Sarah Rossi & Deidre Burggraaf

UNIT SUMMARY: The importance of access to safe water and how this affects us

Week/
Lesson
Learning
Intentions
Student Activities Success
Criteria
Resources Assessment
Wk 1
Lesson 1:
Where do
we get our
water from?
Students will
be able to
identify and
describe the
origin of our
water
resources.
-Think, Pair, Share activity of
what students already know
about the water cycle process.
-Students watch animation video
of the water cycle and Earths
water supply.
-Students fill in a water cycle
worksheet.
-Students explain to a peer the
water cycle process

Students can
demonstrate an
understanding of
the water cycle
process
-Student prior
knowledge
-Animation video of
the water cycle and
Earths water supply
-Water cycle
worksheet
Accurate completion
of the water cycle
worksheet.
-Students can provide
a verbal explanation
to a peer about the
water cycle process.
Wk 1
Lesson 2:
Why is
water so
important
for survival
and health?
Students will
explore the
importance of
water and
understand its
impact on
survival
-Look at water-born diseases
-The effect of dirty water on
health.
-Student comparison of death
rates related to sanitation and
water quality between Australia
and other countries using
statistics and information
provided.
-Watch YouTube Video
Choose Life Kenya Water
Project
-Students write responses to how
they think they would feel if
they had limited or no access to
Students will be
able to identify
reasons for higher
death rates in
countries with
poor sanitation
and unsafe
drinking water
and make
connection
between
developing
countries, in
particular Africa
and developed
-PowerPoint of World
Health Organissation
(WHO) statistics of
safe-drinking water
and adequate
sanitation.
http://www.unwater.or
g
-YouTube video
Choose Life Kenya
Water Project
http://www.youtube.co
m/watch?v=f8B7qZoh
2qo

-Student participation
and engagement
during class
activities.
-Student written
responses to how
they would feel if
they had limited or no
access to safe-
drinking water or
sanitation (toilet use)
during a school day.

Sarah Rossi & Deidre Burggraaf
safe-drinking water or sanitation
(toilet use) during a school day.

countries such as
Australia.
Wk 1
Lesson3:
What is the
local water
quality and
availability
?
Students will
be able to
identify
elements
involved in
monitoring
water quality
of a local
waterway and
explain how
water quality
impacts on its
habitat
Class excursion to Ceres to
Merri Creek
Students measure the water
quality using chemical and
physical tests (depth, pH,
temperature, speed of flow,
turbidity and salinity) at a
number of locations.
-Students evaluate how healthy
the creek is for plants, animals
and humans using the data
gathered
-Class discussion of the reason
why different results were found

Students will
understand and be
able to
demonstrate
water quality
testing processes
and recognise
what is involved
in maintaining
good water
quality
Ceres Merri Creek
Program
-Student attendance
at Merri Creek
-Report and
presentation of
findings
Wk 2
Lesson 4:
How does
Merri
Creek water
quality
compare
with other
countries
Students build
on knowledge
from previous
lesson and
compare and
analyse results
-Class inquiry research project.
-Students compare water quality
data from Merri Creek with
India
-As a class students work to
present their report on water
quality findings and examine
possible health implications of
the water quality on its
inhabitants

-Students report
and presentation
of their findings
Water quality data
from Merri Creek
excursion.
-Data from WHO for
comparison
-Lap top and projector

Wk 2 Students to -Look at the amount of water -students will be http://www.unwater.or -Bar graphs
Sarah Rossi & Deidre Burggraaf
Lesson 5:
How much
water
availability
impacts on
food
production
and
availability
gain
understanding
of
interconnection
between
increasing
agricultural
output will
substantially
increase water
consumption.
usage required to grow various
foods and meat consumption.
-Create a bar graph to show how
much water is used to produce a
vegetarian diet and a diet
containing meat.
-Students compare findings from
their data to determine which
diet (meat or vegetarian) uses
more water?
-Class discussion on findings
and comparisons of food choices
in water rich and water poor
countries.

able to represent
data by creating a
bar graph
g/water-cooperation-
2013/
-Geography Alive 7
text book
-Table showing water
quantities used to grow
different foods
-Student notebooks
-Student comparison
of vegetarian and
meat-based diets
water usage; short
written response.
-Discussion of which
diet concerning food
choices in water rich
and water poor
countries
Wk2
Lesson 6:
How much
water is
there in the
world?
Students will
identify the
distribution of
water on Earth
and how much
is appropriate
for human
consumption.
Students will
be able to
compare global
rainfall results
with health
status and
describe the
-View the Distribution of Water
on Earth video.
-Students look at map provided
of the global distribution of
rainfall.
-Each student is assigned a
country to investigate the
average annual rainfall and
overall health status of that
country using the World Bank
website. The class will then
produce a human continuum
with rainfall results ie. Countries
with the most to least rainfall.
-Is there a relationship/pattern
Students are able
to identify those
countries that
have higher
availability of
water for human
consumption and
the relationship
between rainfall
and health status.
(if here is one)
The Distribution of
Water on Earth video
http://education-
portal.com/academy/le
sson/the-distribution-
of-water-on-
earth.html#lesson
-Map of global
distribution of rainfall
-Student notebooks
The World Bnk-
Average precipitation
in depth (mm per
year)
http://data.worldbank.o
-Student continuum
-Whole class
discussion and
contribution, dot
points on board to
answer questions
Sarah Rossi & Deidre Burggraaf
relationship if
any.
between rainfall and health
status? How might this be
explained?

rg/indicator/AG.LND.
PRCP.MM
-A4 paper with
country names

Wk 3
Lesson 7:
Looking at
African
case study
Students will
understand the
role of poverty
in some
countries and
its part in
access to safe
drinking water
-Students to look at case study-
Serahs story and answer
questions

Students to have
gained an
understanding of
difficulties faced
by people who
live in developing
countries.
Serahs story case
study of women in
Ethiopia.
Students response to
Serahs Story
questions
Wk 3
Lesson 8:
What are
some water
recycling
practices?
Students will
explore a
number of
different water
recycling
processes and
investigate
recycling
practices to
safe drinking
water.
Determine the
whole school
community
attitude toward
different
methods of
-Students prior knowledge of
water recycling practices. Class
list written on board.
-Focus on two water recycling
practices for use as drinking
water.
-Watch water recycling video.
-Students to fill in water
recycling worksheet.
-Students to design survey for
distribution to whole school
community regarding methods
of recycling practices for
drinking water

Students
demonstrate an
understanding of
water recycling
practices.
Distribution to
whole school of
student designed
survey.
Catalyst Water
Recycling video
http://www.abc.net.au/
catalyst/stories/251406
6.htm
-water recycling
worksheet
-Recycling survey
-Water recycling
worksheet.
-Cass participation
-Whole class design
of survey.
Sarah Rossi & Deidre Burggraaf
recycling
practices for
safe drinking
water.
Wk 3
Lesson 9:
Excursion
to
Wonthaggi
Desalinatio
n Plant
Students will
understand the
entire
desalination
process of
converting sea-
water to safe
drinking water.
-Students record information
from the desalination plant tour
to answer excursion worksheet

Students are able
to give feedback
on the
desalination
process and have
understanding for
their survey.
Any questions from
their previous lesson
and their worksheet for
the plant tour
-Excursion worksheet
-Class discussion
Wk 4
Lesson 10:
Water
storage and
usage
Students to
understand the
impact of
strategies to
help conserve
and recycle
water usage in
the home.
Students to work in pairs to
develop ways in which water can
be recycled in the home.
Share with rest of class and
discuss.
Make a list
As a class formulate a strategy
plan for households.

Students able to
explain recycle
strategies and
practices.
-Prior knowledge.
-Class formulated
strategy plan
Students to take
strategy plan home
and investigate their
water usage
Wk 4
Lesson 11:
Group work
on water
recycling
findings

With their
knowledge of
recycling, and
using
information
from results of
the whole
school survey,
students will be
Students will you use this
lesson to analyse and collate data
from the whole school survey
they conducted and develop an
ICT presentation reporting their
findings.

Students will need to work on
their presentation for homework
Students work
collaboratively
with their group
in collating
information and
findings.
Create poster or
power point for
presentation of
findings to include
data from survey
Sarah Rossi & Deidre Burggraaf
able to make
recommendatio
ns regarding
cost effective
achievable
recycling for
drinking water.
if not completed.

Wk 4
Lesson 12:
Group work
on water
recycling
findings
and
presentation
s
Students
present their
water recycling
to drinking
water group
presentations.
Students will continue to on then
present their water recycling
findings to the class.
Presentation of
poster or power
point
Create poster or
power point for
presentation of
findings to include
data from survey