Water Kit - Hunter Water
Water Kit - Hunter Water Water Kit - Hunter Water
links with syllabus Used collectively, the information and worksheets from this section address the following syllabus outcomes: key learning area stage syllabus outcomes addressed Human Society and Its Environment 3 ENS3.5 - Patterns of place and location ENS3.6 - Relationship with places SSS3.7 - Resource systems Science and technology 3 PSS3.5 - Products and services ESS3.6 - Earth and its surroundings INV3.7 - Investigating Physical Development, Health and Physical Education DMS3.2 - Decision making PSS3.5 - Problem solving PHS3.12 - Personal health choices Geography 4* 4G1 - Investigating the world 4G2 - Global environments 4G3 - Managing global environments 4G4 - Global citizenship * While Stage 4 focusses on global issues, the kit could be used to compare the Lower Hunter with communities/issues outside Australia Geography 5 5A2 - Changing Australian environments 5A3 - Issues in Australian environments 5A4 - Australia in its regional and global context Science 5 5.10 - Ecosystems 5.11 - Resource use and conservation 5.13 - Identifying and planning an investigation 5.14 - Performing first-hand investigations 5.15 - Gathering first-hand information 5.16 - Gathering information from secondary sources 5.17 - Processing information 5.18 - Presenting information 5.19 - Thinking critically 5.20 - Problem solving 5.21 - Use of creativity and imagination to solve problems 5.22 - Working individually and in teams Water kit . ssS . 001 . april 2010 1
introduction WHY STUDY WATER? Water for everyday use is vital, but too often taken for granted. Students should study the water cycle, water management and water conservation to build an understanding and appreciation of water issues. They can then choose the best options and practices to protect this finite resource that is the basis of all life on earth. HUNTER WATER Hunter Water is often the first contact point for students researching the local water cycle. Hunter Water understands that education about water and wastewater issues is part of ensuring healthy, reliable and sufficient water supplies for our communities, both now and in the future. As water is essential to all life, it is vital that we protect our environment and its biodiversity to ensure the health of our waterways and water storages. THE WATER KIT The Water Kit was commissioned by Hunter Water and developed by The Wetlands Centre, Australia. It also involved input from the Department of Education’s Wetlands Environmental Education Centre (Newcastle), teachers from local schools, and other government agencies in the Hunter. The Water Kit provides targeted support to schools and their communities on water resource management in the Hunter. It has been developed to: • Provide support to schools through a targeted curriculum-based package to raise understanding and skills in sustainable water management • Proactively respond to primary and high schools’ needs for local waterrelated resources • Acknowledge Hunter Water’s role in facilitating water education in the lower Hunter to complement current water education in schools • Assist Hunter Water to deliver, monitor and report on environmental education programs The Water Kit is unique in its strong regional content and context. It provides an opportunity to cultivate a sense of place whilst developing guidelines on how we can all contribute to sustainable water management. It encourages students to observe, research, think critically and be open to discussion and new ideas on local and regional water issues. THE WATER KIT FEATURES FOUR MAIN SECTIONS 1 Water Supply 2 Water Conservation 3 Wastewater and Stormwater 4 Support Material The first three sections contain fact sheets and worksheets that can be used in a variety of ways. The introduction for each section outlines learning opportunities and potential links within different levels of the curriculum. The Water Kit contains material to support teachers address syllabus outcomes across a number of Key Learning Areas. It also helps integrate the objectives of the Environmental Education Policy for Schools (NSW Department of Education and Training 2001) with student learning programs. The kit has been developed with the needs of both teachers and students in mind. The resources target students in stage four and five, and may be used directly by students to support their learning, and by high school teachers as background information or ideas for investigating water issues. There is a wealth of water education resources available. This Water Kit meets the need for more localised information rather than duplicating existing resources. Section 4 of the Water Kit outlines a range of other resources available to schools. It includes information on websites, and funding and awards opportunities for schools interested in sustainable water initiatives. ENQUIRIES Enquiries about the Water Kit should be directed to Hunter Water’s Communications Unit by calling 1300 657 657. Water kit . ssS . 001 . april 2010 2
- Page 1 and 2: Water kit . ssS . 001 . april 2010
- Page 3: introduction to water supply WATER
- Page 7 and 8: 1.1 the water cycle INTRODUCTION Mo
- Page 9 and 10: BREAKING THE WATER CYCLE To supply
- Page 11 and 12: Hunter Water’s area of operations
- Page 13 and 14: Protecting and managing the catchme
- Page 15 and 16: Water From The Mountains Chichester
- Page 17 and 18: Rewarding Water Conservation A new
- Page 19 and 20: Main infrastructure of Hunter Water
- Page 21 and 22: 1.6 the managing groundwater supply
- Page 23 and 24: Water Sharing Plan for the Tomago,
- Page 25 and 26: Monitoring the Hunter catchment The
- Page 27 and 28: Environmental Hunter Water: • Dev
- Page 29 and 30: The Expanded Polystyrene (EPS) was
- Page 31 and 32: labour is invested on the site annu
- Page 33 and 34: influences on water supply in the h
- Page 35 and 36: ainfall patterns and water supply w
- Page 37 and 38: managing water supply sustainably w
- Page 39 and 40: 1.8 Sustainability & Water Supply S
- Page 41 and 42: Links with THE Syllabus Used collec
- Page 43 and 44: Integrated Water Resource Plan The
- Page 45 and 46: 2.2 being waterwise at home Our wat
- Page 47 and 48: 2.3 being waterwise at school Water
- Page 49 and 50: 2.4 school water audit Why DO A wat
- Page 51 and 52: 2.6 think twice water saving campai
- Page 53 and 54: design a water saving campaign work
links with syllabus<br />
Used collectively, the information and<br />
worksheets from this section address the<br />
following syllabus outcomes:<br />
key learning area stage syllabus outcomes addressed<br />
Human Society and Its Environment 3 ENS3.5 - Patterns of place and location<br />
ENS3.6 - Relationship with places<br />
SSS3.7 - Resource systems<br />
Science and technology 3 PSS3.5 - Products and services<br />
ESS3.6 - Earth and its surroundings<br />
INV3.7 - Investigating<br />
Physical Development, Health and<br />
Physical Education<br />
DMS3.2 - Decision making<br />
PSS3.5 - Problem solving<br />
PHS3.12 - Personal health choices<br />
Geography 4* 4G1 - Investigating the world<br />
4G2 - Global environments<br />
4G3 - Managing global environments<br />
4G4 - Global citizenship<br />
* While Stage 4 focusses on global issues, the kit could be used to<br />
compare the Lower <strong>Hunter</strong> with communities/issues outside Australia<br />
Geography 5<br />
5A2 - Changing Australian environments<br />
5A3 - Issues in Australian environments<br />
5A4 - Australia in its regional and global context<br />
Science 5 5.10 - Ecosystems<br />
5.11 - Resource use and conservation<br />
5.13 - Identifying and planning an investigation<br />
5.14 - Performing first-hand investigations<br />
5.15 - Gathering first-hand information<br />
5.16 - Gathering information from secondary sources<br />
5.17 - Processing information<br />
5.18 - Presenting information<br />
5.19 - Thinking critically<br />
5.20 - Problem solving<br />
5.21 - Use of creativity and imagination to solve problems<br />
5.22 - Working individually and in teams<br />
<strong>Water</strong> kit . ssS . 001 . april 2010<br />
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