Year 2 - City of Gold · PDF filePeople use science in their daily lives, ... English Language ... Year 2 Lesson plan 3 Keeping a weather chart

Year 2Lesson plans

Working for our future – today

Make your watermark!Watersaver education program

Learning objectives

Students will be able to:

● recognise that water is part of a natural cycle.

● recognise that water changes shape, taste and form.

● distinguish between salt and fresh water.

Learning outcomes

Subject Strand and content descriptors

Science

Science understanding:

● Different materials can be combined, including by mixing, for a particular purpose. (ACSSU031)

● Earth’s resources, including water, are used in a variety of ways. (ACSSU032)

Science as a human endeavour

● Science involves asking questions about and describing changes in objects and events. (ACSHE034)

● People use science in their daily lives, including when caring for their environment or living things. (ACSHE035)

Science inquiry skills

● Respond to and pose questions, and make predictions about familiar objects and events. (ACSIS037)

● Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information. (ACSIS038)

● Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play. (ACSIS042)

Make your water mark!

Information for teachers

Year 2Lesson plan 1Theme: Where water comes fromLesson: The water cycle

Geography

Geographical knowledge and understanding

● The environment is the source of every material thing we use or consume.

● Weather can be described and measured by temperature, sunshine, rainfall and wind.

English

Language

● Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose. (ACELA1470)

● Recognise most sound-letter matches include silent letters, vowel/consonant diagraphs and many less common sound-letter combinations. (ACLEA1474)

Literature

● Create events and characters using different media that develop key events and characters from literary texts. (ACELT1593)

Important questions

● Why is water important?

● What do we use water for?

● What is the water cycle?

● Are there different types of water?

Background information – the water cycle

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

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

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

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

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

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

Year 2 - Information for teachers


Lesson plan 1

Linking locally

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

● Rainfall evaporating from a footpath.

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

● The rain from summer storms rushing towards the ocean.

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

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

Lesson plan – the water cycle

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

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

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

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

Resource requirements

● Activity sheet 1 ‘The water cycle’

● Activity sheet 5 ‘Water samples’

● Student self evaluation sheet 1

Additional activities

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

Illustrating the water cycle.

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

Illustrating the water cycle.

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

Interpreting the water cycle

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

English: Use the various ‘tion’ words associated with the water cycle (evaporation, transpiration, condensation, precipitation) to initiate discussion on other unfamiliar sound and letter combinations.

Demonstrating transpiration

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



Lesson plan 1

Learning objectives


● determine what a catchment is

● understand the importance of managing catchments

● recognise threats to catchments and the role of various community members in protecting and improving catchment health.

Learning outcomes


Geography



● The signifi cance of an environment or place contributes to how it is managed or used.

Geographical inquiry and skills

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

● Collect information about the local area.

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

● Present fi ndings, using appropriate communication methods, geographical tools and skills in geographical vocabulary.

Science


● People use science in their daily lives, including when caring for their environment and living things. (ACSHE035)



● Compare observations with those of others. (ACSIS041)



Year 2Lesson plan 2Caring for catchments

Focus questions

● What impacts do urban developments have on catchments and water quality?

● What geographical features infl uence catchment processes?

● How can I take better care of my catchment?

Background information– caring for catchments

Information on:

● Relevant catchments – size, management, connection with water supplies.

● Brief overview of the role of catchments in water supply.

● Threats to catchment health (removal vegetation, point/non-point pollution, litter, stormwater input etc).

Lesson plan- caring for catchments

✪ This lesson links concepts associated with catchments and catchment management to develop an awareness of the various threats to catchments and how these can impact on water quality and other factors.

✪ If required reinforce concepts and processes associated with the water cycle, including the movement of water through the cycle and its change in form over time.

✪ Using a map of the local area (in hard copy or via appropriate ICT program) identify key local water features, such as rivers, creeks, oceans and wetlands. Develop a class list of the various users and uses of these assets (e.g. farmers – irrigation for stock or crops; surfers – recreation).

✪ Ask students to identify the fl ow of water in the region or local area– where does the water travel to and from, what geographical features direct the fl ow of water. Asking students their observations of water fl ow during storms in their neighbourhood or the school grounds may assist understanding.

✪ Introduce the term catchment; explaining that a catchment extends from the highest to the lowest point (commonly from the mountains to the sea) and we all live in a catchment. Reinforce this point by asking students to identify key features on the map such as the school, their home, local shopping centres and community facilities.

✪ Using the information on users and uses of the catchment, as a group identify some of the threats to catchment health and water quality. Students then select one user and undertake research to identify:

● How they use the water in the catchment.

● What impact the users behaviour might have on the catchment and water quality (both positive and negative).

● How they could modify their actions to improve the health of the catchment.

● Students should also identify personal actions (such as littering, tree planting or water monitoring) that may impact on catchment health.

✪ Key users may include: Rangers (involved in caring for upper catchments – tree planting, removing weeds etc.), catchment groups, landholders, fi shers and farmers. Consider other users with indirect impacts e.g. motorists, industry, commercial properties.

✪ Students can present fi ndings, highlighting key points, using various oral, graphic or digital communication methods. Findings may be presented collaboratively using a large scale map or regional representation.


● Catchment processes can be modelled using artifi cial catchments including catchments made in sand pits or similar areas or using modelling clay or similar materials. These can be used to demonstrate water fl ow, runoff characteristics and the impact of development.

● Local area study: A brief excursion in areas adjacent to the school can be useful to identify and collect data (digital photographs) of impacts on the catchment (eg litter, role of stormwater drains, weeds, various pollutants such as oil).



Lesson plan 2

Learning objectives


● identify different weather conditions and plot these on a chart

● link different weather conditions with various aspects of the water cycle.

Learning outcomes


Science




● Science involves asking questions about, and describing changes in, objects and events. (ACSHE034)




● Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources. (ACSIS038)


Geography



● Weather can be described and measured by temperature, sunshine, rainfall and wind.





Year 2Lesson plan 3Keeping a weather chart

Important questions

● What environmental indicators can be used to predict weather conditions?

● Why is it useful to record weather conditions?

Lesson plan– keeping a weather chart

✪ Reinforce the key aspects of the water cycle and ask students to link these with specifi c weather conditions. For example, ‘What type of weather helps evaporation?’ ‘Do particular clouds indicate rain?’

✪ Introduce the weather chart symbols (Activity sheet 2); customise the symbols by colouring in or adding other decorations.

✪ Establish a weather chart on the wall; the chart should allow conditions to be recorded in the morning and afternoon. Recordings should be made for a minimum of a week. Asking students to predict weather conditions using their knowledge of the water cycle and observations of the sky should be encouraged.

✪ Use the weather chart to reinforce knowledge of the water cycle, including key terminology. Identify and discuss any patterns in weather conditions, such as afternoon storms or multiple consecutive sunny days.

✪ Compare weather conditions in your area with other areas or cities in South East Queensland or Australia. Identify key symbols or features on a variety of weather maps.


● Activity sheet 2 Weather chart symbols


● Use a soft drink bottle, or similar, to make a simple rain gauge (see Activity sheet 9). Place the bottle outside and check every day. Information can be added to the weather chart.

● If the school has a rainwater tank without an automatic top-up, regularly record the level of water in the tanks – either by checking the inbuilt level gauge or by carefully tapping on the tanks and recording the level by listening to the different sounds. Discuss with students the change in the level of water in the tanks. Can they hypothesise about the change in level, e.g. recent rain, dry weather required plants to be watered more?



Lesson plan 3

Learning objectives


● understand how water reaches our homes

● recognise ways to use water wisely.

Learning outcomes


Science




● Science involves asking questions about, and describing changes in, objects and events. (ACSHE034)


Geography




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

Important questions

● How do we use water in our homes?

● Where does the water in our taps come from?

● How is water cleaned?



Year 2Lesson plan 4Theme: How water gets to our housesLesson: Dams, pipes and taps

Background information– dams, pipes and taps

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

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

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

Linking locally

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

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

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

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

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

Lesson plan– dams, pipes and taps

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

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

✪ Discuss where water comes from and how it gets to our homes. Using ‘think, pair, share’ students generate ways water is used at home; how it is used at school and in other familiar places and share these with the group.

✪ The poster ‘Our urban watercycle’ will help to understand how water is treated and transported around the district.

✪ Discuss whether it is safe to drink water straight from a creek or puddle.

✪ Demonstrate how water is fi ltered. Prepare a water sample containing fi ne dirt, gravel, leaves and plastic litter. Pour some of the water through objects with varied size holes - such as a funnel, colander and fi ne strainer. Ask students to predict which items will be caught by the strainer. Discuss whether catching visible pollutants means that the water is clean. Observe what objects are trapped.


● Poster – ‘Our urban water cycle’ (see appendices or online resources)

● Student self evaluation sheet 1


● Using the 'Our urban watercycle' poster ask students to suggest why facilities used to supply water are built in certain locations. For example why is it better to place dams in areas of hills and valleys (catchments); why site a desalination plant near the ocean?

● Encourage students to design a water- saving device that could be used in the home or at school. Students should produce a drawing of the device and a brief explanation on how it works. Ideas could include a tap that sends out a warning when it is left on or a sprinkler that shuts down when the lawn is watered.



Lesson plan 4

Learning objectives


● recognise how water is vital for human health

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

● recognise how some environments can have signifi cance for people.

Learning outcomes


Science




● People use science in their daily lives, including when caring for their environment and living things. (ACSHE035)




Geography


● People are connected to other places.


● The signifi cance of an environment or place contributes to how it is managed or used.


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

● Present fi ndings, using appropriate communication methods, geographical tools and skills and geographical vocabulary.



Year 2Lesson plan 5Theme: What we drink comes backLesson: How our water cares for us

Important questions

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

● Do people contribute to the water cycle?

● Why is water important to people?

Background information– how our water cares for us

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

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

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

Linking locally

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

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

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

Lesson plan– how our water cares for us

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

✪ Discuss what life would be like if very little water was available.

✪ Brainstorm and list what water is used for. Include examples of water use outside the home or school – water is used to make soft drinks or in car washes – and remember the fun things water provides, such as swimming.

✪ Using a globe, map or Google Maps/Earth to illustrate how planet Earth is mostly water; and that most of this water is salt water.

✪ Ask the students how they feel if they do not drink regularly. Reinforce the need to regularly drink water, particularly during exercise.

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

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


● Activity sheet 1 ‘The water cycle’

● Student self-evaluation sheet 1


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

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

Alternatively students select a local water environment, such as a creek, river, or beach and undertake research, recording various geographical features – size, location, key features – and identify why this place is important for local people.



Lesson plan 5

Learning objectives


● recognise the many ways water is used in the home

● identify how to reduce water use

Learning outcomes


Science








Geography




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

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


Mathematics

Number and algebra

● Solve simple addition and subtraction problems using a range of effi cient mental and written strategies. (ACMNA030)

Statistics and probability

● Collect, check and classify data. (ACMSP049)



Year 2Lesson plan 6Theme: Being a Watersaver at homeLesson: How many buckets?

Important questions

● Where in the house do we use water?

● Why is it important to save water?

● What are some simple ways to save water?

Background information– how many buckets?

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

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

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

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

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

Linking locally

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

Lesson plan– how many buckets?

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

✪ In a group discussion ask students to identify or suggest ways that less water could be used at home. Remind them that simple actions can save lots of water. Examples of water saving strategies may include:

● Turning off the tap when brushing your teeth.

● Taking shorter showers – no more than four minutes.

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

● Don’t water the garden after rain.

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

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

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

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



Lesson plan 6


● Activity sheet 7 ‘How much water do you use’

● Student self-evaluation sheet 1


● Using the data and suitable icons – such as buckets – sort and display the information to provide comparative information on water use at home. For example how many litres/buckets are used each day to wash the dishes or water the garden; how many litres/buckets are used in the shower.

● Ask students what action/s they could take to save 2 buckets each day. As a class, students could each pledge to save 2 buckets per day.

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



Lesson plan 6

Learning objectives


● recognise the many ways water is used in the school

● identify how water use can be reduced.

Learning outcomes


Science





Geography


● The environment is the source of every material thing we use


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

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


● Sort information and identify patterns.

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

English

Literature

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



Year 2Lesson plan 7Theme: Being a Watersaver at schoolLesson: Dealing with drips

Important questions

● Where do we use water in the school?

● What do we use it for?

● Why is it important to save water?

● What are some simple ways to save water?

Background information– dealing with drips

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

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

Linking locally

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

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

Gold Coast school achievement

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

Lesson plan– dealing with drips

✪ Engage students by asking them a number of questions about water use in the school; including: What do they use water for? Which behaviour do they think uses the most water? What do other people in the school (teachers; grounds person; cafeteria staff) use water for?

✪ Using a map of the school identify the places where water is used, along with familiar behaviours such as toilet fl ushing, hand washing and drinking. Consider other uses such as irrigation and cleaning. Highlight these places on the map using suitable icons, shapes or colours.

✪ Alternatively, take a tour of the school and mark the water outlets with coloured ribbon – e.g. blue for drinking, green for fl ushing, yellow for irrigation. Additional information such as leaking tap or observed wasteful behaviours should also be noted.

✪ Use the data to produce a display that includes information on the number and location of water facilities and clearly group facilities according to type or use (e.g. used for drinking; used for cleaning). Information can be presented pictorially or in bar graphs or other formats.

✪ Using the information collected students should identify a number of water conservation initiatives that they would like to implement. They should then develop a methodology identifying the steps needed to plan, implement and evaluate the initiative. Activity sheet 8 ’Simple ways to reduce water use at school’ can assist you with this.



Lesson plan 7


● School map.

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

● Coloured ribbon or material.

● Student self-evaluation sheet 1.


Announce the fi ndings of your investigation during assembly; devise short presentations to deliver to fellow students that will inform them of the need to save water and the simple things they can do to help.

Make a mulch garden. With the assistance of the grounds person and using Activity sheet 8 select a small garden area for a mulch garden.

Select the best type of mulch for the garden and investigate suitable plants – think about how much sun the garden gets and what plants grow well nearby.

Check how the mulch keeps the garden cool and moist by carefully lifting the mulch and feeling the soil – you could also use a thermometer or moisture meter.



Lesson plan 7

Documents

Year 2 - City of Gold · PDF filePeople use science in their daily lives, ... English Language ... Year 2 Lesson plan 3 Keeping a weather chart