Institute of Early Childhood

Lesson Plan 3-Lizzy

Title of Lesson: Role play water scenarios
Prior Learning and Rationale: Based on students prior knowledge of water use and reuse, they will
engage in a range of role play scenarios to represent their understandings.
KLAs and Outcomes and Indicators
Creative arts: Conveys story, depicts events and expresses feelings by using the elements of drama and
the expressive skills of movement and voice (DRAS1.2).
Creates and adapts stories for enactment
Responds to the elements of drama, (e.g. tension, contrast, symbol, time, space, focus and mood) to
create shared meaning
HSIE: Demonstrates an understanding of the relationship between environments and people (ENS1.6).
Evaluates results of human change on environments relevant to them.
Identifies wise and unwise use of resources.
Participates in activities that demonstrate personal and shared responsibilities about the care of
environments.
Science: Identifies ways that people use science in their daily lives to care for the environment and the
Earths resources (ST1-9ES).
Identify some actions which could be taken to care for and use water sustainably, e.g. turning off
dripping taps and/or taking shorter showers.
Key Scientific Knowledge (KSK)
Ways of reusing water: to wash the car, gardening (Melbourne Water, 2014).
Saving water: take shorter showers, collect water in buckets to use later on, dont fill bathtubs
the whole way, reuse bath water, turn off running taps when brushing teeth, washing hands and
washing dishes, make sure the dishwasher and washing machine are full before using, collect
rainwater (Savewater, 2014).
Importance of water for living things survival: conserving it for fish and sea creatures habitats.
Grow grass for farm animals to eat; their survival, consumption and growth (Water Resource,
2009).
Water conservation: being aware of issues surrounding water use. Changing the way people use
and think about water. To reduce the amount of water used or wasted (Government of Alberta,
2014; Parsons, 2008).
Objective: For students to demonstrate good water use and reuse by acting out some role play scenarios.
Resources & Equipment:
20 x Clipboards, pencils and paper
20 x ice-cream containers
10 x iPads
Lesson 1 IWB brainstorm page
Sticker chart and sticker pad
Classroom organisation:
On the floor for class discussion then outdoors at
taps for hand washing. Lesson ends on the floor for
reflection.

Lesson development
Reflect on Lesson 2.
Hand washing in pairs, this time for 8 seconds.
Students record on clipboards how much water they have. They use measuring cups to measure.
Students record their findings onto the sticker chart.
Students are given a card with a scenario to act out in pairs/small groups and convince their peers
to take these water saving tips. For example when brushing teeth dont have the water running.

Institute of Early Childhood
Class discussion about all scenarios and reflect on hand washing chart.
Differentiation of learning for individual children
Support:
Pictures of scenarios to role play
Shorter and simpler scenarios
Extend:
More in-depth scenario to act out
Students think of their own scenarios to role play

References
Government of Alberta. (2014). Water Conservation. Retrieved October 25, 2014 from
http://www.waterforlife.alberta.ca/01549.html

Karakas, M. (2012). Teaching density with a little drama. Science activities, 49(30), 94-97.
doi: 10.1080/00368121.2012.671200

Melbourne Water. (2014). What is recycled water? Retrieved October 25, 2014 from
http://www.melbournewater.com.au/whatwedo/recyclewater/Pages/What-is-recycled-water.aspx
Parsons, D. (2008). Dont just talk about it; do it! Teacher, 20.
Smith, A. (2006). Science drama is for everyone. Teaching science, 52(1), 36-38.

Water Resource. (2009). Animals and water. Retrieved from: http://www.iawq.org.uk/Animals-and-
Water.html