Water Kit - Hunter Water
Water Kit - Hunter Water Water Kit - Hunter Water
introduction to wastewater & stormwater Wastewater and Stormwater Hunter Water provides wastewater services to residents, businesses and industries across the Lower Hunter. Wastewater is transported through a network of about 4,160km of sewer pipes and 341 pumping stations to 17 wastewater treatment works. Treated effluent is discharged to waterways or reused where it is economical and where there are environmental benefits for the community. Local councils manage the majority of the Lower Hunter’s stormwater systems - while Hunter Water manages some drains in Newcastle, Lake Macquarie and Cessnock. Compared with wastewater, the quality of stormwater is largely unmanaged and variable. Stormwater is not formally treated for two reasons: it flows in huge volumes that would be costly to treat and it is relatively unpolluted compared to wastewater. Wastewater and stormwater are affected by both human activities and natural processes. They are also important resources we can utilise - as we grow to appreciate the scarcity and great value of our water resources, strategies for making use of effluent and stormwater are being developed. Effluent and biosolids recycling, residential collection and use of stormwater and water sensitive urban design are growing across the Lower Hunter. Wastewater and stormwater management are an important step towards sustainable management of the region’s water resources: they are the responsibility of Hunter Water, local Councils, local communities, business and industry. Learning Opportunities This Water Kit provides information and worksheets to help schools integrate local and regional water issues into their curriculum. A range of issues are addressed in this section, including: • Understanding wastewater and stormwater and how they can be sustainably managed • Environmental, economic and social impacts of wastewater and stormwater in the Lower Hunter • Wastewater treatment and how our personal actions increase or reduce the volume and impacts on the process • Case studies on wastewater treatment works • Water sensitive urban design and community action to improve stormwater quality The information and worksheets within this section can be used collectively, independently or combined with those from other sections of the kit. Water kit . ssS . 001 . april 2010 1
Links with THE 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 INV3.7 - Investigating UTS3.9 - Using Technology Physical Development, Health and Physical Education COS3.1 - Communicating DMS3.2 - Decision making PSS3.5 - Problem solving PHS3.12 - Personal health choices Geography 4* 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 4 4.4 - Implications of science for society and the environment 4.7 - Properties of substances using scientific models and theories 4.11 - Natural Resources 4.12 - Technology 4.13 - Identifying and planning an investigation 4.14 - Performing first-hand investigations 4.15 - Gathering first-hand information 4.16 - Gathering information from secondary sources 4.17 - Processing information 4.18 - Presenting information 4.19 - Thinking critically 4.20 - Problem solving 4.21- Use of creativity and imagination to solve problems 4.22 - Working individually and in teams Science 5 5.4 - Implications of science for society and the environment 5.7 - Properties of elements, compounds and mixtures related to scientific models, theories and laws 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 2
- 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
- Page 55 and 56: assessing water conservation scheme
- Page 57 and 58: 8 Use wetlands to store stormwater
- Page 59 and 60: water audits - a case study workshe
- Page 61 and 62: desktop water audit worksheet 4 Ask
- Page 63 and 64: asic water audit worksheet 5 Leakin
- Page 65 and 66: environmental audit protocol worksh
- Page 67: water conservation resource list 2.
- Page 71 and 72: These controls specify the quality
- Page 73 and 74: wwtw population communities daily v
- Page 75 and 76: Grit Tank Inorganic grit material i
- Page 77 and 78: 3.5 stormwater management What is s
- Page 79 and 80: 3.6 managing stormwater with sqids
- Page 81 and 82: ) Suggest strategies that might be
- Page 83 and 84: Does it transport rubbish down into
- Page 85 and 86: stormwater in your school worksheet
- Page 87 and 88: improving wastewater worksheet 4 2
- Page 89 and 90: support material This section conta
- Page 91 and 92: International WEBSITES: Ecoschools
- Page 93 and 94: LOWER HUNTER CENTRAL COAST REGIONAL
- Page 95 and 96: agency project focus amount contact
- Page 97 and 98: 4.5 glossary Aerate To charge or tr
- Page 99 and 100: Shoreline outfall Disposal of treat
Links with THE Syllabus<br />
Used collectively, the information and<br />
worksheets from this section address<br />
the 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 />
INV3.7 - Investigating<br />
UTS3.9 - Using Technology<br />
Physical Development, Health and<br />
Physical Education<br />
COS3.1 - Communicating<br />
DMS3.2 - Decision making<br />
PSS3.5 - Problem solving<br />
PHS3.12 - Personal health choices<br />
Geography 4* 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 4 4.4 - Implications of science for society and the environment<br />
4.7 - Properties of substances using scientific models and theories<br />
4.11 - Natural Resources<br />
4.12 - Technology<br />
4.13 - Identifying and planning an investigation<br />
4.14 - Performing first-hand investigations<br />
4.15 - Gathering first-hand information<br />
4.16 - Gathering information from secondary sources<br />
4.17 - Processing information<br />
4.18 - Presenting information<br />
4.19 - Thinking critically<br />
4.20 - Problem solving<br />
4.21- Use of creativity and imagination to solve problems<br />
4.22 - Working individually and in teams<br />
Science 5 5.4 - Implications of science for society and the environment<br />
5.7 - Properties of elements, compounds and mixtures related<br />
to scientific models, theories and laws<br />
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 />
2
Change language