Eco Schools water projects help students learn why water is an important resource and how conserve it.
Students can learn about water in many ways. They can:
investigate how water is used within their school
devise ways to minimise consumption at home and at school
study how stormwater run-off affects the local catchment
carry out other water-monitoring projects to learn how ecosystems change over time
learn how communities can protect and restore waterways.
Creating and maintaining frog ponds is a great way for students to study aquatic life and learn why it’s important to maintain the quality of aquatic environments.
Project tips
Seek expert advice to help you design your water project, particularly if you are planning to create aquatic habitat such as a frog pond. You may have a school parent with this expertise, or you could contact local council, National Parks and Wildlife Service or your Local Land Services organisation.
Talk to your local council about water management in the area, and to find out which local organisations you can partner with in a water conservation project.
Research your project thoroughly, including the budget, equipment, time and expertise that will be required both short-term and long-term.
Make sure there is more than one person who can keep technical equipment, such as water-monitoring devices, pumps or hydroponic systems, in working order.
Carry out a school water audit to help pinpoint problem areas and prioritise needs.
Link your project to the curriculum
Learn how you can link environmental projects with the curriculum in key learning areas for student outcomes at all stages.
LW5 Science and technology contribute to finding solutions to conserving and managing sustainable ecosystems
predict how human activities can affect interactions in food chains and food webs
Earth and space
ES4 Science understanding influences the development of practices in the areas of human activity
water as an important resource that cycles through the environment
physical process of water cycle
scientific knowledge influences the development of water management practices
Aboriginal and Torres Strait Islander peoples’ knowledge in decisions on caring for Country and place
HSIE: Geography
Water in the world
Water resources
spatial distribution of global water resources
The water cycle
how the operation of the water cycle connects people and places
Australia’s water resources
quantity and variability of water resources
Water scarcity and water management
nature of water scarcity and ways of overcoming it
The value of water
economic, cultural, spiritual and aesthetic values of water for people
Geographical concepts
place
space
environment
interconnection
sustainability
Mathematics
Working mathematically
Computation with integers
compare, order, add and subtract integers for real-life situations
Fractions, decimals and percentages
find percentages of quantities and express one quantity as a percentage of another
solve real-life problems involving percentages, interpret and use statements about the environment involving percentages e.g. water use
Volume
choose appropriate units of measurement for volume and calculate volumes
Data collection and representation
identify and investigate issues involving numerical data
collect numerical and categorical data
collect and interpret information from secondary sources
construct and compare a range of data displays
English
EN4–1A Responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
structures and features of informative and persuasive texts
language of opinion
compose informative and persuasive texts
EN4–4B Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence
create informative and persuasive texts for issues
EN4–5C Thinks imaginatively, creatively, interpretively and critically to respond to and compose texts
express points of view and arguments on sustainability and the environment accurately and coherently in speech or writing
EN4–7D How texts can express aspects of their world and their relationship within it
analyse how words, sound and images create perspectives of the same issue e.g. sustainability
Creative arts
Visual arts
Artmaking – Conceptual Framework
the world as a source of ideas and concepts to make art
use their diaries to research and investigate the world, including the environment
Artmaking – frames
cultural frame
use their cultural and community identities and social perspectives of interest to them in the development of ideas and interests to represent the world in the making of art
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within ecosystems
changes in some biotic and abiotic components of an ecosystem affect populations and communities
ways Aboriginal and Torres Strait Islander peoples’ cultural practices and knowledge of the environment contributes to conservation and management of sustainable ecosystems
examples of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs
HSIE: Geography
Sustainable biomes
Changing biomes
human alteration of biomes to produce food, industrial materials and fibres and the environmental effects
Challenges to food production
environmental challenges to food production e.g. impact of water scarcity and pollution
Geographical concepts
place
space
environment
interconnection
sustainability
Mathematics
Working mathematically
5.1 Single-variable data analysis
Collect data from secondary sources involving at least one numerical and at least one categorical variable.
Evaluate statistical reports in the media and other places e.g. environmental data.
5.3 Bivariate data analysis
Investigate reports of studies in digital media and elsewhere for information on their planning and implementation.
Critically review surveys, polls and media reports.
Investigate the use of statistics and associated probabilities in shaping decisions made by governments and companies.
English
EN5–1A Responds to and composes increasingly sophisticated and sustained texts
analyse ideas, information, perspectives, contexts and ideologies in texts
create sustained texts that reflect upon challenging and complex issues
EN5–3B Uses language forms, features and structures of texts
present a point of view on a subject
use persuasive language and voice effects to argue a point of view or persuade an audience
EN5–7D Understands and evaluates the diverse ways texts can represent personal and public worlds
use and analyse increasingly complex language features to present a viewpoint on issues
Creative arts
Visual arts
Artmaking – conceptual framework
artworks using an extended range of material and techniques and various investigations of the world
make artworks that build a body of work using an extended range of materials and techniques and various investigations of the world
the world as a source of ideas and concepts to make art
develop research and investigative skills using their diary
Artmaking – frames
cultural frame
focus on issues of significance to generate ideas for artmaking and the conceptual interest of works e.g. the environment
Students will identify ways in which we use water at home, at school, and in our communities, and learn why it is one of Australia’s most important resources.
Mathematics
MA1–11MG
Measure the volume of water wasted from dripping taps. Measure the volume of water wasted if a tap is left running for 30 seconds.
Science and technology
ST1–9ES
Identify and implement actions that could be taken to care for and use water sustainably e.g. turn off dripping taps, tap off while brushing teeth.
Stage 2
Design and install a habitat pond to provide a water source for animals in the school grounds.
Geography GE2–2 and Science and technology ST2–11LW
Investigate the importance of plants and habitat features such as rocks, logs and water to local animals.
Science and technology
ST2–5WT
Design a habitat pond that provides water and habitat for animals in the school grounds.
Stage 3
Design and implement a surface water harvesting system to divert rainwater from the local storm water system. Plant this area with suitable locally indigenous species.
Science and technology
ST3–11LW, ST3–10LW, ST3–5WT
Identify the physical conditions of a proposed garden in the school grounds watered by harvested storm water e.g. slope, aspect.
Research the conditions needed for particular plants to grow and survive in the proposed garden.
Design and select suitable plant species for a garden watered by harvested storm water.
Stage 4
Students will use a smart meter in the school to measure water use and implement water savings strategies.
HSIE – Geography
GE4–5 Water in the world.
What approaches can be used to sustainably manage water resources and reduce water scarcity?
Investigate the quantity and variability of water resources in Australia and other places, including the proposal and implementation of individual actions that contribute to water management at school.
Stage 5
Students will visit a wastewater treatment plant to learn about the natural and urban water cycles, and how wastewater treatment helps protect the environment and public health.
HSIE – Geography
GE5–5 Sustainable biomes
How do people use and alter biomes for food production?
Investigate environmental challenges to food production for Australia and other areas of the world, including a description of the impact of water scarcity and pollution on food production.
Students at Dulwich Hill Public School are now using just 7 litres of water per student each day, down from an average of 11.7 litres per student before the project. After a successful trial of timed taps in 2 of the student amenity blocks, Dulwich Hill used its 2009 Eco Schools grant to extend its water conservation measures to the junior bathrooms and kindergarten toilets.
The ‘Taps and Toots’ program involved the installation of timed taps and dual flush cisterns, and the installation of a ‘smart’ water meter that alerts the school to any water leaks.
Water-use data from the smart water meter are used by students in various units of work on water and as part of the school’s EcoChallenge, in which classes compete to save water. The water meter is also used daily by office staff to check water usage over the last 24 hours. Any spikes in water use can be quickly identified and the school’s General Assistant can investigate any potential problems.
The Taps and Toots program has successfully demonstrated that individual and group action can have a direct impact on the conservation of natural resources.
The timed taps have been key to saving water in our school. Doing the trial first was valuable because it allowed us to see if they would meet our needs and whether the time was long enough for the children to wash their hands. It was also good for the kids to get used to using them before we installed them across the school.
Top Tip
If funds are limited start small with a trial in one amenities block. Once you’ve worked out the effectiveness of the measures you’ve implemented, you can extend them to other areas of the school.
Being an irrigation settlement on the Murray–Darling River system, the Buronga community is particularly interested in the issue of sustainable water use. As part of an outdoor education program, Buronga Public School used its 2010 Eco Schools grant to explore the concept of aquaponics as a way to produce irrigated food from the waste products of fish.
Students visited an aquaponic unit at the local community college before planning and constructing their own system. Silver perch fingerlings are grown in two 1000-litre tanks and the wastewater from the tanks is gravity fed through a series of hydroponic garden beds to produce fresh vegetables.
The gravel beds and the plants act as a biofilter, stripping excess nutrients out of the water. The clean water drains into a sump tank and is then pumped back to the fish tanks.
The system has generated a lot of interest. The two senior classes in the school carry out regular water testing and maintenance while the younger classes grow and harvest the vegetables.
Many of the activities that are undertaken in the Outdoor Education Program focus on the interdependence of plant and animal systems. The aquaponics unit has been a valuable way to illustrate this concept to the children in a controlled and managed way.
Top Tip
An aquaponic unit is a delicately balanced system that requires constant maintenance. At least one teacher needs to take primary responsibility for the system, while other teachers need to be trained as back-up for when the main teacher is absent.
Manly Vale Public School used its 2012 Eco Schools grant to put science into action and integrate environmental learning with improvements to the school grounds. The project has provided the school with a new water-efficient outdoor area for play and sport as well as being a practical environmental project that has promoted student and teacher awareness of sustainability. While many local schools are losing open space due to increasing student numbers or installing artificial turf instead of grass, Manly Vale PS has delivered an environmentally sound and sustainable solution to a common problem.
A key feature of this project has been the successful integration of student learning from start to finish. With guidance from qualified parents (including a horticulturalist and environmental professional) the students conducted an ecological assessment on a large bare area of ground, and then assisted in designing and implementing the new playing fields. This included researching the local rainfall and designing experiments to determine the optimal watering regime needed for the new oval.
The project was led by the school’s environmental audit team, which comprises Environmental Leaders from Year 6 plus members of the Student Representative Council (2 students from each class). Teachers integrated the project into the Science and Technology syllabus, which allowed all students to become involved through age appropriate work on the scientific experiments. All classes produced posters and signs to promote the project around the school.
A previously bare and dusty area of the schoolyard has now been turned into green sporting fields complete with new rainwater tanks and an automated irrigation system. Much of the construction and infrastructure costs were contributed by the school community, with the Eco Schools grant funding the new rainwater tanks.
Some teachers were initially hesitant to give up class time for training or investigations but they were won over when they saw the level of engagement of their students. “I’ve never seen a class so aware of the conditions and resources needed to keep part of their playground in a good condition,” noted one of the teachers. “They really felt as though they had ownership over the project and therefore took pride in seeing it succeed.”
While the project has come to an end, the learning continues. The students are undertaking regular ecological assessments to assess the health of the vegetation and adjust the watering regime. Environmental Managers from Year 6 spent the last two weeks of the school year training the Year 5 students who will move up and take over the sustainability duties for the next year.
Student mentoring was perhaps the biggest challenge but also the biggest success for us. Organising groups and having older students organise younger ones was difficult at first, but very quickly we saw the advantages. The younger students were extremely excited to be involved and the older students took on the role of experts increasing their own knowledge during the process.
Top Tip
Integrate your project across the curriculum for all stages to maximise student engagement. Tie your project activities closely to curriculum outcomes so that they can be used for assessing and reporting.
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