Water
Second Level Learning Journey
Theme: Using water
Introduction
In this learning journey, learners will research and explore how water is used in different ways in Scotland and around the world – as a recreational resource, a source of
power,v within agriculture and also to sustain life. Learners will then use their findings to complete water-related science investigations and technology challenges.
Prior learning
Sciences – learners should:
 have participated in a range of
challenges relating to floating and
sinking,
 understand the concept of a fair test.
Experiences and outcomes
Numeracy & mathematics – learners
should:
 be able to identify 2D shapes,
 be able to measure using appropriate
instruments and units.
Sciences
 I have investigated different water samples from the environment and explored methods that can be used to clean
and conserve water and I am aware of the properties and uses of water. SCN 2-18a
 I have participated in practical activities to separate simple mixtures of substances and can relate my findings to my
everyday experience. SCN 2-16a
 I can report and comment on current scientific news items to develop my knowledge and understanding of topical
science. SCN 2-20b
Technologies
 By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate
strengthening, energy transfer and movement. TCH 2-12
 I can investigate the use and development of renewable and sustainable energy to gain an awareness of their
growing importance in Scotland or beyond. TCH 2-02b
Numeracy & mathematics
 I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient
use of resources. MTH 2-16a
 Having investigate where, why and how scale is used and expressed, I can apply my understanding to interpret
simple models, maps and plans. MTH 2-17d
 I can use the common units of measure, convert between related units of the metric system and carry out
calculations when solving problems. MNU 2-11b
For further support with planning see National
Assessment Resource flowchart:
http://www.educationscotland.gov.uk/Images/NAR
-Flow-chart_tcm4-671023.pdf
Interdisciplinary learning
Further opportunities for interdisciplinary learning, involving other curriculum areas and responsibilities of all, can also
be planned for as appropriate to your learners and context.
Technologies – learners should:
 know basic design and construction
procedures,
 be able to use problem-solving
strategies to meet design challenges
and evaluate and improve work.
www.educationscotland.gov.uk/stemcentral
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Water
Stimulus
Second Level Learning Journey
Suggested key learning
Learning activities
C
Introduce the concept that all water on
Earth is connected and that water sustains
life.
Through discussion, encourage learners to
develop an understanding of water
scarcity caused by our growing population
and demands and invite them to consider
how we can protect the Earth’s water
supply and use it in more sustainably.
Skills
Through research activities and practical
investigations learners will develop skills in:
 inquiry and investigation,
 observation and making predictions,
 analytical thinking – when conducting
investigations,
 interpretation and evaluation – when
making sense of results,
 draw valid conclusion,
 presenting and justifying opinions,
 planning and organising through the
challenges,
 application of skills in new contexts.
For more info on skills visit: Building the Curriculum 4
and Sciences Principles and Practice at
http://www.educationscotland.gov.uk/sciences
www.educationscotland.gov.uk/stemcentral
Learning intentions and success criteria should be established
through dialogue with learners.
Learners can:
 identify suitable materials for water-related
construction projects, justifying selection,
 explain the process and importance of water
purification,
 discuss the technological advancements
made in irrigation, explaining the process
and its importance,
 discuss the uses of water, explaining how
water can be used as a source of energy and
how it can be used sustainably,
 identify the circumference, radius and
diameter of a circle and use the correct
formula to find their numerical value,
 design and construct models selecting and
utilising the appropriate tools, materials and
problem solving strategies,
 calculate ratio,
 convert units of measurement,
 understand scale,
 interpret and use information in the media
to illustrate and inform opinion,
 describe ways that humans use and misuse
water justifying conclusions with
appropriately sourced evidence.
 conduct investigations using a variety of different rocks
and soil types to determine which would be suitable
materials for water-related construction projects,
 devise strategies to filter and purify various water
samples e.g. muddy water, salt water, sandy water and
create a fair test to evaluate the effectiveness. Write
instructions detailing method of investigation, predictions
and results. Justify conclusions. Apply information to real
life scenario.
 research past and current technological developments
using water e.g. Caledonian Canal, Falkirk Wheel,
Egyptian shaduf or other forms of irrigation
(http://bit.ly/1aR3qbG) , hydro power or marine
renewable energy,
 draw irrigation roundabouts or sprinkler systems using a
set of compasses (http://bit.ly/1eiDqXe),
 create a design template and construct a model of an
irrigation system,
 produce a scale drawing (http://bit.ly/1eXfRFg) and
model of an irrigation system using ratio e.g. use straws
to construct the model,
 research water resources in Scotland and suggest how we
can protect and conserve them e.g. modifying lifestyle
and conserving resources.
Topical science issues should be included as appropriate.
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Water
Second Level Learning Journey
Reflecting on learning
Evidence of learning
Dialogue with learners will establish how the design principles were
addressed. Relate the prompts below to your own context.
Possible methods of assessment are listed below. Select as appropriate or devise your own.
Breadth – What other curricular areas were covered
during this topic? Can you relate learning to areas of
real life and /or school learning?
http://www.jou rneytoexcellence.org.uk /videos /netherlees cience.as p
Say: Oral explanation of any design challenge or investigation, using appropriate language. Explanation is
reasoned and conclusions justified through research and /or results from experiment or investigation
undertaken.
Personalisation and choice – Were you given the
opportunity to choose your own methods of
investigation or recording?
Write: Following research and analysis into water-related projects that are being currently developed in
Scotland and beyond, demonstrate understanding of their sustainability (or not) through a report, fact-file
or poster. Conclusions must be justified with evidence.
Depth – Were you given the opportunity to show what
you have learned and explain your learning to others?
Have you led learning in any way?
Make: Construct a 2D/3D model (using different types of materials) that fulfils the design criteria set.
Coherence – Can you discuss some of the knowledge,
understanding and skills you have developed? How
have you used these? Can you relate them to real life or
other areas of learning?
Progression – Have you used the skills and knowledge
and understanding you already had of the subject and
have you built on these?
Relevance – Can you identify an everyday context
where you would use your knowledge, understanding
and skills?
Challenge & enjoyment – Did you enjoy the learning?
Why/why not? Was it challenging enough? Can you
suggest how to take learning further?
Do: Adapt or improve model – explain the changes to be made using appropriate annotated diagrams, oral
explanation or practical demonstration.
For more information see Assessing progress and achievement resource at http://www.educationscotland.gov.uk/sciences
Taking learning further
Find ways to deepen and extend learning through dialogue with learners.
Suggestions – learners could:


design their own dam or canal lock using recycled materials,
design an irrigation system for the future.
This topic provides opportunities to explore issues relating to Eco-Schools and Rights Respecting Schools.
See the Sciences Concept Development Paper for more guidance: http://www.educationscotland.gov.uk/sciences
www.educationscotland.gov.uk/stemcentral
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