Agriculture accounts for over 80% of world water consumption and about 25,700 litres is required to grow a day s food for a family of four.
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1 North East Water Education and Awareness Water Use Tournament Year 3-6 Did you know? Agriculture accounts for over 80% of world water consumption and about 25,700 litres is required to grow a day s food for a family of four. Unit Overview In this unit, students will learn and explore how they and their community use water every day. Background Water use and efficiency plays a large part in our everyday lives. In this activity students explore how much water we have on the planet, how they use water every day and how they can play a role in using the precious and limited resource more sustainably due to challenges in water management. RELEVANT ACARA STANDARDS This activity supports the cross-curriculum priority of Sustainability. It reflects the organising ideas of: Systems 01.3 Futures 01.7 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. Actions for a more sustainable future reflect values of care respect and responsibility, and require us to explore and understand environments. This activity can also support the following standards for Science and Geography. ACSHE022/ ACSHE035 ACSHE051/ ACSHE062 People use science in their daily lives, including when caring for environment and living things. Science knowledge helps people to understand the effect of their actions. ACSHE217/ ACSHE220 ACSHE121/ ACSHE136 Scientific knowledge is used to inform personal and community decisions. Science understandings influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. Created by North East Water. Whizzy the Water Drop courtesy of the Queensland Government
2 ACHGK024 ACHGK040 ACHGK044 The natural resources provided by the environment, and different views on how they could be used sustainably. The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa. The influence of accessibility to services and facilities on the liveability of places. Keywords & Definitions The following keywords and definitions will be explored throughout this unit. Word Freshwater Groundwater Ice Saltwater Definition Freshwater on the surface of the earth is the main source of water used by people for drinking, use in their houses, schools, farms, businesses and industries. It is found in lakes, rivers, streams, wetlands, creeks and dams. Fresh water that has made its way underground. We can access and use this water via bores or wells if it is of good quality. Freshwater found in polar icecaps and glaciers. This is fresh water but we are unable to access the frozen water. It normally melts into the sea. Water found in oceans and seas that is salty. We are unable to drink and use saltwater for everyday living unless the salt is removed. Created by North East Water. Page 2
3 Where does all the water go? Overview: This activity introduces students to how much water we have on the planet, why we need to prioritise how we use water in our homes and community and why we need to use it more efficiently. Equipment: Students journals or workbooks World Globe Icecube One bucket, glass, water bottle cap & dropper Whiteboard Water Use Tournament Priority template (page 5) Water Use Picture Cards (page 6) Activity: Part 1: How much water is there in the world? 1. Introduce students to the idea that there is only a limited amount of freshwater on earth. 2. Show students a globe of the world. Ask students what the colours represent on the globe (land and water). 3. Ask students what type of water is blue on the globe. 4. Ask students where else in the world can we find water. 5. If required to assist the students, ask one student to come out the front, put out their hands and close their eyes. Place an icecube in their hands. Discuss the Arctic and Antarctic plus snow & hail as sources of water. 6. Ask what other living things need water and where do they get it from? (Plants water from underground) 7. Discuss how we use saltwater compared to freshwater (rivers, lakes etc.). Which water can we drink or brush our teeth with it? Which water can we give to animals to drink or use for cooking with? Show the following example to create a visual example of where water is located in the world. Saltwater in oceans and seas (97%) Polar ice caps and glaciers (2.25%) Groundwater (0.74%) Freshwater in lakes and rivers (0.01%) = One bucket (approx. 10 litres) = One glass = One water bottle cap = One drop of water Created by North East Water. Page 3
4 Part 2: Water Use Tournament 1. Ask the class to brainstorm all of the ways that they use water at school, home and in the community. Write these on the board under the heading Water Uses. 2. Split the class into pairs or small groups and give each group a copy of the tournament priority worksheet (page 5) water uses have already been selected on this worksheet. They have been placed in a ranked order to generate improved discussion amongst groups later in the activity. 4. Set the scene for the activity by explaining to students that they are now Directors of the Water Authority for their country. They are to decide how all the water in the country will be used during a drought predicted to occur within the next three months. 5. Using the tournament priority worksheet the students discuss the relative importance of the first two water uses. They should consider for and against reasons for the two water uses. They then need to decide which is most important and write that winning choice into round two. Continue this process for number 3 against 4, 5 against 6 etc. Explain that there are no wrong answers, they just need to justify their answer i.e. Number 1 is more important than No. 2 because and write their selection in the next step of the ladder (round two). 6. Next have students decide on the next priority within the tournament ladder, again deciding on the best answer and why they have chosen it, and write their selection in the next step of the ladder (semi-final). Continue to prioritise the water uses in the ladder until students have ranked their semi-final water uses and top (final) water use. The picture cards can be used to assist during the activity. 7. The class can then discuss their semi-finalists and finalists and how this was determined. Alternatively, ask one member of each group to stay with their activity sheet and cards to explain their selected order. Other group members are to circulate and look at the order of the other groups tournament. Encourage the students to ask questions about how the other students decided on their orders. 8. Discuss the finalists with the whole class, encouraging discussion of why they have chosen their selection over other water uses. 9. An extension of this activity could be for the students to use the picture cards and place them in their order of importance in a row from the highest to the lowest priority. 10. Extended discussions may include how much water students think they would use in one day. The students would consider how much they drink, how much water they give their pets, how many litres could be used during a shower etc. Also consider that there are times when water availability is limited and decisions have to be made regarding the allocation of the water for industry, town supplies, agriculture, general farming and the environment. 11. An alternative to the 16 water uses provided on the worksheet is for the students to draw up their own additional lists and cards that are not provided. Created by North East Water. Page 4
5 Name: Round 1 Round 2 Semi Final Final Winner 1. Washing clothes 2. Electricity 3. Brushing teeth 4. Watering the garden 5. Growing fruit & vegetables 6. Shower or bath 7. Habitats and the environment 8. Washing dishes 9. Factories & businesses 10. Ice & Icecream 11. Toilet 12. Growing crops for food 13. Swimming pool 14. Drinking 15. Washing hands 16. Meat Created by North East Water. Page 5
6 Water use tournament activity Washing clothes Electricity Brushing teeth Watering the garden Growing fruit & vegetables Shower or bath Created by North East Water. Page 6
7 Habitats and the environment Washing dishes Factories & businesses Ice & icecream Toilet Growing crops for food Created by North East Water. Page 7
8 Swimming pool Drinking Washing hands Meat Created by North East Water. Page 8
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