some of the manure form the pig pens washes into a drainage pipe, which then empties into the river. On the other side of the river are grazing lands. There are very few trees remaining and, in some of the lower parts of the pasture, the water brings salt in the soil up to the surface, making the land unusable. IT also means that run-off from the land is salty and this threatens the fresh water organisms and animals that live in the river. A grazing herd of cattle feed on the vegetation on the banks and drink from the river. When heavy rains arrive, the banks erode and collapse into the river.

Slowly the river starts to wind its way through the outskirts of a major town. Here there are a number of hobby farms.

The houses here are not connected to the sewerage system; they have their own septic tanks. Occasionally these tanks overflow and untreated sewerage seeps directly into the river.

There are a number of people making use of the river around the bend. Someone is fishing on the banks. Unfortunately their fishing line gets caught on a rock and is left in the water. Other people are water-skiing. Their boat needs a service and its engine is leaking oil directly into the water. Another group of people are enjoying a picnic at a park overlooking the river. A gust of wind blows some of their rubbish off the table and into the water. Further downstream the river is being utilised for tourism. A charter boat is giving some people a scenic tour of the river. Drinks are for sale, but not everyone uses the bins that are provided.

The river now starts to meander through the suburban part of town. A new subdivision is being developed. Many of the trees have been removed and when it rains the top layer of soil is eroded and contributes to the silting up of the river. Most houses in the developed parts of town have a garden. To keep pests and nasty bugs away, the gardeners use a range of pesticides. When it rains, the pesticides wash off the gardens, into the storm water drains and then into the river.

People who have spent the day at work are now starting to drive home. The roads are choked with traffic. Oil drips out of these cars and sometimes they brake in a hurry, leaving traces of rubber on the roads. Every time it rains, these pollutants are washed into the storm-water drains and straight into the river

There is still some industry along the river here. Detergents are used to keep the production equipment clean. Sometimes the dirty water is washed out of the factory and into the gutter



where it disappears into the storm water drains. Once again, this water flows straight into the river. If there are phosphates in the detergent, they cause increased algal growth in the river. When this algae dies, it rots, using up valuable oxygen in the water. Many animals may suffocate as a result. With one final bend, the river finally arrives at its mouth and spills out into the sea. But just look at what flows out with it! Other local river uses can also be added to this activity to give the students ‘ownership’ of the task.



Resource 5a: ABC Catchment Detox virtual game

Introduction “Play Catchment Detox to see if you successfully manage a river catchment and create a sustainable and thriving economy. The challenge is to manage a river catchment so that after 100 years you have a healthy economy and a healthy environment.” (ABC Catchment Detox). This game has been designed by eWater, CSIRO, ABC, Australian Government and National Science Week.

The virtual game

www.catchmentdetox.net.au

http://www.catchmentdetox.net.au/

http://www.catchmentdetox.net.au

year 4 to 6 lesson plan

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