Professional Documents
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* Visual
Learning focus
The learning focus is for students to have
knowledge of water conservation. Why we need
to conserve water and ways we can eliminate
water wastage. With incorporation into many
learning
areas.
This learning focus relates to many
of the Australian
Curriculum organising ideas,
such asSystemsOI 2. All life forms, including human life, are connected through ecosystems on
which they depend for their wellbeing and survival.
OI 3. Sustainable patterns of living rely on the interdependence of healthy social,
economic and ecological systems.
FuturesOI 6. The sustainability of ecological, social and economic systems is achieved
through informed individual and community action that values local and global
equity and fairness across generations into the future.
OI 7. Actions for a more sustainable future reflect values of care, respect and
responsibility, and require us to explore and understand environments
(Victorian Curriculum and Assessment Authority, 2014)
Identity:
Children will form a sense
of identity when they
discuss and realize the
amount of water they use
and the amount of water
they waste. They will see
how they can make
changes to their daily
activities to help
themselves conserve
water and will participate
in tasks to focus water
conservation on
themselves personally.
English
Saving Water
The book, Saving Water written
by Nicola Chait can be introduced
and read to children in class in
order to learn about their
community and saving water.
Mathematics
Probability and Estimations task
In class ask students when they use water at home and write a list on board
Once there is a list on board, get students to write out the list in their books
and create a table.
In class get them to estimate how many buckets of water they think their
households use and allow them to fill in the table.
The children will be then be asked to put buckets under their taps and
shower, and are then required to measure how many buckets of water they
saved at home, finding the actual amount of water that is used and
compare it to what is estimated in their table.
Once the results have been brought back to class, have the students make
a bar graph to compare their predicted results to their actual results.
As a group get the students to discuss their results in class and talk about
ways that they can conserve water, helping to reduce the results in their
graphs. For example discussions may include- Timer for shower/ washing
car on grass/ using water from tank/ turning off taps when not in use whilst
brushing teeth/ Put a bucket when washing fruit and veggies and pour onto
garden, etc.
Mathematics
Shower
Washingdishes(sink)
Washingfruitsand
vegetables
Brushingteeth
Washingshands
Other
Estimationof
bucketsused
10
7
2
4
1
0.5
Differencebetween
estimationandactual
amountof bucketsused
6
6
1.5
2
3
0
3
5
0
1
2
0
Mathematics
Mathematics
Buckets under water taps
Ask children to bring a 2 litre ice cream container from home
that they can place under the drinking taps at school
Educate the children in the classroom that when they see the
container full of water they need to pour it in the garden and
add it to the tally in class
1 ice cream tub of water = 2 litre of water
At the end of the week the children will see how many buckets
of water they have conserved from going down the drain and
using the water instead for the school garden, this will highlight
the sustainable practice they have performed.
Students can
watch this song
about saving water
as an introduction.
Then as a class the
students can write
their own song
about water
conservation and
then perform at
the school
assembly.
http://www.youtube.com/watch?v=QfQ_waFZCo
Visual Art
Sand time maker
Get students to bring recycled plastic bottles
from home and go to the school sand pit to
collect sand.
Give each child sand for their sand timer and
allow them time to create their timer and allow
for students to decorate however they wish.
Once the class have made their sand timers,
discuss how they can use the timer to conserve
water when having a shower linking to the
previous mathematics task and their
discussions of saving water.
Science
Importance of plants to keep water clean experiment
Students will be able to see why keeping trees and plants living in
our soil is good as it purifies our water.
Students in groups with a demonstration from their teacher will
create this experiment to view the difference between water quality
when there is plants in the soil then without plants
Have the students predict which soil will produce the cleanest water.
The materials required for this task is
Rope
3- 2litre bottles
A watering can
3- tops of bottles
Soil
Grass plants
Mulch
Science
Making water clean
This science experiment will demonstrate
to the students that dirty water can be
cleaned by filtration. Which provides the
students with the sustainable practice of
cleaning dirty water not just saving water.
The students will create a a filtering
system to show that gravel and sand can
clean water.
The materials needed in this experiment
are
gravel
sand
blotting paper or 3 or 4 coffee filters
clean flower pot
transparent jug
large measuring cup or pouring jug
Science
Instructions for the experiment to make clean water Put blotting paper or 3 or 4 coffee filters, then sand, and
finally gravel in a clean flower pot
Place the flower pot in a larger transparent container so the
filtered water can drip through and the children can observe it
In a large measuring cup, place dirt, bits of plant matter and
water
Mix it up to make muddy water
Pour the muddy water into the flower pot as shown in the
image on the right.
Students will be able to observe the color of the water
dripping out the bottom of the pot into the transparent
container
http://www.kindergarten-lessons.com/nature_education.html
Take the filter apart and try and find the dirt and bits of plant
Discuss the nature and effects of some language devices used to enhance meaning and
shape the readers reaction, including rhythm and onomatopoeia in poetry and prose.
Students are required to write a song about water conservation, they will use different
language devices to enhance meaning to the song for greater audiences reaction.
Create imaginative texts based on characters, settings and events from students own
and other cultures using visual features, for example perspective, distance and angle.
When creating their own short stories about water conservation students will be
creating imaginative texts based on the theme of water conservation.
Use interaction skills, including active listening behaviours and communicate in a clear,
coherent manner using a variety of everyday and learned vocabulary and appropriate
tone, pace, pitch and volume These interaction skills will be used during class
discussion and in groups when performing the science and maths tasks.
(Victorian Curriculum and Assessment Authority, 2014)
The students will be required to collect data of water usage and analyse their
findings and create tables and graphs to display their findings. Group discussions
about their findings of water that had been conserved will allow for the students to
have a greater understanding and interpretation of what they found.
References
Victorian Curriculum and Assessment Authority. (2014). AusVELS Curriculum. Retrieved from
http://ausvels.vcaa.vic.edu.au
Gunther, L., Kuen, A., & Warren, C. (2012). VCE Health and Human Development. Australia:
Oxford University Press.
Australian Curriculum Assessment And Reporting Authority.(2009). Australian curriculum.
Retrieved from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html
Australian Government Department of Education, Employment and Workplace Relations.
(2011). Victorian Early Years Learning Framework: For all children from Birth to Eight Years.
Melbourne: Early Childhood Strategy Division Department of Education and Early
Childhood Development and Victorian Curriculum and Assessment Authority.
Seed Harvest Spoon. (2012). SHS Garden Journal: Using the Early Years Learning Framework
Outcomes to Support Sustainability. Retrieved from
http://www.seedharvestspoon.com.au/shs-garden-journal/using-the-early-years- learningframework-outcomes-to-support-sustainability