Term 2 Poster Competition

Port Curtis Waterwatch and the Port Curtis Catchment Working Group
invite school students from years 1 to 7 in the Gladstone Education District (Qld Australia) to draw/paint/collage/a fantastic poster with the theme……
"EVERYONE LIVES DOWNSTREAM"
First Prize: Waterwatch T-Shirt, Waterwatch hat and a drink bottle!!!!!! Other winners will receive a Waterwatch hat and a drink bottle.
All entries should be on A3 paper and designed to be viewed in ‘landscape’ not ‘portrait’ (long edge at bottom) with students’ name, class and school written on the back, and be submitted to your school office by 3pm 23rd of June, 2006.
The winning 13 entries will be portrayed on a Waterwatch 2007 calendar. All participating schools will receive several calendars with the winning students receiving several for them and their family.
The top entries will be displayed at Stocklands Kin Kora in National Waterweek in October and the 2007 Calendar will be launched in that week.
Any enquiries please contact Anna Hitchcock - Waterwatch Coordinator Port Curtis 4970 7293 or pcwaterwatch@hotmail.com

Drain Stencilling

An Activity for the whole school:
Get kids thinking about their impact on waterways by stenciling beside stormwater drains on school grounds. Slogans include: ‘Drains to Creek’, ‘Drains to Harbour’ etc and there are crab, prawn and frog images to stencil as well.
Waterwatch will organise water-based paint, stencils and protective equipment. The school will need to organise any permissions required for the activity to take place. This can happen at any time in the year, weather permitting.
BOOK NOW!
Contact: Anna on 4970 7293

Whizzy the Waterdrop’s Incredible Journeys (Years 1 & 2)

Explores the concept of the water cycle
This is an interactive storybook and is part of the early childhood component of the Waterwatch program, and is designed to develop a knowledge and understanding of the water cycle and increase awareness of the importance of protecting and conserving water. 20 Whizzy the Waterdrop squeezable toys are included in the kit for use in the classroom, for displays and to stimulate discussion.

BEFORE THE VISIT:
Cover some of the basic aspects of the water cycle – what forms can water take, where might it go (eg. Down a river, or evaporating into the sky
Explore some of the ways that students might interact with water in their daily lives (eg. Having a shower, brushing their teeth, going to the toilet, swimming at the beach or in a pool.)
MATERIALS REQUIRED FOR THE VISIT:
A board where the large story-book can be propped
Access to a chalkboard to illustrate the water cycle
Area for children to sit on the floor


AVERAGE DURATION:
Half an hour for the story and questions plus fifteen minutes for describing
the water cycle and associated questions.

SUGGESTED FOLLOW-UP ACTIVITIES:
Use the Black-line masters to create Whizzy characters and scenes for the classroom
Create a water cycle poster for the classroom
Re-read the storybook, focusing on a particular journey such as the tree journey.
Sing all the songs you know about water
Suggest ways to save water around the school

Whizzy and Zack’s Fabulous Adventures (Years 1 & 2)

Explores how water gets to our taps

This is an interactive storybook and is part of the early childhood component of the Waterwatch program, and is designed to develop a knowledge and understanding of the water cycle and increase awareness of the importance of protecting and conserving water. This lesson should come after the students have completed Whizzy’s Incredible Journeys. 20 Whizzy the Waterdrop squeezable toys are included in the kit for use in the classroom, for displays and to stimulate discussion.

BEFORE THE VISIT:
Cover where the water in our taps might come from: rivers, dams, tanks
Explore some of the ways that students might use water in their daily lives (eg. Having a shower, brushing their teeth, going to the toilet, swimming at the beach or in a pool.)

MATERIALS REQUIRED FOR THE VISIT:
A board where the large story-book can be propped
Access to a chalkboard to illustrate Whizzy and Zack’s journey
Area for children to sit on the floor

AVERAGE DURATION:
Half an hour for the story and questions plus fifteen minutes for describing the water cycle and associated questions.

SUGGESTED FOLLOW-UP ACTIVITIES:
Use the Black-line masters to create Whizzy and Zack characters and scenes for the classroom
Create a water cycle poster for the classroom including the treatment plant
Re-read the storybook, focusing on a particular journey such as the underground journey.
Suggest ways to save water around the school

The River Journey (Years 3, 4 & 5)

Explores the impacts that human activity has on our waterways

This is an activity which visually illustrates how small individual impacts can have an enormous cumulative effect. This lesson is very interactive, involving all students in turn pouring pollution into a jar or bowl of clean water representing the river.

BEFORE THE VISIT:
Revise the concept of the water cycle
Explore some of the ways that humans use watercourses (water supply, recreation)
Explore some of the pollutants we might release into waterways

MATERIALS REQUIRED FOR THE VISIT:
Table and chair
Access to a tap and sink before and after the lesson
Accurate student numbers to be advised to the coordinator the day before for lesson preparation purposes
NO MORE THAN ONE CLASS AT A TIME
Area for children to sit on the floor

AVERAGE DURATION:
Half an hour plus fifteen minutes for questions

SUGGESTED FOLLOW-UP ACTIVITIES:
Create a poster for the classroom showing all the impacts on our waterways
Ask the students to find out the name of the watercourse nearest their house
Ask the students to find ways to reduce litter around the school
Have a ‘Litter-free lunch’ day, to reduce litter coming into the school

Environmental Scientists (Years 3, 4 & 5)

What are they, what do they do?

This is a worksheet-based lesson. exploring what Environmental Scientists do, why we need them, what tools they use and where they work. Some equipment will be demonstrated.

BEFORE THE VISIT:
Revise the word ‘environment’
Revise the concept of “Science’ and ‘A Scientist’


MATERIALS REQUIRED FOR THE VISIT:
Please advise accurate student numbers for materials preparation
Access to a chalk or whiteboard to assist students with answers
Small table for display of equipment

AVERAGE DURATION:
Half an hour plus fifteen minutes for questions

SUGGESTED FOLLOW-UP ACTIVITIES:
Scientist Word Find
Get some parents who are scientists to also give a talk
Do some environmental science activities such as settling muddy water, or growing seeds
Do posters of environmental scientists at work.

ELEMENTS OF A CATCHMENT (Years 5, 6 & 7)

Exploring the concept of water catchments

This is a theory lesson plus a practical assessment of concepts learnt (sand pit)

BEFORE THE VISIT:
Revise the water cycle concept
Revise how water gets to our taps
Revise the concept of water flowing downhill

MATERIALS REQUIRED FOR THE VISIT:
Video Player
Access to a sand-pit and hose for catchment construction NB: The sand-pit component can be replaced with map discovery.
Access to a chalk or whiteboard
Please advise accurate student numbers for materials preparation

AVERAGE DURATION:
An hour and a half - 20 min video, 30 mins worksheets, 30 mins catchment construction
NB: This lesson can be split in two if required

SUGGESTED FOLLOW-UP ACTIVITIES:
Waterwatch Catchment Word Search
Create a papier-mache catchment model for the classroom
Find out the boundaries of your local catchment
Look at maps of other catchments such as the Murray-Darling Basin or Fitzroy River
Field trip to Awoonga Dam, a water treatment plant and a sewage treatment plant

INTERESTING FACTS ABOUT WATER (Years 5, 6 & 7)

Exploring the ways water integrates with the world

This is a worksheet based lesson which includes a discussion of human impacts on water based on Waterwise fact cards

BEFORE THE VISIT:
Revise the ways in which we all use water
Estimate each person’s water use

MATERIALS REQUIRED FOR THE VISIT:
Accurate student numbers to be advised for materials preparation
Access to a chalk or white board

AVERAGE DURATION:
30 mins for Water facts, 30 mins for the Waterwise fact cards and 15 mins discussion/questions
Lesson can be split if required

SUGGESTED FOLLOW-UP ACTIVITIES:
Explore ways to save water around the home
Find ways in which fresh water is wasted at the school
Create signs asking people to turn off taps and place around the school or classroom
Give a presentation to the school assembly about why saving fresh water is important.

WATER CYCLE FIELD TRIP (Years 6 & 7 only)

Exploring the water cycle in more detail

A field trip to: Awoonga Dam, a Water Treatment and a Sewage Treatment plant. The school will need to organise transport.

BEFORE THE FIELD TRIP:
Revise the Water cycle and elements of a catchment
Ask students about why water and sewage treatment might be necessary
Contact your coordinator for the most appropriate location
Ensure your school requirements about permission slips, supervision and travel are met
Emphasise to students the importance of safe behaviour

MATERIALS REQUIRED FOR THE FIELD TRIP:
Teachers will need the following:
- First Aid Kit, Extra water, Hat, clipboard, covered shoes etc.
Students will need the following:
- Hat, Water bottle, Covered shoes, Clipboard, Pen or pencil
- Sensible attitude

AVERAGE DURATION:
This is a whole day field trip if all sites are visited. Shorter trips to single sites can be arranged.

SUGGESTED FOLLOW-UP ACTIVITIES:
Water cycle crossword
Create a detailed water cycle poster in your classroom including the various treatment plants.
Try filtering muddy water through rocks, pebbles and fine sand. Which works best?

WATER QUALITY TESTING (Years 5, 6 & 7)

Exploring the ways to test fresh water for its quality

A theory and practical lesson covering the concepts of pH, Turbidity and Salinity

BEFORE THE VISIT:
Introduce the concept of Acidity, Alkalinity and the pH scale
Introduce the concept of Turbidity (how dirty water is)
Introduce the concept of Salinity (how salty water is)

MATERIALS REQUIRED FOR THE VISIT:
Access to a chalk or whiteboard
Easy access to a sink and tap
A non-carpeted area needs to be set up in a series of workstations for more mature students, or as a demonstration area for younger students.
Students need to be divided into teams of 3 or 4 to work together

AVERAGE DURATION:
30mins for theory component and 30 mins for practical work

SUGGESTED FOLLOW-UP ACTIVITIES:
Years 6 & 7 can go on the Waterwatch Field Trip to a nearby creek or water body
Year 5 students can test water samples they bring into the classroom from home
Test a variety of common household products (coffee, tea, vinegar, soy sauce) and list their pH
Create a large pH scale for the classroom and label it with the items tested above

WATERWATCH WATER TESTING FIELD TRIP (Years 6 & 7 ONLY)

Preferably repeated each term

A field trip to a local water body which includes Habitat assessment, Water Quality testing and Water bug collecting to assess the health of the ecosystem. Repeat visits allow data comparisons to be made.

BEFORE THE FIELD TRIP:
Contact your coordinator for the most appropriate location
Ensure your school requirements about permission slips and supervision are met
Emphasise to students the importance of safe behaviour

MATERIALS REQUIRED FOR THE FIELD TRIP:
Teachers will need the following:
- Any water testing equipment the school owns – Please liase with the coordinator to avoid duplication.,
- First Aid Kit, Extra water, Hat, clipboard, covered shoes etc.
Students will need the following:
- Hat, Water bottle, Covered shoes, Clipboard, Pen or pencil
- Sensible attitude

AVERAGE DURATION:
An hour and a half is generally required for the first trip, excluding travel time. One hour is sufficient for repeat trips with the same students

SUGGESTED FOLLOW-UP ACTIVITIES:
Repeat field trip
Data interpretation lesson

DATA INTERPRETATION LESSON (Years 6 & 7)

An analysis of raw data using computers

A computer based lesson which gives students the skills to use Microsoft Excel to create graphs and interpret data which they have collected
Sample data sets can also be provided

BEFORE THE VISIT:
Revise the concept of a data table
Revise the concept of a column graph
Revise your school’s computer lab protocol

MATERIALS REQUIRED FOR THE VISIT:
1 computer for 2 or 3 students
Students will need a writing implement and a book to answer questions in.
Access to a whiteboard
Teachers are requested to divide the class into the pairs or groups which will work best together.

AVERAGE DURATION:
An hour and a half for students who have not used Excel before, less for more advanced or computer literate students

SUGGESTED FOLLOW-UP ACTIVITIES:
Answer all the data interpretation questions
Repeat the lesson with a different data set
Look at other graphs and interpret their meaning
Create a 3 or 4 page report showing raw data plus interpretation and conclusions

POSTERS, MAPS AND OTHER MATERIALS

TO KEEP:
· The latest Waterwatch Poster is an intricate study of a catchment. Teachers can obtain up to 4 posters each. Question sheets relating to the poster are also available
· Waterwatch Waterbug manual: available to assist teachers to brush up on those identification skills
· Water testing parameter sheets: shows what range for each test indicates a healthy ecosystem via an easy to use ‘happy fish’ system
· Wetlands colouring in sheet
· The Story of Packaging – 8 pages of activities and information all about packaging

FOR LOAN:
· Drain Stencils and equipment
· Water testing equipment and water bug nets
· DAZALD the DRAGONFLY: a 2m wingspan dragonfly sculpture, perfect for introducing an insect theme to the classroom.
· Maps of Gladstone, Calliope, Boyne Island and surrounding districts
· Posters about the structure of a catchment
· Whizzy’s Incredible Journeys kit
· Whizzy and Zack’s Fabulous Adventures kit
· 20 squeezable Whizzy toys
· Resources files (newspaper articles) on the following topics:
- Job opportunities/Careers (Environment)
- Water infrastructure/Allocation issues
- Southern Pacific Petroleum
- Threatened Species/Ecosystems/Weeds
- Community Participation/Consultation/Awards
- Government and Environment
- Waste Disposal and Recycling
- Genetic Modification and cloning
- Global Warming and Air Quality
- Conflicts over Urban land-use and Development (local focus)

Coetanger River Poster and booklet

We all Use Water information sheets, pamphlets and powerpoint presentations

DAZALD THE DRAGONFLY

This 2m wingspan sculpture on a stand will bring insects vibrantly to life in your classroom. You can borrow Dazald for up to a month, and your Waterwatch Coordinator will deliver and remove it.

Learning outcomes

STUDIES OF SOCIETY AND ENVIRONMENT

Place and Space
PS 1.5 Students describe the relationships between personal actions and environmental friendly strategies in familiar places.
PS 2.2 Students predict possible consequences for an ecological system when an element is affected.
PS 3.3 Students cooperatively collect and analyse data obtained through field study instruments and surveys, to influence the care of a local place.
PS D3.6 Students cooperatively identify an environmental issue of concern and contribute to its resolution.
PS D3.8 Students articulate a code of environmental conduct for personal use of resources.
PS 4.1 Students make justifiable links between ecological and economic factors and the production and consumption of a familiar resource.

Systems, Resources and Power
SRP 2.1 Students investigate the origins and processing of a familiar product to describe relevant conservation strategies.
SRP 3.1 Students make inferences about interactions between people and natural cycles including the water cycle.

Time, Continuity and Change
TCC 2.3 Students cooperatively evaluate how people have contributed to changes in the local environment.
TCC 2.4 Students describe cause and effect relationships about events in familiar settings.

SCIENCE

Earth and Beyond
EB 1.1 Students identify and describe obvious features of the Earth and sky.
EB 2.3 Students discuss how their community uses resources and features of the Earth and sky.

Life and Living
LL 1.1 Students discuss their thinking about needs of living things.
LL 1.3 Students observe and describe components of familiar environments.
LL 2.2 Students illustrate changes, which take place in the course of the life span of living things.
LL 2.3 Students make links between different features of the environment and the specific needs of living things.
LL 5.3 Students evaluate the consequences of interactions between the living and non-living parts of environments.