Curriculum into the classroom EEC
Science
Water — Waste not, want not — continued
Year 7
Unit 2
Lessons 2 & 3 Water treatment — Identifying water treatment processes
Lesson concepts
Mixtures, including
solutions, can be
separated using a range
of techniques
Example learning sequence
Exploring filtration as a water treatment process
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Water is an important
resource that cycles
through the environment
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Science understandings
influence the development
of practices in the areas of
human activity
Review the water cycle
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Representations can be
constructed and used to
represent relationships
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View unit mapping of concepts
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Learning area specific
language:
Review the water cycle
Review water cycle management through the environment.
Exploring water treatment processes
Ideas are communicated
using scientific language
and representations
View year level mapping of
concepts
Review reasons why water quality is important and should be tested.
Construct and test a water filter.
View a demonstration of water filtration.
Discuss the effectiveness of filtration as a water treatment process.
Identify contaminants that could remain in water supplies such as
reservoirs following filtration.
Observe and discuss the filtration system at NKIEEC
Observe and discuss the role mangroves play in filtering water in
catchments
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Explore the movement of water through a water filtration at NKIEEC.
Define vocabulary associated with water treatment such as
flocculation, filtration, aeration, sedimentation, chlorination,
coagulation and disinfection.
Compare treatment processes to separation techniques.
Explore and observe how mangroves filter the water in catchments
Explore and discuss the soakage trenches on the cabins
Explore the reef and the way sediment has been filtered
Discuss scientific and technological practices
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Describe scientific practices that have been implemented to improve
water quality and water treatment.
flocculation, filtration, aeration,
sedimentation, chlorination,
coagulation, disinfection
Example resources
Lesson objectives
Sheet — Construct a water filter
Students will:
Video — Waterways filter — Part A
understand the process by
which water is treated for
human use and consumption.
Video — Waterways filter — Part B
Evidence of learning
Sheet — Reservoir contaminants
Can the student:
describe the stages of the water
treatment process?
Stimulus picture — Total water cycle poster (Department of Environment
and Resource Management)
http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_total_wa
tercycle_poster.pdf
relate water treatment
processes to separation
Learning object — Explore water pipes
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Andrew Gill (NKIEEC)
Sheet — Materials and equipment list
Sheet — Mystery filter teacher instructions
techniques?
Ideas for monitoring
Monitor students’ ability to:
understand the technical
processes involved in treating
water for human consumption.
Learning alerts
Be aware of:
students’ thinking that water
comes straight from reservoirs
or dams.
Suggested next steps for
learning
Ensure students understand
that water moves through water
treatment plants to meet high
standards of quality before
being available for human
consumption.
Learning object — Making water drinkable — water treatment (State of
Victoria (Department of Education & Training), 2000)
https://learningplace.eq.edu.au/cx/resources/items/771c1271-fad1-0648cb17-8f005fea74cc/1/viewIMS.jsp
Sheet — Water treatment process
Helpful information
Sheet — Water filtration
(EPA — United States Environmental Protection Agency
http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_a
ctivity_grades_4-8_waterfiltration.pdf
Video — Interactive Water filter instructions (EPA — United States
Environmental Protection Agency)
http://www.epa.gov/safewater/kids/flash/flash_filtration.html
Safety
Teachers need to:
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Ideas for differentiation
Support
Provide animated
representations to demonstrate
movement of water through a
treatment plant
Extension
Have students examine and
describe treatment processes of
local water treatment plants.
New
Ongoing
New & building for assessment
Ongoing & building for assessment
New & building for monitoring
Ongoing & building for monitoring
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Andrew Gill (NKIEEC)
identify safety issues relevant to practical activities and conduct risk
assessments on working with water.
refer to Workplace Health and Safety (WHS) policy pertaining to
schools.
Australian Curriculum references for this lesson
Year 7 Science — Content descriptions
General capabilities
Science Understanding
Literacy
Comprehending texts through listening, viewing
and reading
Composing texts through speaking, writing and
creating
Text knowledge
Word knowledge
Visual knowledge
Chemical sciences
Mixtures, including solutions, contain a combination
of pure substances that can be separated using a
range of techniques
Earth and space sciences
Water is an important resource that cycles through
the environment
Science as a Human Endeavour
Use and influence of science
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ICT capability
Queensland Student ICT Expectations:
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Operating with ICT
Science understanding influences the development of
practices in areas of human activity such as industry,
agricultural and marine and terrestrial resource
management
Science Inquiry Skills
Student ICT Expectations — by the end of Year of 7
http://education.qld.gov.au/smartclassrooms/enabling-learners/ictexpectations/
[accessed on 10 August 2012]
Australian Curriculum ICT learning continuum:
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Managing and operating ICT
Processing and analysing data and information
Construct and use a range of representations,
including graphs, keys and models to represent and
analyse patterns or relationships including using
digital technologies as appropriate
Communicating
Communicate ideas, findings and solutions to
problems using scientific language and
representations using digital technologies as
appropriate
View a mapping of the Science Content descriptions
for this unit
View a mapping of the Science Content descriptions
for this year level
Australian Curriculum: Science for Prep(F)-10 Version 3.0
http://www.australiancurriculum.edu.au/Science/Curriculum/F-10
[accessed on 10 August 2012]
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Andrew Gill (NKIEEC)
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Critical and creative thinking
Inquiring — identifying, exploring and clarifying
information
Generating innovative ideas and possibilities
Reflecting on thinking, actions and processes
Personal and social capability
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Self-management
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Social management
Ethical behaviour
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Understanding ethical concepts and issues
View a mapping of the General capabilities learning
continua for this unit