1
Water → Focus on Technologies
Moving Water Learning Journey
Introduction
Scenevsetter – A water charity have commissioned the learners to investigate the problems faced by various
communities in developing countries who do not have a clean water supply and develop solutions to provide them with
one.
This technologies learning journey, aimed at third level, begins by engaging learners with the topic of water by getting
them to consider why clean water is important and the problems lack of a clean, safe water supply can cause to
communities. Next the learners investigate moving water using pumps and explore different types of pumps. They are
also given opportunity to use graphical communication to share their ideas in a suitable way with an audience. Finally
they plan, design, model and evaluate a water pump for a given community.
An overview planning sheet is shown on the next page which gives a plan for learning and teaching starting from the
experiences and outcomes. Learning intentions, success criteria and possible evidence of learning which could be
gathered are shown. The pages that follow the overview give examples of learning experiences which would address
the learning intentions. They illustrate opportunities for learners to develop knowledge and understanding, concepts
and provide opportunities to apply relevant skills.
Technologies experiences and
outcomes
By using problem-solving strategies and showing
creativity in a design challenge, I can plan,
develop, organise and evaluate the production of
items which meet needs at home or in the world of
work. TCH 3-14a
Having explored graphical techniques and their
application, I can select, organise and represent
information and ideas graphically. TCH 3-15a
Responsibility of all areas which
could be addressed in this learning
journey:
By considering the type of text I am creating, I can
independently select ideas and relevant information
for different purposes, and organise essential
information or ideas and any supporting detail in a
logical order. I can use suitable vocabulary to
communicate effectively with my audience.
LIT 3-26a
Interdisciplinary learning planning
opportunities
An engineering challenge related to renewables
could be incorporated into planning for
interdisciplinary learning between departments.
Possible links
Sciences SCN 3-16a
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Water → Focus on Technologies
Moving Water Learning Journey
Experiences and
outcomes
By using problem-solving strategies
and showing creativity in a design
challenge, I can plan, develop,
organise and evaluate the production
of items which meet needs at home
or in the world of work.
TCH 3-14a
Having explored graphical techniques
and their application, I can select,
organise and represent information
and ideas graphically.
TCH 3-15a
Learning intentions
Success criteria
Possible evidence
Know about a range of different
designs of pumps and how they are
used to move water to meet a human
need
I can give examples of different kinds
of pump design and explain how
each is used to move water
Learners discussions about different
pumps and how they work
Use problem solving strategies to
analyse the design factors to be
considered for a pump in a given
scenario
I can state the parameters of the
design challenge
Design brief
Apply knowledge of graphic
communication to develop an idea
for a water pump design
Prior knowledge
Learners will have explored and
experimented with the features and
functions of computer technology and
used this to support and enhance
their learning in different contexts.
Through discovery and imagination,
they will have developed and used
problem-solving strategies to
construct models. They will also have
had opportunities to evaluate this
work, adapt and improve it through
trial and error and feedback.
Create a system to move water for a
given scenario
In planning for the design of a model
pump I can produce a design brief
taking into account the parameters of
the design challenge
I can sketch ideas for a design for a
pump draws water
Diagrams, sketches and notes
detailing ideas
I can develop one of these ideas to
create a graphic which
communicates how the pump works
Graphic showing how their design
works
I can create a system to move water
for a given scenario
Plans for transporting water
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Water → Focus on Technologies
Moving Water Learning Journey
Learning experiences:
‘What’s your poison?’
Introduction
Learners investigate why access to a clean water
supply is important for human beings and build
upon their understanding of some of the reasons
why not everyone in the world has access to a
clean, safe water supply.
Stimulus
o Video clips – Tahiti/Africa
o Internet for research
o Magazines/newspaper for information or
images
Possible tasks
Show the learners images of Tahiti and Africa where
the lack of a clean water supply has caused major
issues for communities.
In groups, learners could be given scenario cards of
different situations throughout the world. They should
discuss each of the cards and identify possible
consequences of the lack of clean water and consider
ways to distribute clean water to the people affected.
The scenarios should centre on children of a similar
or same age as the learners.
Learners develop a presentation to highlight the
differences between their ‘scenario’ person and
themselves. The presentation can be in any form and
may include role play or electronic or poster display.
This could be a timed activity with the aim of groups
learning from each other.
After the time has run out, each group could present
their findings or share a different consequence
relating to their case study with the whole class by
using a ‘statement’ wall or tree.
Learners could be introduced to ways that charities
such as WaterAid work with local communities to
facilitate local solutions and expertise.
o WaterAid LearnZone
Reflecting on learning
Whole class reflection on the learning:
o What did we learn that was new?
o How can design engineers help with the supply
of clean water?
o What do we think engineers do with their
research?
o How can engineers work with local
communities and other organisations to ensure
solutions are appropriate to local needs and
involve local communities?
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Water → Focus on Technologies
Moving Water Learning Journey
Learning experiences:
‘In and out or round and round’
Introduction
Possible activities
Possible evidence
Learners are divided into teams and each team is
given a particular type of pump to investigate.
Recordings of discussions
Learners investigate the movement and
transportation of water and evaluate particular
models. They will then select an appropriate way
to lay out their findings in order to communicate
with the other teams.
Teams should discuss how the pump operates and
how effective it is at moving water. This should
include exploration of the types of motion involved.
Each team explains to the other teams about how
their pump operates.
Resources
Relate these types of pump design to real situations
where they are used to provide safe, clean drinking
water in communities in Africa and Tahiti.
o Selection of images of different floodprevention products and systems
o Internet for images/research
o Selection of video clips
o Examples of various pumps
o Models to replicate motion
o Appropriate modelling materials
Compare and contrast pumps used on a macro and
micro level.
Learners could look at the pumps used in
v
the Glencorse Water treatment and some of the
pumps they have exploring that are used in local
communities in Tahiti and Africa
o Link to Wikipedia article about Roundabout
playpumps
Learning intention
Know about a range of different designs of pumps
and how they are used to move water to meet a
human need.
o Link to Playpumps company website
Reflecting on learning
Whole class reflection on the learning:
o What type of motion is incorporated in our
pump?
o What did we learn that was new?
o Which knowledge and skills developed in
science classes are relevant to this task?
o What are our next steps in learning?
Taking it further
Learners could investigate different types of
pumps which are used to provide irrigation in arid
lands.
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Water → Focus on Technologies
Moving Water Learning Journey
Learning experiences
Possible Tasks
Introduction
Learners will engage with their previous research on
water pumps and systems to create an idea for a
pump that could be used to clean water from a
borehole in a village in a developing country.
Learners will be given opportunity to combine and
apply learning from other areas to arrive at a
solution.
Learning intentions
o Use problem solving strategies to analyse the
design factors to be considered for a pump in a
given scenario.
o Apply knowledge of graphic communication to
develop an idea for a water pump design.
The needs of the users in the community could be
analysed by allowing the learners to create a mind
map on ideas they have relating to function, the
environment the pump will be used in, ergonomics,
safety.
Questions could be developed that they would like
to ask the ‘community’ in order to understand their
needs and requirements better.
Resources on the WaterAid LearnZone, such as
Pani the hand pump would be useful for this task. A
brief could be drawn up with the class.
Learners could now work in pairs to sketch up
possible ideas. They could discuss their ideas with
another pair, evaluating what is good and discussing
what could be added or improved upon.
Within groups of four, learners will be evaluate the
best of the ideas to decide upon which one will be
worked up into a final solution and model.
The model could be generated using 3D design
software or it may be appropriate to use available
modelling materials.
Possible evidence
o Design brief
o Diagrams, sketches and notes detailing ideas
o Graphic showing how their design works
Reflecting on learning
Learners should evaluate their completed model
against specific criteria, agreed upon as a class.
Learners could reflect upon the skills and knowledge
they have used to complete this task.
Responsibility of all
These learning experiences offer a strong
opportunity to address an aspect of responsibility of
all, for example:
By considering the type of text I am creating, I can
independently select ideas and relevant information
for different purposes, and organise essential
information or ideas and any supporting detail in a
logical order. I can use suitable vocabulary to
communicate effectively with my audience.
LIT 3-26a
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Water → Focus on Technologies
Moving Water Learning Journey
Learning experiences: ‘Working with
a community’
Introduction
Learners will consider the needs of the local
community and offer solutions to provide clean
safe water to their village.
These learning experiences would provide a rich
opportunity for planning for interdisciplinary
learning with other departments such as sciences.
The engineering challenge on the STEM Central
website, ‘Water for a community’ could be
incorporated into this planning.
Learning intentions
Create a system to move water for a given
scenario.
Possible learning challenges
In groups learners could be given scenario cards
showing the situation of different communities
throughout the world. The cards will provide
information about each community such as:
o the size of the community
o nearby sources of water and how clean each
source is
o the geographical location of the village
o weather statistics for the village such as yearly
rainfall data
o materials available to manufacture solution
Using the knowledge they have gained in the prior
lessons, groups will then create a plan for how
they will work with the local community to provide
a solution to their water problem. Ideas they may
consider are:
o
o
o
o
Who are the local stakeholders?
Where is the nearest source of water?
How will they get the water to the village?
Who would have the expertise to engineer and
maintain the system produced?
Groups will then be asked to present their plans to
the community. The ‘community’ (which could be
role played by different groups) will have the
opportunity to ask questions about the presented
solution. In this way solutions will be evaluated.
Resources
Educational materials on the Wateraid website
would provide ideas for creating and structuring a
scenario/challenge for groups to work on.
An example can be found at the link below:
o http://www.wateraid.org/other/games/pani/gam
e/index.html
Possible evidence
Plans for transporting water
Reflecting on learning
Learners should evaluate their own and the other
groups plans.
Learners could reflect upon the skills and
knowledge they have used to complete this task.
Learners should reflect upon the kinds of skills that
civil engineers have to use when working with
stake holders.