Northern Australia
and The Wet Tropics
Water extremes and sustainability
Teacher guide and lesson plans
Lower secondary
Teacher Plans and Lesson Guides | 1
Northern Australia and the Wet Tropics: Water extremes
and sustainability
Teacher guide and lesson plans – Lower secondary
ISBN: 978-1-74200-127-2
SCIS order number: 1523403
Full bibliographic details are available from Education
Services Australia.
Published by Education Services Australia
PO Box 177
Carlton South Vic 3053
Australia
Acknowledgments
Front cover: © Commonwealth of Australia – photograph
by Mike Trenerry, above (left); © Commonwealth of
Australia – photograph by John Baker, above (right), below
(centre right); © Wet Tropics Management Authority – Qld,
above (centre), below (centre left); © Great Barrier Reef
Marine Park Authority, below (far left and far right).
Back cover: © Commonwealth of Australia – photograph
by John Baker, above; © Commonwealth of Australia –
photograph by Dragi Markovic, below (centre and far
right); © Great Barrier Reef Marine Park Authority, below
(far left and centre left); © Commonwealth of Australia –
photograph by Mike Trenerry, below (centre right).
Tel: (03) 9207 9600
Fax: (03) 9910 9800
Background image (page 4): © Commonwealth of
Australia – photograph by Scott Laidlaw.
Email: sales@esa.edu.au
Website: www.esa.edu.au
Front and back cover images are repeated in the banners
throughout the document.
This resource is copyright Commonwealth of Australia,
except where otherwise indicated. You may use this
resource for non-commercial educational purposes,
provided you retain all acknowledgements associated with
the resource.
In relation to material that is owned by third parties and
which has been licensed for inclusion in this resource, you
are permitted until 30 December 2016 to use this material
for non-commercial educational purposes, provided you
retain all acknowledgements associated with the material.
Apart from any use specified above or under the
Copyright Act 1968, all other rights are reserved.
Project director: David Brown
Production manager: Louise Poultney
Production coordinator: Melissa Kaulfuss
Copyright and permissions officers: Susan Trompenaars
and Kelly Williams
Editor: Zoe Naughten
Layout: Deanna Vener and Suzie Pilcher
2| Northern Australia and the Wet Tropics Water extremes and sustainability
CONTENTS
Big Idea: How do we ensure that Australia’s water use is sustainable?
4
Northern Australia and the Wet Tropics – Overview
5
Investigation 1 What’s so special about Northern Australia and the Wet Tropics? 9
Lesson 1.1
Water in the north – when and where
12
Lesson 1.2
What to do with all that water?
21
Lesson 1.3
Clouds, mountains and rainforests
24
Lesson 1.4
What’s so special about the Wet Tropics?
30
Investigation 2 What impacts have humans had on Northern Australia
and the Wet Tropics and what can be done?
34
Case study 2.1 The Ord River Irrigation Scheme
37
Lesson 2.2 Climate change in the Wet Tropics
42
Lesson 2.3 Water and the Great Barrier Reef
45
Investigation 3 What can I do to contribute to improving water quality?
54
My household’s influence on water quality
56
Lesson 3.1
Glossary
62
Teacher Plans and Lesson Guides | 3
BIG IDEA
How do we ensure that Australia’s water use is
sustainable?
In a dry arid country such as Australia, our water
resources are already stressed, largely as a result
of our extraction of water to suit our nation’s
needs. In a time of projected reduced annual
rainfall and frequent drought, the largely
untapped water resources of the tropical north
look particularly inviting. What do we need to do
to ensure these water resources are secured for
future generations, while the health and
biodiversity of northern waterways, wetlands and
reefs are sustained?
4| Northern Australia and the Wet Tropics Water extremes and sustainability
Northern Australia and the Wet
Tropics
Overview
The tropical north of Australia is home to two regions with distinct water regimes. Northern
Australia, stretching from Broome to Cape York, is characterised by a monsoonal climate, with
distinct wet and dry seasons, relatively flat topography and tropical savanna ecosystems. Few
rivers flow all year. The Wet Tropics, extending down the north-east coast from Cooktown to
Townsville have rainfall throughout the year due to the uplift of south-easterly winds by high
mountain ranges close to the coast. The predominant ecosystems are rainforests with short rivers
that drain into the waters of the Great Barrier Reef. Southern Australia has periodically looked at
the massive precipitation in the north and dreamed of diverting water to the parched interior, but
northern communities and ecosystems have their own claims to sustainable water resources.
Northern Australia and the Wet Tropics
Teacher Plans and Lesson Guides | 5
At a glance
Guiding
investigations
1 What’s so special
about Northern
Australia and the
Wet Tropics?
2 What impacts have
humans had on
Northern Australia
and the Wet Tropics
and what can be
done?
3 What can I do to
contribute to
improving
water quality?
Lessons
Outcomes
1.1 Water in
the north –
when and
where
Students identify the patterns of climate, landscape and
1.2 What to
do with all
that water?
Students investigate the feasibility of redirecting water
from northern Australia to regions with water scarcity and
respond to a proposal advocating such a scheme.
1.3 Clouds,
mountains and
rainforests
Students simulate cloud formation by adiabatic cooling
and investigate cloud-stripping by rainforest vegetation.
1.4 What’s so
special about the
Wet Tropics?
Students identify the features of the Wet Tropics that
differentiate it from the remainder of northern Australia
and construct a water cycle diagram to illustrate these.
2.1 Ord River
Irrigation Scheme
case study
Students analyse the social, economic and environmental
impact of the Ord River Irrigation Scheme.
2.2 Climate
change in
the Wet
Tropics
2.3 Water and
the Great Barrier
Reef
Students analyse the likely impacts of climate change in
the Wet Tropics of North Queensland and recommend
actions to respond to them.
3.1 My
household’s
Students identify household activities that affect water
quality and compose action plans to improve practices in
their own households.
influence
on water
quality
settlement that influence the sustainable
management of water in the north and evaluate claims
about the abundance of water there.
Students examine the problems associated with water
quality in the Wet Tropics and use a poster or presentation
to illustrate the work of scientists in addressing the issues.
6| Northern Australia and the Wet Tropics Water extremes and sustainability
Australian Curriculum links
Science – Year 7
Science Understanding
Science as a Human
Endeavour
Science Inquiry Skills
Biological sciences
Nature and development
of science
Planning and conducting
 Interactions between organisms
can be described in terms of
food chains and food webs;
human activity can affect these
interactions
Chemical sciences
 Mixtures, including solutions,
contain a combination of pure
substances that can be
separated using a range of
techniques
Earth and space sciences
 Some of Earth’s resources are
renewable, but others are nonrenewable
 Water is an important resource
that cycles through the
environment
 Scientific knowledge
changes as new evidence
becomes available, and
some scientific discoveries
have significantly changed
people’s understanding of
the world
 Science knowledge can
develop through
collaboration and
connecting ideas across
the disciplines of science
Use and influence of
science
 Science and technology
contribute to finding
solutions to a range of
contemporary issues;
these solutions may impact
on other areas of society
and involve ethical
considerations
 Science understanding
influences the development
of practices in areas of
human activity such as
industry, agriculture and
marine and terrestrial
resource management
 Collaboratively and individually plan
and conduct a range of investigation
types, including fieldwork and
experiments, ensuring safety and
ethical guidelines are followed
 In fair tests, measure and control
variables, and select equipment to
collect data with accuracy
appropriate to the task
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
 Summarise data, from students’ own
investigations and secondary
sources, and use scientific
understanding to identify
relationships and draw conclusions
Evaluating
 Reflect on the method used to
investigate a question or solve a
problem, including evaluating the
quality of the data collected, and
identify improvements to the method
 Use scientific knowledge and findings
from investigations to evaluate claims
Communicating
 Communicate ideas, findings and
solutions to problems using scientific
language and representations using
digital technologies as appropriate
Teacher Plans and Lesson Guides | 7
Geography (from Shape of the Australian Curriculum: Geography)
Geographical knowledge
and understanding
Geographical inquiry and skills
Year 7
 observation can lead to questions for investigation
Weather and water
 the hydrologic cycle describes
the movement of water between
the atmosphere, land and
oceans
 weather can be a hazard, but
the risks can be reduced
through human adjustment to
the conditions presented
 water is a difficult resource to
manage because it is integrated
into environmental systems in
complex ways, can be highly
variable over time and across
space, and has many
competing uses.
Developing a geographical question
Planning a geographical inquiry
 some geographical features can be explained by cause and effect
relationships with other places
Collecting, evaluating and managing information
 primary and secondary data must be evaluated for accuracy and bias
before being analysed
 census data can be used to describe the growth, movement and
characteristics of the populations of places
 information collected in a survey should be evaluated for reliability
Making sense of the information
 mapping the spatial distribution of a characteristic, such as rainfall,
can be a first step in developing an understanding of that
characteristic and suggesting possible causal relationships
Communicating
 each type of communication has conventions that should usually be
followed for communication to be effective
 the climate of a place can be represented by a graph of average
monthly temperature and precipitation
Planning and implementing actions
 finding a way of resolving a problem depends on an understanding of
the causes of that problem
Reflecting on the investigation
 each investigation should be evaluated for what has been learned
about the topic investigated and what has been learned about the
process of investigation
8| Northern Australia and the Wet Tropics Water extremes and sustainability
INVESTIGATION 1
What’s so special about Northern Australia and the Wet
Tropics?
Introduction
The Wet Tropics
Northern Australia
The Wet Tropics stretches 400 kilometres in
Far North Queensland from Bloomfield River
to south of Ingham. It includes much of the
Wet Tropics World Heritage Area and parts
of the Great Barrier Reef World Heritage
Area, and has one of the highest levels of
biodiversity on the planet. It is the most
populous region in northern Australia, with
numerous urban centres and a high
Indigenous population. Agriculture, pastoral
industries, fishing, mining and tourism are
important. The climate is tropical, with two
distinct seasons and frequent cyclones. Most
rain falls on the coastal ranges and the
relatively short rivers drain into the waters of
the Great Barrier Reef.
Northern Australia, stretching from Broome to
Cape York, is characterised by year-round
high temperatures and two distinct seasons –
the wet and the dry. In the wet, rainfall is very
high, but decreases away from the coast.
Run-off is immense, but this water is not
‘wasted' because ecosystems depend on it.
Headwaters of streams receive little rain and
those that are not ephemeral depend on
groundwater during the dry. The landscape is
relatively flat and dominated by tropical
savanna. The topography and high potential
evaporation make the storage of water
difficult. Population is sparse and a high
proportion is Indigenous. Because of its
remoteness from large population centres,
the region is relatively undeveloped and the
natural environment is largely unspoiled.
An excellent summary of the issues relevant
to northern Australia can be found in Water in
Northern Australia: Summary of Reports to
the Australian Government from the CSIRO
Northern Australia Sustainable Yields
Project, www.csiro.au/files/files/ps7l.pdf.
Teacher Plans and Lesson Guides Investigation 1 | 9
Australian Curriculum links
Science – Year 7
Science Understanding
Science as a Human
Endeavour
Science Inquiry Skills
Biological sciences
Nature and development
of science
Planning and conducting
 Interactions between organisms
can be described in terms of
food chains and food webs;
human activity can affect these
interactions
Earth and space sciences
 Some of Earth’s resources are
renewable, but others are nonrenewable
 Water is an important resource
that cycles through the
environment
 Scientific knowledge
changes as new evidence
becomes available, and
some scientific discoveries
have significantly changed
people’s understanding of
the world
Use and influence of
science
 Science and technology
contribute to finding
solutions to a range of
contemporary issues;
these solutions may impact
on other areas of society
and involve ethical
considerations
 Science understanding
influences the development
of practices in areas of
human activity such as
industry, agriculture and
marine and terrestrial
resource management
10| Northern Australia and the Wet Tropics Water extremes and sustainability
 Collaboratively and individually plan
and conduct a range of investigation
types, including fieldwork and
experiments, ensuring safety and
ethical guidelines are followed
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
 Summarise data, from students’ own
investigations and secondary
sources, and use scientific
understanding to identify
relationships and draw conclusions
Evaluating
 Use scientific knowledge and findings
from investigations to evaluate claims
Communicating
 Communicate ideas, findings and
solutions to problems using scientific
language and representations using
digital technologies as appropriate
Geography (from Shape of the Australian Curriculum: Geography)
Geographical knowledge
and understanding
Year 7
Weather and water
 the hydrologic cycle describes
the movement of water between
the atmosphere, land and
oceans
 water is a difficult resource to
manage because it is integrated
into environmental systems in
complex ways, can be highly
variable over time and across
space, and has many
competing uses.
Geographical inquiry and skills
Developing a geographical question
 observation can lead to questions for investigation
Planning a geographical inquiry
 some geographical features can be explained by cause and effect
relationships with other places
Collecting, evaluating and managing information
 primary and secondary data must be evaluated for accuracy and bias
before being analysed
 census data can be used to describe the growth, movement and
characteristics of the populations of places
Making sense of the information
 mapping the spatial distribution of a characteristic, such as rainfall,
can be a first step in developing an understanding of that
characteristic and suggesting possible causal relationships
Communicating
 each type of communication has conventions that should usually be
followed for communication to be effective
 the climate of a place can be represented by a graph of average
monthly temperature and precipitation
Planning and implementing actions
 finding a way of resolving a problem depends on an understanding of
the causes of that problem
Reflecting on the investigation
 each investigation should be evaluated for what has been learned
about the topic investigated and what has been learned about the
process of investigation
Teacher Plans and Lesson Guides Investigation 1 | 11
Lessons
Resources and preparation
Lesson 1.1
Water in the north – when and where
Outcome
Students identify the patterns of climate,
landscape and settlement that influence the
sustainable management of water in the
north and evaluate claims about the
abundance of water there.
Background
Northern Australia experiences a monsoonal
climate, with a very wet period from
November to April (‘the wet') and a dry period
(‘the dry') for the remainder of the year.
Variability of rainfall from year to year is high,
and there are often cyclones during the wet.
Rainfall decreases rapidly with distance from
the coast and the relief of the land is low, so
that very little water is stored in the
headwaters of catchments. The few rivers
that flow on a perennial basis depend on
groundwater replenishment. Throughout the
year, potential evaporation is high.
Compared to the south of the continent, the
north is sparsely populated, with few large
urban centres, and there is a high Indigenous
population. The environment is relatively
unspoiled with high biodiversity. Ecosystems
are closely adapted to the wet–dry cycle of
high water flows, followed by scarcity.
Part A
Figures, maps and tables
Map 1.1 Rainfall and evaporation
Map 1.2 River discharge
Student handout
Student handout 1.1 Key findings of the CSIRO
Northern Australia Sustainable Yields Project
Part B
Figures, maps and tables
Map 1.1 Rainfall and evaporation
Map 1.2 River discharge
Map 1.3 Population centres
Map 1.4 Land use map of northern Australia
Table 1.1 Population estimates and projections
Publications
A3 copies of the Ngan'gi Seasonal Calendar,
www.track.gov.au/sites/tack.boab.info/files/uploads
/CSIRO_Nauiyu_calendar_web.pdf
References
Bureau of Meteorology, Indigenous Weather
Knowledge, www.bom.gov.au/iwk/index.shtml
(includes a clickable map which displays
Indigenous seasonal calendars used in different
regions of Australia)
CSIRO, Towards an Understanding of the
Hydrological Factors, Constraints and
Opportunities for Irrigation in Northern Australia:
A Review,
www.clw.csiro.au/publications/science/2008/sr1
3-08.pdf
12| Northern Australia and the Wet Tropics Water extremes and sustainability
CSIRO, Water in Northern Australia:
Summary of Reports to the Australian
Government from the CSIRO Northern
Australia Sustainable Yields Project, August
2009, www.csiro.au/resources/NASYSummary-report.html

Show Map 1.1 and explain what
information it presents. The climate
charts show monthly rainfall (bars) and
evaporation (dotted line). The map
shows annual rainfall.

Discuss the following:
Northern Australia Land and Water
Taskforce, Northern Australia Land and
Water Science Review 2009,
www.nalwt.gov.au/science_review.aspx
–
Northern Australia Land and Water
Taskforce, Sustainable Development of
Northern Australia,
www.nalwt.gov.au/files/337281_NLAW.pdf
–
Tropical Rivers and Coastal Knowledge,
www.track.gov.au
–
Woinarski, J et al, The Nature of Northern
Australia: Natural Values, Ecological
Processes and Future Prospects, ANU E
Press, 2007,
http://epress.anu.edu.au/nature_na/pdf/whole
_book.pdf
–
–
Lesson outline
Part A: Climate and water


Point out that the northern parts of
Australia lie in the tropics and ask
students to describe their images of a
tropical climate. Is it always hot? Does it
rain most days? Is there always plenty of
water?
Mention that some Australians believe that
(i) the north has surplus water and (ii)
some of it should be diverted to drier parts
of the continent via canals or pipes. In this
lesson, students are expected to come to
a conclusion about (i). In the next lesson
(1.2), students explore proposition (ii).

How does the typical rainfall pattern
in the north differ from that in the
south? Describe the typical rainfall
pattern in the north.
Compare the rainfall patterns of
Darwin, Katherine and Tennant
Creek. What influence does distance
from the coastline have on the
northern rainfall pattern?
How does the rainfall pattern for
Cairns differ from that of the other
northern centres? What could be a
reason for this?
How does the typical evaporation
pattern in the north differ from that in
the south?
What do these patterns tell us about
the availability of water in the north
in the November–April period? In the
May– October period?
Display Map 1.2 and explain the
information it presents. Focus on the
colouration, which represents surface
elevation. Discuss the following:
–
–
–
Ideal locations for storage dams are
found in mountainous areas where
there are deep, narrow valleys (to
minimise evaporation). Are there
any places in northern Australia that
fit these requirements? If so, where?
Are any such areas in high rainfall
zones?
What can be concluded about the
opportunities for collecting and
storing run-off in northern Australia?
Teacher Plans and Lesson Guides Investigation 1 | 13
Map 1.1 Rainfall and evaporation
Note: Mean annual rainfall map of Australia accompanied by charts of median monthly rainfall (bar
chart – each bar represents 50 mm) and pan evaporation (black dashed line) for selected centres.
Major Drainage Division boundaries and numbers are illustrated by thin black line and Roman
Numerals respectively.
14| Northern Australia and the Wet Tropics Water extremes and sustainability
Map 1.2 River discharge
Note: Monthly specific discharge (monthly volume/catchment area) for selected rivers in northern
Australia (left–right Jan–Dec). Pink arrows indicate approximate gauge location. Background
colour indicates surface elevation (high – brown; low – blue). White line indicates southern limit of
summer dominant flow regions proposed by Haines et al. (1988). Dashed black line indicates
Tropic of Capricorn. Black lines indicate major Drainage Division boundaries. White dotted line
indicates the Wet Tropics region.
Teacher Plans and Lesson Guides Investigation 1 | 15

Examine the river discharge charts in
Map 1.2. Discuss the following:
–
–
–
–

Does there seem to be a typical
pattern of river discharge throughout
the year in the north?
Is the river discharge pattern influenced
closely by the rainfall pattern (shown in
Map 1.1)?
What fraction of the 14 rivers
indicated in Map 1.2 flow all year
round? Why do some flow all year
and others not?
How does the river discharge in the Wet
Tropics compare with the overall pattern
of river discharge in northern Australia?

Does northern Australia have plentiful
supplies of groundwater that could be
extracted?
–
Are there possibilities of storing
water in aquifers instead of in
dam reservoirs where
evaporation is a problem?
Ask students to take positions on the
question, ‘Does northern Australia have
surplus water?' If there are significant
numbers on each side, ask students to form
pairs or small groups and try to convince
the other side that their position is justified.
Then gather the class together, and test
whether there is a consensus.
Part B – Settlement patterns
Display Student handout 1.1, which lists
the key findings of the CSIRO's Northern
Australia Sustainable Yields Project
(2009). This project researched past and
likely future water availability in northern
Australia to help governments,
communities and industry consider its
sustainable use and management. Draw
attention to key findings 9 to 13, relating to
groundwater. Assist students to translate
each statement into simpler terms.
Discuss the following:
–
–

What is the connection between
groundwater and surface water?
Hand out copies of the Ngan'gi Seasonal
Calendar. This shows the significance of
water for Indigenous communities on the
Daly River in the Northern Territory. The
local conditions would be similar to those
shown for Katherine in Map 1.1 and for
river discharge chart 8140010 in Map
1.2. Ask students to examine the chart
and discuss the importance of the
seasonal variation to the survival of
Indigenous communities in this region.
–
In what ways does the community
depend on high water levels during
the wet season?
Table 1.1 Population estimates and projections
2006
2011
2021
2031
Total Indigenous
84,604
90,041
102,962
114,972
Total non-Indigenous
191,984
197,844
203,429
203,218
Proportion Indigenous
30.6
31.3
33.6
36.1
Total Indigenous
422,870
471,949
590,016
720,633
Total non-Indigenous
19,773,557
21,086,115
23,390,556
25,191,025
Proportion Indigenous
2.1
2.2
2.5
2.8
Northern Australia
Rest of Australia
CSIRO, Northern Australia Land and Water Science Review 2009, Chapter 7, page 17 (calculated from Australian
Bureau of Statistics data)
16| Northern Australia and the Wet Tropics Water extremes and sustainability
–

In what ways does the community
depend on low water levels and
reduced flows in the dry season?
– How would such a community be
affected if the riverflow were interrupted
by a dam?
Examine Table 1.1 and Map 1.3, showing
population data for northern Australia.
Discuss the following:
–
–
–
–
Northern Australia occupies about 16
per cent of the Australian continent. In
2011, what percentage of Australia's
population was expected to live in the
north?
How does the proportion of the
population that is Indigenous
compare with the proportion in the
rest of Australia?
How many centres are there in
northern Australia with a population of
over 10,000?
What conclusions can be drawn about
population density and urbanisation in
the region?

Examine Map 1.4, which shows land use
in northern Australia. Discuss the
following:
– What is the dominant use of land in
northern Australia? Roughly what
proportion of land is under traditional
Indigenous management or reserved
for nature conservation?
– To what extent is irrigation used for
crops in the region? What could be
the reasons for this?
– Compared with the rest of Australia,
what is the likely condition of the
natural environment in this region?
Form groups of 5–6 and ask each one to
take on the role of an advertising agency
employed by community groups from
northern Australia. The task is to devise an
advertising campaign to convince the rest of
the nation that northern Australia does not
have water to spare. The campaign can use
any suitable medium, but must state clearly
the value of water to the value of water to the
north and why all of it is needed there.
Map 1.3 Population centres
Teacher Plans and Lesson Guides Investigation 1 | 17
Map 1.4 Land use map of Northern Australia
18| Northern Australia and the Wet Tropics Water extremes and sustainability
Developing vocabulary
Create a word wall of terms that students come across in their inquiry which are unfamiliar and
require further explanation. One idea could be to have individual words on cards, such as
‘perennial', and on the back of the card its meaning – ‘lasting throughout the year'. These could
hang down from string. Alternatively a word wall could be set up with the words on cards with the
description beside it.
Another option is to provide students in pairs with an unfamiliar word and using a graphic
organiser with the word written in the centre, establish a definition, characteristics and a relevant
example and non-example. See the model below.
Unfamiliar terms may include underlined glossary items.
Definition
Characteristics
Examples
Non-examples
Teacher Plans and Lesson Guides Investigation 1 | 19
Student handout 1.1
Key findings of the CSIRO Northern Australia Sustainable Yields Project
1
Water availability assessments can be
made for parts of key catchments
2 There is a paucity of quality data for
water resource accounting
3 There is high inter-annual climate
variability
4 The climate is extremely seasonal and
the landscape may be described as
annually water-limited
5 Most rain, and runoff, occurs near the
coast, not in the rivers' headwaters
6 There are significant constraints on the
viability of surface water storages
7 Most catchments have largely
unimpeded flow
8 There are very few perennial river
reaches and these have high cultural,
social and ecological value
9 Inland perennial rivers are sustained by
point discharge of groundwater
10 Shallow groundwater provides
opportunities for development, but its
dynamic behaviour poses risks of
impacting local streamflow
11 The Great Artesian Basin aquifers may
support further development, but safe
extraction yields have not been
determined
12 Groundwater recharge is complex and
not directly proportional to rainfall
13 There is little potential for increased
groundwater storage
14 Floods are essential to sustain
ecosystems, but there are few
ecosystem response indicators for
changes to flow regimes
15 The consequences of flow changes on
ecological systems are largely unknown
16 The climate of the recent past is neither
indicative of historical conditions, nor the
possible range of future conditions
17 Models indicate that future rainfall will be
similar to historical averages; potential
evapotranspiration may be slightly higher
18 Planned development will have minimal
regional water resource consequences,
but will have local impact
19 Groundwater travels much slower than
surface water, so responses to any
change will be measured in years, not
months
20| Northern Australia and the Wet Tropics Water extremes and sustainability
CSIRO, Water in Northern Australia: Summary of
Reports to the Australian Government from the CSIRO
Northern Australia Sustainable Yields Project, August
2009
Lesson plan 1.2
What to do with all that water?
Outcome
Students investigate the feasibility of
redirecting water from northern Australia to
regions with water scarcity and respond to a
proposal advocating such a scheme.
Background
While much of Australia suffers periodic
drought, northern Australia is often portrayed
as having regular flooding rains. This
perception has given rise to repeated calls
for flows to be intercepted and the water
transported south. However, studies have
shown that ambitious schemes to divert
water are rarely feasible. These key facts
summarise what has been found (Moving
Water Long Distances: Grand Schemes or
Pipe Dreams?
www.environment.gov.au/water/publications/actio
n/moving-water.html ).
 Moving water long distances is costly,
energy intensive, and can have significant
environmental, social and cultural impacts.
 Using water that is locally available is
generally more cost effective than
transporting water long distances. Current
studies show that local options, such as
water conservation, desalination and
recycling, cost around $1–2 per thousand
litres; a supply from 1,500 kilometres away
would cost around $5–6 per thousand
litres.
 Much of northern Australia can be
described as ‘annually water limited'. This
means that in general, more water is lost
every year through evapotranspiration
than falls as rain.
 Most rainfall in northern Australia falls
near the coast, not in river headwaters,
and runs off to the sea.
 The landscape across much of the north is
gently undulating and at a low elevation,
presenting few opportunities for surface
water storage such as dams.
Resources and preparation
Booklet
Moving Water Long Distances: Grand
Schemes or Pipe Dreams?,
www.environment.gov.au/water/publications/action
/moving-water.html.
Student worksheet
Student worksheet 1.2 Post from Waterline
blog
References
Davis, Chris, Water in Australia: Facts and
Figures, Myths and Ideas, 2nd edition,
Australian Water Association, 2009,
www.awa.asn.au
Examples of calls for water diversion from
the north
Bowring, T & Associates, Submission to
Northern Australia Land and Water
Taskforce, 2007, www.nalwt.gov.au/files/no14-bowring.pdf
Teacher Plans and Lesson Guides Investigation 1 | 21
Edmonds, I, ‘Reviving a River Basin', Water
Engineering Australia, August 2009,
www.waterengineeringaustralia.com.au/pdf/w
ea_0809.pdf
–

Raggatt, T, ‘Run-off Water Goes to Waste',
Townsville Bulletin, 17 March 2010,
www.townsvillebulletin.com.au/article/2010/03/1
7/122695_business_desk.html
Willson, A, Make the Water Flow, Soil Systems
Australia, 24th April 2009,
http://theland.farmonline.com.au/files/36/68/01/
000016836/090424Makethewaterflow.pdf
 Explain that students will be expected to
write a reply to it. The length of the reply is
limited. Students need to research the
situation, identify a number of key points
and compose a concise reply.
Ask students to read it through,
identifying arguments which either
support or refute the assumptions of the
blog post. It could be an advantage to
split the class into four groups, with each
group concentrating on one assumption.

–
–
Ask students to come to a conclusion
about the blog's argument, and to write a
reply of up to 400 words which sets out
clearly their opinion on each of the
assumptions.
Developing vocabulary
Add any unfamiliar terms to the word
hanging, word wall or graphic organiser.
Ensure students have a good understanding
of the underlined glossary terms.
 Point out that the argument in the blog
post rests on a number of assumptions
and that a suitable strategy for a reply
would be to address each of these. If time
permits, the class could identify these
assumptions. A suggested list is:
–
Hand out copies of (or provide electronic
access to) the booklet Moving Water Long
Distances: Grand Schemes or Pipe Dreams?
Lesson outline
 Hand out copies of Student worksheet 1.2.
Ask students to read this and discuss
some immediate responses that might be
made to it.
Transporting water from the north to the
south would be the most sensible
solution to the problem.
Northern Australia receives a
disproportionate amount of the
continent's rainfall.
Most of this water goes to waste, so
diverting it would not cause problems.
It would be feasible to transport
excess water south.
22| Northern Australia and the Wet Tropics Water extremes and sustainability
Student worksheet 1.2
Post from waterline blog
WATERLINE
THERE’S PLENTY OF WATER UP NORTH
20 OCTOBER 2010
There’s been plenty of reaction to the federal
government’s plan for the Murray-Darling Basin. It
proposes that water allocations should be
reduced. Farmers are saying that this reduction
will wreck their livelihoods. Environmentalists
insist that there has been an over-allocation of
water in the past. They say that the current rates
of use are unsustainable.
What I want to know is why we can’t divert water
from the north of the country. The north has
plenty of water – about 80 per cent of
Australia’s run-off. Only about 6 per cent of this is
caught and stored in dams. The rest runs out to
sea and goes to waste.
Why can’t we build a canal or pipeline to bring
some of that water south where it’s desperately
needed? Some have suggested using tankers or
even giant plastic bags carried by ocean currents.
It seems to me that a government with any vision
would jump at an infrastructure project like this.
Add your comment below
Name (required)
Email (will not be published) (required)
Comment limit: 2000 characters (about 350 – 400 words)
Teacher Plans and Lesson Guides Investigation 1 | 23
Lesson plan 1.3
Clouds, mountains and rainforests
Outcome
Students simulate cloud formation by
adiabatic cooling and investigate cloudstripping by rainforest vegetation.
Background
This lesson explores one of the main
contributors to the high water precipitation
levels in the Wet Tropics: the phenomenon of
cloud-stripping. Most clouds form when air is
uplifted. As the air rises to regions of lower
pressure, it expands and the expansion
causes its temperature to drop. This is known
as adiabatic cooling.
In eastern Australia, south-easterly prevailing
winds must rise to pass over the Great
Dividing Range, a phenomenon known as
orographic uplift. These winds are moistureladen because they have travelled over warm
seas. As the air rises and cools, the moisture
condenses to form orographic cloud which
may shroud the tops of the mountains. As the
air descends on the other side of the range, it
warms (adiabatic heating) and because it has
lost much of its moisture, has very low
humidity. Refer to the diagram on Student
handout 1.4.
Even though the temperature of air falls
below condensation point, cloud droplets
may not form unless there are tiny particles
present to serve as condensation nuclei. In
nature, particles of dust, soot, salt (from sea
spray) and other substances serve as
condensation nuclei. In this lesson activity,
smoke particles are introduced to represent
the condensation nuclei.
Orographic cloud is important in cloudstripping. Cloud-stripping occurs when
droplets of water do not fall, but collect on the
leaves of vegetation and trickle down to the
soil. This phenomenon can occur only when
vegetation grows at the altitude where clouds
or mist form, and can account for 30 per cent
of the precipitation in the Wet Tropics.
Resources and preparation
Part A
Materials
 large, transparent plastic (PET) softdrink
bottle
 matches
Student worksheet/handout
Student worksheet 1.3 A cloud in a bottle
Student handout 1.4 Orographic cloud
formation
Part B
Materials
 dry ice
 large bowl or beaker
 small plastic planting pots containing
potting mix
 small bushy plants or plant cuttings and
swatches of turf to fit in the pots
 packaging tape
 cardboard carton or plastic storage
container large enough to contain the pots
and bowl
 electronic balance to at least 0.1 gram
precision
24| Northern Australia and the Wet Tropics Water extremes and sustainability
Lesson outline
Part A: Cloud formation by orographic
uplift
 Distribute Student worksheet 1.3. Tell
students that they are going to make a
cloud in a bottle, and they need to
investigate what conditions are needed.
 Discuss the Background section of the
worksheet, then allow students to
complete the investigation.
 When the investigation is completed,
gather the class and discuss the results.
Use these as a lead in to an explanation
of orographic uplift and cloud formation,
and the need for condensation nuclei.
Distribute Student handout 1.4. Discuss
the following:
–
Describe the environmental
conditions needed for orographic
clouds to form.
–
In what regions of Australia is
orographic cloud formation an
important feature of weather?
Regions on the inland side of mountain
ranges are often said to be in a rain shadow.
What does this mean, and why does it
happen?
Part B: Cloud-stripping investigation
 Demonstrate how a ‘cloud' is formed when
dry ice is placed into a bowl of water.
Explain that this occurs because the dry
ice cools down the air, causing water to
condense.
 Prepare at least three pots. One should
contain potting mix only; the second
potting mix and short grass; and the third
potting mix and a small shrub. Cover the
drain-holes of the pots with packaging
tape. Extra pots can be added so that a
greater range of vegetation types can be
explored.
WARNING
Dry ice (solid carbon dioxide) is a
hazardous substance. Its temperature is –
78.5 °C and it will cause serious skin
burns if handled. The gas can cause
suffocation in confined spaces. It is
recommended that this activity be
performed as a teacher demonstration in a
well-ventilated area. Dry ice should be
handled only with tongs or protective
gloves. Ensure that suitable safety
precautions are observed and appropriate
risk assessments have been completed.
Teacher Plans and Lesson Guides Investigation 1 | 25
 Find and record the mass of each pot.
 Place the pots and a bowl of water into the
carton or storage container, ensuring that
there is plenty of space between the pots.
 Add dry ice to the bowl of water, and close
the container loosely so that pressure will not
build up inside. Leave aside until the mist
inside the container dissipates. While waiting,
encourage students to make predictions
about the
 outcome, and compile a list of the
suggestions.
 Open the container and observe the pots.
If significant amounts of condensation
cannot be seen on the plants, the process
may need to be repeated with more dry
ice.
 Find and record the mass of each pot
again. Ask students to calculate the
amount of water collected by each pot.
Discuss reasons for the differences.
 Explain the process of cloud-stripping and
discuss the following:

–
Describe the types of places where
cloud-stripping could occur.
–
Cloud-stripping makes a large
contribution to water supplies around
Cairns in North Queensland, but not
around Townsville. What could be the
reason for this?
Point out that one of the consequences of
climate change is that air temperatures
will rise. This means that rising air will
need to get to greater heights before
condensation occurs. Ask students to
think about this scenario and write an
account of the consequences it may have
for areas of highland rainforest.
Developing vocabulary
Add any unfamiliar terms to the word
hanging, word wall or graphic organiser.
Ensure students have a good understanding
of the underlined glossary terms.
26| Northern Australia and the Wet Tropics Water extremes and sustainability
Student worksheet 1.3
A cloud in a bottle
Aim
To simulate the formation of a cloud.
Background
When the pressure of a parcel of air is
reduced, the air cools down. If the air is
carrying water vapour, this cooling can make
the water condense into small droplets,
creating a mist or cloud.
Equipment



a large, transparent plastic softdrink
bottle with cap
matches
water
Method
Put about two teaspoons of water into the bottle.
Screw the cap on tightly and shake the bottle a few times to make the water evaporate.
Squeeze the bottle tightly for a couple of seconds. Then release the pressure quickly.
Carefully observe any changes.
a) Describe any changes you saw.
b) How do you know the air in the bottle is carrying water vapour?
Teacher Plans and Lesson Guides Investigation 1 | 27
Student worksheet 1.3 cont.
A cloud in a bottle
Most likely, you did not see any change. The bottle contains plenty of water vapour, but it will not
condense to form a cloud.
Suggest why a cloud did not form when you released the pressure.
Remove the cap from the bottle. Light a match, allow it to burn for a few seconds, then blow it out.
Squeeze the bottle gently and hold the end of the match over the opening. Release the pressure
so that some smoke from the match is drawn into the bottle. Screw the cap on tightly.
Again squeeze the bottle tightly for a couple of seconds.
Then release the pressure quickly. Carefully observe any changes.
a)
Describe any changes you saw.
b)
Suggest a reason for the cloud forming when smoke is added to the air.
28| Northern Australia and the Wet Tropics Water extremes and sustainability
Student handout 1.4
Orographic cloud formation
Orographic cloud formation
Teacher Plans and Lesson Guides Investigation 1 | 29
Lesson 1.4
What’s so special about the Wet Tropics?
Resources and preparation
Figures, maps and tables
Outcome
Figure 1.1 Basic water cycle
Students identify the features of the Wet
Tropics that differentiate it from the
remainder of northern Australia and construct
a water cycle diagram to illustrate these.
Map 1.5 Boundaries and topography of the
Wet Tropics
Background
The climate and water cycle processes in the
Wet Tropics differ in several respects from
those variables in the rest of northern
Australia. In North Queensland, mountain
ranges rise abruptly near the coast and there
are prevailing south-east winds during the
dry season. This combination produces
orographic uplift and associated rainfall at
times when there is little rain in other parts of
the north. The mountain rainforest also
contributes significantly to water supply via
the process of cloud-stripping, in which water
droplets are collected by leaves and
branches.
The Wet Tropics are much more closely
settled and urbanised than other parts of the
north, and this has important consequences
for water quality as well as the sustainability
of water resources. The presence of two
World Heritage areas, the Wet Tropics and
the Great Barrier Reef, further complicate
water management.
Map 1.6 Land use in the Wet Tropics
Video
The Water Cycle, available for download
from Rainforest Explorer,
www.wettropics.gov.au/st/rainforest_explorer
/4/401unique/4resources01.htm
References
Australian Government, Wet Tropics
Catchment Condition Report Card 2007,
http://lwa.gov.au/files/products/national-landand-water-resourcesaudit/pn21259/pn21259.pdf
Queensland Government, Wet Tropics Draft
Water Resource Plan: Information Report,
www.derm.qld.gov.au/wrp/pdf/wet_
tropics/wtwrp_information_report.pdf
Terrain Natural Resource Management,
www.terrain.org.au
Terrain Natural Resource Management,
Sustaining the Wet Tropics Report,
www.terrain.org.au/publications/byterrain/nrm-plans.html
30| Northern Australia and the Wet Tropics Water extremes and sustainability
Lesson outline
 Display Figure 1.1 and discuss the
processes shown.
 Show Map 1.5 and discuss the location of
the Wet Tropics. Explain that in the Wet
Tropics there are some special conditions
influencing the water cycle. Students will
be expected to construct a more detailed
version of the diagram that applies
specifically to this region.
 Show the video, The Water Cycle.
Discuss the significance of high mountain
ranges close to the coast in the Wet
Tropics, and the fact that the prevailing
winds come from the south-east over the
warm Coral Sea. Discuss orographic
cloud formation and relate this to the fact
that the Wet Tropics do not have a
pronounced dry season like the rest of the
north. Ask students to reflect on how this
can be represented in their water-cycle
diagrams.
 Discuss the role of rainforest vegetation in
the water cycle. Emphasise the
importance of cloud-stripping in the
rainforests of the high ranges. Forests at
lower altitudes return large amounts of
water to the atmosphere through
transpiration.
 Examine Map 1.6 showing land use in the
Wet Tropics. Identify the numerous urban
centres as well as areas of agriculture,
both dryland and irrigated. Ask student to
discuss the effects these will have on the
water cycle, and how they can be
incorporated into their diagram. The
contributions made by these areas to
sediment, nutrients and pesticides could
also be discussed.
 Identify the conservation areas in Map 1.6.
Explain that most of the conserved land is
included in the Wet Tropics World
Heritage Area, listed in 1988, which
consists mainly of tropical rainforest.
Figure 1.1 Basic water cycle
Teacher Plans and Lesson Guides Investigation 1 | 31
Point out that the Great Barrier Reef
World Heritage Area is close to the coast,
and that water from the Wet Tropics
makes its way to the reef.
 Examine the circulation of groundwater in
Figure 1.1. Point out that the aquifer is
below sea level at the coast. Here, the
fresh water comes into contact with salt
water. Normally, a wedge of salt water sits
below the fresh water in the aquifer. The
seaward flow of the underground water
and its low density prevent the sea water
from encroaching further inland. This can
be altered, however, if too much
groundwater is extracted, and there are
concerns that this could occur in some
aquifers of the Wet Tropics.
 Students should construct their own
detailed water-cycle diagram,
incorporating what they have learned.
Map 1.6 Land use in the Wet Tropics
32| Northern Australia and the Wet Tropics Water extremes and sustainability
Map 1.5 Boundaries and topography of the
Wet Tropics
Developing vocabulary
Add any unfamiliar terms to the word hanging, word wall or graphic organiser. Ensure students
have a good understanding of the underlined glossary terms.
Teacher Plans and Lesson Guides Investigation 1 | 33
Investigation 2
What impacts have humans had on Northern Australia and the
Wet Tropics and what can be done?
Introduction
Compared to the rest of Australia, the
environment in northern Australia is relatively
unspoiled. Indigenous people managed the
land sustainably, notably by using fire. Since
the arrival of Europeans, changed fire
regimes, land clearing and the introduction of
exotic weeds and animal pests have resulted
in some degradation. The Ord River Irrigation
Scheme with its large water storage and
irrigation area has resulted in significant
change to ecosystems.
The Wet Tropics are showing evidence of
environmental degradation as a result of
urbanisation, farming and mining. There are
concerns about unsustainable extraction of
water and reduction of water quality, which
have important implications for the World
Heritage areas as well as industries and
communities.
Water management practices in northern
Australia have often mimicked those of the
south. For a sustainable future, development
in northern Australia needs to consider the
restrictions imposed by the seasonal and
yearly variability of rainfall. Environmental
and water management policies will play an
important role in maintaining sustainability as
communities and industries expand. It is
essential that Indigenous communities are
involved in land and water management.
34| Northern Australia and the Wet Tropics Water extremes and sustainability
Australian Curriculum links
Science – Year 7
Science Understanding
Science as a Human
Endeavour
Science Inquiry Skills
Biological sciences
Nature and development
of science
Planning and conducting
 Interactions between
organisms can be described in
terms of food chains and food
webs; human activity can
affect these interactions
Earth and space sciences
 Some of Earth’s resources are
renewable, but others are nonrenewable
 Water is an important
resource that cycles through
the environment
 Scientific knowledge changes
as new evidence becomes
available, and some scientific
discoveries have significantly
changed people’s
understanding of the world
Use and influence of
science
 Science and technology
contribute to finding solutions
to a range of contemporary
issues; these solutions may
impact on other areas of
society and involve ethical
considerations
 Science understanding
influences the development
of practices in areas of
human activity such as
industry, agriculture and
marine and terrestrial
resource management
 Collaboratively and individually plan
and conduct a range of investigation
types, including fieldwork and
experiments, ensuring safety and
ethical guidelines are followed
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
 Summarise data, from students’ own
investigations and secondary
sources, and use scientific
understanding to identify
relationships and draw conclusions
Evaluating
 Use scientific knowledge and findings
from investigations to evaluate claims
Communicating
 Communicate ideas, findings and
solutions to problems using scientific
language and representations using
digital technologies as appropriate
Teacher Plans and Lesson Guides Investigation 2 | 35
Geography (from Shape of the Australian Curriculum: Geography)
Geographical knowledge
and understanding
Year 7
Weather and water
 the hydrologic cycle describes
the movement of water between
the atmosphere, land and
oceans
 water is a difficult resource to
manage because it is integrated
into environmental systems in
complex ways, can be highly
variable over time and across
space, and has many
competing uses.
Geographical inquiry and skills
Developing a geographical question
 observation can lead to questions for investigation
Planning a geographical inquiry
 some geographical features can be explained by cause and effect
relationships with other places
Collecting, evaluating and managing information
 primary and secondary data must be evaluated for accuracy and bias
before being analysed
Making sense of the information
 mapping the spatial distribution of a characteristic, such as rainfall,
can be a first step in developing an understanding of that
characteristic and suggesting possible causal relationships
Communicating
 each type of communication has conventions that should usually be
followed for communication to be effective
Planning and implementing actions
 finding a way of resolving a problem depends on an understanding of
the causes of that problem
36| Northern Australia and the Wet Tropics Water extremes and sustainability
Case study and lesson plans
Resources and preparation Student
handout
Case study 2.1
The Ord River Irrigation Scheme
Student handout
Outcome
Students analyse the social, economic and
environmental impact of the Ord River
Irrigation Scheme.
Background
The Ord River Irrigation Scheme has been
one of Australia's most ambitious
development plans. Although plagued by
early failures and planning mistakes,
agriculture in the region has now recovered
to some extent. Production from almost
14,000 hectares of irrigated land in the 2009
season was worth $105 million. The scheme
is moving into its second stage, which will
add another 8,000 hectares.
Like all schemes involving the damming of
rivers, the Ord River Irrigation Scheme has
resulted in significant environmental
changes, which have had serious impacts on
the traditional owners. However, recent land
agreements are attempting to address these
issues and the artificial storages are now
recognised internationally for their
biodiversity.
2.1 The Ord River Irrigation Scheme –
History and impact
References
Barber, K & Rumley, H for The Water and
Rivers Commission, Cultural Values of the
Ord River and Wetlands,
www.water.wa.gov.au/PublicationStore/first/5
1768.pdf
CSIRO, Recognising and protecting
Indigenous values in water resource
management,
www.csiro.au/files/files/pkw5.pdf
Department of Water, Government of
Western Australia, Ord River Water
Management Plan,
www.dsd.wa.gov.au/documents/DoW_2006a
_-_ Ord_River_Water_Management_Plan.pdf
Graham-Taylor, Susan, A History of the Ord
River Scheme, PhD thesis, Murdoch
University, 1978,
http://researchrepository.murdoch.edu.au/46/
2/02Whole.pdf
Kununurra Visitor Centre,
www.kununurratourism.com/en/default.htm
Ord Irrigation Cooperative,
www.ordirrigation.com.au
Ord Land and Water,
www.olw.com.au/index.html
TRACK, Water planning in the Ord River of
Western Australia,
www.track.gov.au/sites/track.boab.info/files/u
ploads/COLLAB%20WATER%20PLANNING
_Vol4_2_Ayre%20final.pdf
Yawoorroong Miriuwung Gajerrong Yirrgeb
Noong Dawang Aboriginal Corporation (MG
Corp), www.mgcorp.com.au
Teacher Plans and Lesson Guides Investigation 2 | 37
Developing vocabulary
Create a word wall of terms that students
come across in their inquiry which are
unfamiliar and require further explanation.
One idea could be to have individual words
on cards, such as ‘perennial', and on the
back of the card its meaning – ‘lasting
throughout the year'. These could hang down
from string. Alternatively a word wall could be
set up with the words on cards with the
description beside it.
Another option is to provide students in pairs
with an unfamiliar word and using a graphic
organiser with the word written in the centre,
establish a definition, characteristics and a
relevant example and non-example.
38| Northern Australia and the Wet Tropics Water extremes and sustainability
Student handout 2.1
The Ord River Irrigation Scheme – History and impact
© Commonwealth of Australia Photograph by John Baker
Ord River diversion dam
One hundred years ago, the Ord River was a
typical northern river. During the wet, huge
quantities of rain fell in the catchment and the
river flooded. Water spread across the
floodplain, filling billabongs left almost empty
by the long dry. Gradually, the water returned
to the sea, and the rains ceased. As the dry
progressed, the flow slackened until the river
became just a chain of waterholes.
The Miriuwung, Gajerrong and Kija people
who lived in the catchment knew this cycle
well. Their survival depended on it. The river,
waterholes, creeks and springs were woven
into their culture and beliefs. The waterholes
(gunanurang), in particular, were important
sources of food throughout the year.
The Ord River Catchment straddles the
Western Australia – Northern Territory
border. It is about 450 kilometres south-west
of Darwin and 600 kilometres east of
Broome. The West Australian Government
started showing an interest in developing
agriculture there in the 1940s. Eventually, the
Australian Government provided funds and
by 1963 a dam was built. This created a 98
gigalitre storage lake. Nearby, a town called
Kununurra (from gunanurang) was
constructed. The Miriuwung, Gajerrong and
Kija people were not consulted about these
developments.
Irrigated farming of cotton began soon after
the dam was built. The scheme remained
fairly small until the main Ord River Dam, 50
kilometres upstream, was completed in 1972.
Lake Argyle, the largest artificial lake in
Australia is now behind it.
Teacher Plans and Lesson Guides Investigation 2 | 39
Student handout 2.1 cont.
The Ord River Irrigation Scheme – History and impact
It holds about 20 times the volume of Sydney
Harbour. The Ord River Catchment receives an
average of 4,257 gigalitres of water per year.
Lake Argyle can hold 11,000 gigalitres, and
each year 2,000 gigalitres evaporate from its
surface.
But all was not going well. The area was
remote from suppliers and markets, making
costs expensive. The cotton was badly
affected by pests and soon it was abandoned
as a crop. Some other crops were tried, but
the area under irrigation shrank to only onethird of capacity. At times, less than 40
gigalitres of water per year were being
supplied for irrigation.
Downstream from the dams, there were major
changes. Wet season floods now happen rarely
and they are fairly mild, so billabongs are not
replenished. The river now flows all year, more
like a Wet Tropics river. For the traditional
owners, the lack of waterholes makes food
species harder to catch, and fences have
reduced their access to the river. Some species
of plants, and animals, particularly birds,
crocodiles, turtles and barramundi, have
increased in numbers. Others have declined.
The mouth of the river has become shallower
because there are few flood flows to remove
silt.
Topography if the Timor Sea Drainage Division
40| Northern Australia and the Wet Tropics Water extremes and sustainability
Student handout 2.1 cont.
The Ord River Irrigation Scheme – History and impact
Since the mid-1970s, agriculture in the Ord
River Irrigation Scheme has shown a gradual
recovery. New crops, such as mangoes,
melons, pumpkins, sandalwood and
chickpeas have helped. Sugarcane was tried,
but, like cotton, it proved unsuitable. An
advantage is that the area is close to
developing Asian markets. Lake Argyle and
the river are attractive sites for tourists and
fishermen. In 1996, a hydroelectric power
station was built. It supplies electricity to
Kununurra, Wyndham and the Argyle
Diamond Mine.
In 2005, the traditional owners of the Ord
lands, the Miriuwung Gajerrong people,
signed an agreement with the West
Australian Government. This sets up
programs to address the impact the Ord
River Scheme has had. In 2010, construction
of the second stage started and will increase
the size of the Ord irrigation area to about
22,000 hectares of agricultural land.
Lake Argyle, Lake Kununurra and the Ord
River Flood Plain are now listed under the
Ramsar Convention as Wetlands of
International Importance.
Your investigation
 What lessons about irrigation schemes in
the north can be learned from the Ord
River experience?
 The ecosystems of the Ord region have
been permanently changed by the dam.
Does the international recognition of the
wetlands make up for this?
 Water managers could imitate the original
flow conditions of the Ord River. They
could release water from the dam during
the wet season and stop releases during
the dry. Could they do this and at the
same time maintain the present use of the
water for irrigation and power generation?
 Some people think that genetically
modified crops could be the answer for
agriculture in northern Australia. They
would be designed to be resistant to
insects. The West Australian Government
recently allowed a trial of genetically
modified cotton in the Ord Valley. Find out
whether it was successful. Discuss
whether cotton-growing is likely to be
revived in the Ord region.
Teacher Plans and Lesson Guides Investigation 2 | 41
Lesson 2.2
Climate change in the Wet Tropics
Outcome
Students analyse the likely impacts of climate
change in the Wet Tropics of North
Queensland and recommend actions to
respond to them.
Background
The Wet Tropics is likely to be one Australian
region significantly threatened by climate
change because it contains two World
Heritage areas and depends heavily on the
tourism associated with them. The region is
vulnerable to changes in rainfall, cyclonic
activity, sea-level rises and ocean
acidification – all consequences of increases
in greenhouse gases from human activity.
Climate change will exacerbate existing
problems with water availability and threaten
the survival of some organisms. Urbanisation
and agriculture have already fragmented
natural areas, and climate change is likely to
shrink the fragments further, leaving few
areas for threatened species to retreat to.
Resources and preparation
Videos
On climate change in the Theme 2 section,
www.rrrc.org.au/mediadirectory/visualdocum
entation/index.html
Publication
Wet Tropics Water Moratorium Fact Sheet,
www.derm.qld.gov.au/factsheets/pdf/water/w
160.pdf
Student handout
References
Bureau of Meteorology, Observed and
Projected Changes in the Climate of the
Tropical Rainforest Region of North
Queensland (Paper),
www.bom.gov.au/events/9icshmo/manuscript
s/F1100_ Suppiah.pdf
CSIRO, Climate Change Projections for the
Tropical Rainforest Region of North
Queensland 2007,
www.rrrc.org.au/publications/downloads/25ii1
-Climate-Projections.pdf
CSIRO, Threats to Ecosystems in the Wet
Tropics Due to Climate Change and
Implications for Management, 2010,
www.rrrc.org.au/publications/downloads/25ii3
-CSIRO-Hilbert-D-2010-Threats-toecosystems-in-the-Wet-Tropics-climatechange.pdf
Marine and Tropical Sciences Research
Facility, Impacts and Achievements of the
MTSRF (Slides), 2010,
http://rrrc.org.au/news/downloads/suppiah_ra
masamy_day2_climatechangeonland.pdf
Queensland Government, Far North
Queensland, Draft Regional Water Supply
Strategy – Technical Document 2: A Study of
the Climate of the FNQ Water Strategy Area
and Consideration of the Impacts of Climate
Change, 2007,
www.derm.qld.gov.au/water/regionalsupply/f
arnorth/pdf/tech_ doc_2_climate_report.pdf
Queensland Government, Wild Rivers,
www.derm.qld.gov.au/wildrivers/index.html
Rainforest CRC, Climate Change and
Terrestrial Biodiversity in Queensland, 2004,
www.wettropics.gov.au/res/downloads/enviro
nmentalCrisisResearchReport.pdf
Student handout 2.2 Likely impacts of climate
change and increased greenhouse gas
emissions
42| Northern Australia and the Wet Tropics Water extremes and sustainability
Rainforest CRC, Global Warming in the Wet
Tropics, 2003,
www.rrrc.org.au/rfcrc/downloads/ITFL_climat
e.pdf
Wet Tropics Management Authority, Climate
Change in the Wet Tropics: Impacts and
Responses, 2008,
www.wettropics.gov.au/th/pdf/climatechange/
ClimateChangeBook2008.pdf
The Wilderness Society, Wild Rivers: The
Queensland River Protection Campaign,
www.wilderness.org.au/files/wild-riverspamphlet¬oct-2009.pdf
– Is the availability of water in this
region likely to be more or less of a
problem in the future?
 Point out that the Queensland
Government recently imposed a
moratorium on the extraction of water in
the Wet Tropics. Hand out or display the
Wet Tropics Water Moratorium Fact Sheet
and discuss the following:
–
What were the reasons for imposing
the water moratorium?
–
What does this moratorium tell us
about the availability of water in the
Wet Tropics?
Lesson outline
 Introduce the lesson with a brief outline of
anthropogenic climate change and the
likely impacts – increased global
temperatures, changes in atmospheric
circulation, sea-level rise, melting of
glaciers and ice caps. The climate change
videos from the Resources and
preparation section could be helpful.
Explain that the effects at particular
locations are difficult to predict, but it is
possible to make some likely projections.
 Explain that climate change is expected to
threaten the Wet Tropics more than most
Australian regions. Tell students that their
task will be to examine the expected
impacts of climate change in the region
and to recommend community responses.
 Display or distribute copies of Student
handout 2.2. Discuss the following:
–
Does the Wet Tropics appear to be
protected from any of the global
effects of climate change?
–
Which of the effects are likely to have
the greatest impact in this region?
 Suggest that students approach the task
of responding to the climate change
issues from the points of view of
significant interests in the region. These
could be:
–
urban centres
–
agriculture
–
tourism
–
World Heritage areas.
 The class could be divided into groups so
that each group could research from the
point of view of one interest; alternatively
each group could research a set of
impacts and apply their findings across
interest areas. Students need to identify
specific actions the community could
initiate, which might help to reduce the
impacts of climate change.
 Compile all responses into a single list
and discuss with the full class.
Developing vocabulary
Add any unfamiliar terms to the word
hanging, word wall or graphic organiser.
Ensure students have a good understanding
of the underlined glossary terms.
Teacher Plans and Lesson Guides Investigation 2 | 43
Student handout 2.2
Likely impacts of climate change and increased greenhouse gas emissions
Likely change
Likely impacts
Effects of climate change
Maximum temperatures will rise
(up to 5 °C by 2070).
Surface water will evaporate more and there will be less
moisture in the soil.
Plants will transpire more and lose water faster.
The habitats for high-altitude species will shrink; there will be
less highland rainforest.
Forest fires will occur more often.
Higher water temperatures will affect reef ecosystems; corals
will suffer from bleaching.
Pest species may adapt better than native and crop species.
The wet season will usually be
wetter and the dry season
usually drier.
Run-off and flooding in the wet will be greater, carrying more
sediment and dissolved nutrients to sea.
Riverflows will be reduced in the dry season.
Dams and groundwater supplies will be replenished better in
the wet season.
There will be greater need for groundwater in the dry season.
El Niño years will happen more
frequently.
There will be more chance of reduced rainfall in the wet
season.
Cloud cover in the dry season
will be less and the cloud bases
will be higher.
Cloud-stripping by rainforests will be reduced.
Cyclones will be more intense.
Floods and cyclone surges will be more severe.
Wind damage will be more severe.
Sea levels will rise.
Coastal areas will be inundated.
Salt water may intrude into coastal aquifers.
Effects of increased greenhouse gas emissions
The concentration of carbon
dioxide in the atmosphere will
be higher.
Crops can produce increased yields and use water more
efficiently.
The ocean will become more
acidic.
The survival of corals, crustaceans, molluscs, algae etc will be
threatened.
44| Northern Australia and the Wet Tropics Water extremes and sustainability
Lesson 2.3
Water and the Great Barrier Reef
Outcome
Students examine the problems associated
with water quality in the Wet Tropics and use
a poster or presentation to illustrate the work
of scientists in addressing the issues.
Background
The quality of the water supply is an
important issue for all communities and
ecosystems, but it has particular significance
in the Wet Tropics because of the fragility of
the World Heritage areas.
The 2008 report Scientific Consensus
Statement on Water Quality in the Great
Barrier Reef (2008) came to the following
conclusions:
 Water discharged from rivers to the Great
Barrier Reef continues to be of poor
quality in many locations.
 Land-derived contaminants, including
 suspended sediments, nutrients and
pesticides are present in the Great Barrier
Reef at concentrations likely to cause
environmental harm.
 There is strengthened evidence of the
causal relationship between water quality
and coastal and marine ecosystem health.
 The health of freshwater ecosystems is
impaired by agricultural land use,
hydrological change, riparian degradation
and weed infestation.
 Current management interventions are not
effectively solving the problem.
 Effective science coordination to collate,
synthesise and integrate disparate
knowledge across disciplines is urgently
needed.
The agricultural areas of the Wet Tropics
contribute significantly to the nutrient load of
waters flowing to the Reef. Due largely to the
extensive vegetation cover, this region is
responsible for less sediment than the Dry
Tropics further south, where cattle-grazing is
widespread.
© The State of Queensland (Department of Premier and Cabinet) 2008. Scientific
consensus statement current as at 2008. An update will be available (on the Reef
Plan website – www.reefplan.qld.gov.au) before Reef Plan’s next major review in
2013
Resources and preparation
Figures, maps and tables
Figure 2.1 Catchment to reef processes
Map 2.1 Coastal regions draining to the
Great Barrier Reef
Publications
Catchment to Reef: What We Do in Our
Catchment Affects the Reef (poster)
Are You Connected? A Guide to the Processes
Linking Land, Sea and Reef (booklet)
Nutrients, Catchments and Reefs: A Guide to
Nutrients in the Tropical Landscape (booklet)
Catchment to Reef Research (brochure)
(Available from www.rrrc.org.au/catchment-toreef/c2r_downloads.html )
Videos
On water quality, available from the Theme 3
section,
www.rrrc.org.au/mediadirectory/visualdocum
entation/index.html
 Climate change and major land use
change will have confounding influences
on Great Barrier Reef health.
Teacher Plans and Lesson Guides Investigation 2 | 45
Digital curriculum resource
L577 The colour of water: Great Barrier Reef.
(Information about how to access this
resource can be found at
www.ndlrn.edu.au/using_the_resources/acce
ss/schools_landing.html .)
Student handout/worksheet
Student handout 2.3 Impacts of key elements
on freshwater and reef environments
Student worksheet 2.4 Issues in freshwater
and reef environments
References
Connolly, N, Are You Connected? A Guide to
the Processes Linking Land, Sea and Reef,
Reef & Rainforest Research Centre,
www.rrrc.org.au/catchment-toreef/downloads/c2r_areyouconnected.pdf
CRC Reef Research Centre, Review of
Impacts of Terrestrial Run-off on the Great
Barrier Reef World Heritage Area, 2001,
www.reef.crc.org.au/discover/threats/waterqu
alityreview.html
CSIRO, Agricultural Management Practices for
Water Quality Improvement in the Great
Barrier Reef Catchments, 2010,
www.rrrc.org.au/publications/downloads/375CSIRO-Van-Grieken-M-et-al-2010-Agricmanagement-practices-for-water-qualityimprovement.pdf
CSIRO, Overview of CSIRO Water Quality
Research in the Great Barrier Reef, 2003–
2008, www.csiro.au/files/files/przy.pdf
‘Herbicides: A New Threat to the Great
Barrier Reef', Environmental Pollution, Vol 157,
2009,
wwwpublic.jcu.edu.au/public/groups/everyone/doc
uments/journal_article/jcuprd_054748.pdf
Great Barrier Reef Marine Park Authority,
GBRMPA Outlook Report 2009,
www.gbrmpa.gov.au/corp_site/about_us/great_b
arrier_reef_outlook_report
Great Barrier Reef Marine Park Authority,
Water Quality of the Great Barrier Reef,
http://www.gbrmpa.gov.au/__data/assets/pdf
_file/0009/33876/ResPubNo89FINAL20March08WebPort.pdf
Marine and Tropical Sciences Research
Facility, Halting and Reversing the Decline of
Water Quality Fact Sheet,
www.rrrc.org.au/publications/downloads/5102TTNQ-2008-Theme-3-FactSheet.pdf
Marine and Tropical Sciences Research
Facility, Pesticide Residues in Waters of the
Great Barrier Reef Region,
http://lwa.gov.au/files/products/innovation/pn30
176/pesticide-residues-watersgreat-barrier-reefregio.pdf
‘Pesticide Residues in the Great Barrier Reef',
Pesticides News, Vol 8, 6 December 2009,
www.panuk.org/pestnews/Free%20Articles/PN86/Pestic
ide%20Residues%20in%20the%20Great%20
Barrier%20Reef.pdf
Queensland Government, Scientific Consensus
Statement on Water Quality in the Great Barrier
Reef (2008),
www.reefplan.qld.gov.au/publications/scientific_
consensus_statement.shtm
Queensland Government, Synthesis of
Evidence to Support the Scientific
Consensus Statement on Water Quality in
the Great Barrier Reef,
www.reefplan.qld.gov.au/publications/scientifi
c_consensus_statement.shtm
Reef and Rainforest Research Centre,
Nutrients, Catchments and Reefs: A Guide to
Nutrients in Your Landscape,
www.rrrc.org.au/catchment-toreef/downloads/c2r_nutrients.pdf
46| Northern Australia and the Wet Tropics Water extremes and sustainability
Lesson outline
 By referring to Map 2.1 and Figure 2.1,
discuss the factors contributing to water
quality in the Wet Tropics and its influence
on the Great Barrier Reef. Suggested
focus questions are:
–
Roughly how far off the coast is the
Reef in the Wet Tropics region?
–
What are the main natural factors
influencing water quality in the Wet
Tropics?
–
What roles do coastal wetlands play
in maintaining the health of marine
ecosystems in the Wet Tropics?
–
What are the main human influences
on water quality in this region?
 Hand out copies of Student handout 2.3.
Concentrate mainly on the three
‘elements' that influence water quality:
nutrients, pesticides and sediments.
Discuss sources and a sample of their
impacts (for example, turbidity, algal
blooms). Explain that students will play the
part of scientists investigating an issue
related to these impacts.
 Hand out copies of Student worksheet 2.4.
Assemble groups of students to
investigate each of the issues, or to
suggest an alternative one. Supply each
group with copies of the Reef and
Rainforest Research Centre brochures for
background material. Access to the
Centre's water quality videos (in the
Resources and preparation section) could
be helpful.
 Explain that the worksheet should be used
to assemble information to be included
later in a poster or presentation. Students
should imagine that they are scientists
who actually carry out experiments and
field studies. They will need to think about
what methods scientists would use and
record them, along with their findings, in
the ‘What our team did to investigate the
issue and what we discovered' section.
 In the third section of the worksheet,
students should make suggestions, based
on their findings, about how communities,
agencies, industries and governments
should address the issue they have
chosen.
 Each group could prepare a presentation
designed to persuade an audience of the
need for action on the issue.
Further student tasks
Students could practise managing a
catchment by playing the Catchment Detox
game at
http://catchmentdetox.net.au/home/
Students could investigate the influence of
various factors on water quality by using the
digital curriculum resource, L577 The colour
of water: Great Barrier Reef.
Teacher Plans and Lesson Guides Investigation 2 | 47
Map 2.1 Coastal regions draining to the Great Barrier Reef
Note: Delineation of the six marine regions adjacent to the Natural Resource Management Regions with GBR
boundaries. These regions cover the whole World Heritage Area. Cross-shelf sub-regions of the NRM Regions are
based on relative distances from the coast to the edge of the continental shelf.
Great Barrier Reef Marine Park Authority, Research Publication No 89: Water Quality of the Great Barrier Reef –
Distributions, Effects on Reef Biota and Trigger Values for the Protection of Ecosystem Health
48| Northern Australia and the Wet Tropics Water extremes and sustainability
Natural processes
Human influences
Rainfall and cloud capture feed pristine
streams
Rainfall and cloud capture reduced by
climate change – more seasonal flows
Perennial flows sustain high biodiversity in
streams
Loss of riparian vegetation severely
alters stream habitat
Clearing of vegetation increases
sediment and nutrient input
Riparian vegetation shades stream,
protects banks, input organic material and
provides habitat
Water infrastructure prevents connectivity,
severely alters flows, affects water quality
and biological processes
Downstream change as stream widens
and deepens with increasing instream
plants, and more fish species
Irrigation alters flows in wetlands
Many small streams and ground water
drain floodplain and smaller catchments
Stream water quality maintained by local
processes
Weed infestation reduces connectivity and
water quality
Seasonal floods replenish extensive
wetlands
Agriculture, grazing and urban
development add substantially to natural
sediment and nutrient loads
Groundwater sustains permanent
wetlands
Connectivity halted by water management
activities – weirs, drop-boards, culverts,
etc
Migratory species move between stream,
estuary wetlands and reef
Agrichemicals boost nutrients and add
poisons
Wetlands of different character provide
habitat for numerous fish and prawns
Reef waters receive constant enhanced
input of chemicals and sediment, with
huge pulse during floods
Floods carry materials into coastal waters,
influencing water quality
Figure 2.1 Catchment to reef processes
© The State of Queensland (Department of the Premier and Cabinet), Pearson and Stork, 2008
Teacher Plans and Lesson Guides Investigation 2 | 49
Developing vocabulary
Add any unfamiliar terms to the word hanging, word wall or graphic organiser. Ensure students
have a good understanding of the underlined glossary terms.
50| Northern Australia and the Wet Tropics Water extremes and sustainability
Student handout 2.3
Impacts of key elements on freshwater and reef environments
Element
Potential impacts in freshwater
environments
Nutrients: phosphates &
nitrates
 Blue-green algae blooms
Sources:
 Leaking septic systems
 Fertilisers on agricultural
lands
 Sewage discharges from
waste water treatment
plants
 Urban stormwater run-off
 Some industrial plants
(particularly paper
production)
 Erosion & sedimentation
 Detergents with
phosphates
Potential impacts in seagrass
and reef environments
 Phytoplankton blooms
–
reduces water visibility
–
reduces water visibility
–
blocks sunlight from penetrating
to underwater plants
–
–
oxygen depletion
blocks sunlight from
penetrating to underwater
plants
 Increased stress levels in some
aquatic species
 Wildlife and stock animal poisoning
–
impaired wildlife immune
systems
 Macroalgae (seaweed) blooms
–
overgrows coral colonies,
–
out-competes coral for
space (reducing coral
recruitment & settlement)
–
shades-out coral colonies
(hindering photosynthesis
& causing stress)
 Drinking water contamination
 Decline in aesthetic values
–
smelly
–
unsightly
 Weakened coral colony
structure
–
decreases skeletal
density
–
increases susceptibility to
storm damage
 Inhibited coral reproduction
–
malformed coral embryos
–
reduces embryo viability
 Increases coral diseases
Teacher Plans and Lesson Guides Investigation 2 | 51
Student handout 2.3 cont
Impacts of key elements on freshwater and reef environments
Element
Potential impacts in freshwater
environments
Pesticides & Herbicides
 Inhibited photosynthesis in aquatic
plants
Sources:
 Sugar cane cultivation
(Diuron & Atrazine)
–
suppressed production
–
stress & death
 Weed control on beef
–
oxygen depletion
grazing lands
(Tebuthium)
 Excessive plant growth
–
premature death
–
change in biodiversity & relative
abundance of aquatic animals
 Plant and animal mortalities
Potential impacts in seagrass
and reef environments
 Inhibited photosynthesis
–
in seagrass
–
in zooxanthellae (the
symbiotic algae in coral
tissue)
 Zooxanthellae death
 Inhibited coral reproduction
–
malformed coral embryos
–
reduced embryo viability
 Inhibited successful settlement
of coral larvae
 Localised bleaching
 Increased coral diseases
 Increased crown-of-thorns
starfish numbers
 Plant and animal mortalities
Sediments
Sources:
 Increased turbidity
–
reduces amount of light
penetrating to underwater
organisms
–
reduces water visibility
 Land-based erosion
 Sediment accumulation on substrate
–
smothers existing sessile
(bottom-dwelling) organisms
–
increases organism death
–
blocks waterways and reduces
flow
 Increased turbidity
–
reduces amount of light
penetrating to underwater
organisms
–
reduces water visibility
 Increased sediment
accumulation on substrate
–
smothers existing sessile
(bottom-dwelling)
organisms
–
increased marine
organism death
–
reduces area available for
organism settlement &
recruitment (e.g. sponges,
corals)
Marine and Tropical Sciences Research Facility, Theme 3: Halting and Reversing the Decline of Water Quality Fact Sheet,
www.rrrc.org.au/publications/downloads/5102-TTNQ-2008-Theme-3-Fact-Sheet.pdf
52| Northern Australia and the Wet Tropics Water extremes and sustainability
Student worksheet 2.4
Issues in freshwater and reef environments
Issue selected (tick one)
☐
Recreational divers have reported that water visibility is poor and sunlight is not
penetrating deeply.
☐
Scientists surveying the reef have reported that areas of coral are being damaged and
are slow to recover.
☐
Local residents occasionally report fish kills in streams and estuaries draining to the sea.
☐
Marine park management needs to have advance warning signs when water quality is
approaching dangerous levels.
☐
Other (describe):
What our team did to investigate the issue and what we discovered
Our recommendations for what can be done to address the issue, and who should do it
Teacher Plans and Lesson Guides Investigation 2 | 53
INVESTIGATION 3
What can I do to contribute to improving water quality?
Introduction
Households can contribute to sustainability by helping to maintain water quality. The importance of
maintaining water quality is very obvious in the Wet Tropics because there are fragile,
internationally recognised ecosystems that depend on it. However, ecosystems everywhere can
be damaged if water quality declines, and human settlements can be seriously affected by
contamination of water supplies. This section encourages students to consider what personal
steps they can take toward improving water quality.
54| Northern Australia and the Wet Tropics Water extremes and sustainability
Australian Curriculum links
Science – Year 7
Science Understanding
Science as a Human
Endeavour
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 Inquiry Skills
Planning and conducting
Use and influence of
science
 Science understanding
influences the development
of practices in areas of
human activity such as
industry, agriculture and
marine and terrestrial
resource management
 Collaboratively and individually plan
and conduct a range of investigation
types, including fieldwork and
experiments, ensuring safety and
ethical guidelines are followed
Evaluating
 Use scientific knowledge and findings
from investigations to evaluate claims
Communicating
 Communicate ideas, findings and
solutions to problems using scientific
language and representations using
digital technologies as appropriate
Geography (from Shape of the Australian Curriculum: Geography)
Geographical knowledge and
understanding
Year 7
Weather and water
Geographical inquiry and skills
 Planning and implementing actions
 finding a way of resolving a problem depends on an
understanding of the causes of that problem
 water is a difficult resource to manage
because it is integrated into environmental
systems in complex ways, can be highly
variable over time and across space, and has
many competing uses.
Teacher Plans and Lesson Guides Investigation 3 | 55
Lesson
Lesson 3.1
My household’s influence on water quality
Outcome
Students identify household activities that
affect water quality and compose action plans
to improve practices in their own households.
Background
Most households are aware of the need to
conserve water, but the need to maintain
water quality – both surface and underground
– is less appreciated. Water that enters the
stormwater drains soon discharges to rivers,
lakes or the sea. Water in the sewerage
system is treated to some extent before
release, but many pollutants are difficult to
remove. In addition, water that soaks into
gardens and lawns can carry unwanted
substances into aquifers.
Many family practices add pollutants to water.
Gardening can add sediments, pesticides,
herbicides and nutrients in the form of fertiliser
and plant material. Nutrients are also added
by food scraps from garbage disposal units,
detergents, toilets and pet droppings. Oil,
solvents and paint residues can easily find
their way into waterways if disposed of
carelessly.
Resources and preparation
References
Clean Up Australia: Down the Drain
worksheet: Pollution – how does your
household rate?,
www.cleanup.org.au/kidskit2007/pdf/Activity08
_ Work-Household.pdf
Clean Up Australia: Down the Drain
worksheet,
www.cleanup.org.au/au/Campaigns/waterand-climate-change.html
Great Barrier Reef Marine Park Authority,
Exploring local wetlands,
www.reefed.edu.au/home/teaching/primary_u
nits/exploring_local_wetlands
Great Barrier Reef Marine Park Authority,
Reef Beat, www.reefed.edu.au/home/reefbeat
Waterwatch Australia, www.waterwatch.org.au
Lesson outline
Explain that household activities affect water
quality by adding substances to water that
eventually flow into waterways. List the main
categories of substance that affect water
quality – sediments, nutrients, pesticides and
herbicides, oil, solvents – and ask the class to
suggest examples of each category.
Use Student worksheet 3.1 to identify
household practices that could introduce each
type of pollutant to sewage, stormwater drains
or groundwater. Include everyday activities as
well as any leisure activities, such as boating,
that may be carried out away from home.
Student worksheet/handout
Student worksheet 3.1 How households can
affect water quality
Student handout 3.2 Suggestions for personal
action
56| Northern Australia and the Wet Tropics Water extremes and sustainability
Ask students to compose action plans for
improving water quality for their own
household. This could be done in consultation
with their families and could take the form of a
document, poster, presentation or video. A list
of helpful suggestions can be found in Student
handout 3.2.
Further student tasks
Another option is to provide students in pairs
with an unfamiliar word and using a graphic
organiser with the word written in the centre,
establish a definition, characteristics and a
relevant example and non-example. See the
model below.
Unfamiliar terms may include underlined
glossary items.
Households can promote water quality by
becoming involved in Waterwatch programs in
their locality. Visit www.waterwatch.org.au.
Developing vocabulary
Create a word wall of terms that students
come across in their inquiry which are
unfamiliar and require further explanation. One
idea could be to have individual words on
cards, such as ‘perennial', and on the back of
the card its meaning – ‘lasting throughout the
year'. These could hang down from string.
Alternatively a word wall could be set up with
the words on cards with the description beside
it.
Definition
Characteristics
Examples
Non-examples
Teacher Plans and Lesson Guides Investigation 3 | 57
Student worksheet 3.1
How households can affect water quality
Substances that
affect water quality
Family activities or events Family activities or events
that could add these things that could add these things
to sewage (via toilets,
to stormwater drains or
showers, sinks)
waterways (directly, or via
run-off from roofs, paths,
driveways, roads)
Sediment
(silt, sand, gravel,
cement mix)
Nutrients
(grass clippings,
leaves, fertiliser,
animal droppings,
food scraps,
detergents)
Pesticides and
herbicides
Oil
(cooking oil,
motor oil)
Solvents
(mineral turpentine,
kerosene, petrol,
paint)
58| Northern Australia and the Wet Tropics Water extremes and sustainability
Family activities or events
that could add these things
to groundwater (via
soaking into the soil)
Student handout 3.2
Suggestions for personal action
Personal action
Environmental problems addressed
Garden
Use fertilisers, pesticides and herbicides
sparingly. Make sure run-off doesn’t carry these
chemicals into the stormwater drain or your local
waterway.
Fertilisers contain nutrients, including phosphates
and nitrates, which can pollute waterways.
Pesticides and herbicides can harm aquatic life.
Compost your food scraps and garden waste.
Don’t dump garden or lawn clippings near
waterways.
Compost creates a natural fertiliser for your garden
and uses up kitchen and garden waste. This
reduces waste to the sewerage system, waterways
and landfill.
Install a timer which automatically turns off water
after a set period.
Overwatering causes run-off and wastes water.
Give the garden a thorough watering about once a
week, rather than three light waterings a week.
Deep watering encourages plant roots to grow
deeper, seeking water from below, rather than
close to the surface.
Consult your local plant nursery for advice on
planting native gardens.
Plants native to your area require less water,
fertiliser and pesticides. They also attract birds
and other wildlife.
Mulch garden beds well to reduce water needs.
Mulch reduces evaporation and stores water for
plant use.
Reduce herbicide and pesticide use by using
organic gardening methods. Libraries and book
stores have literature on appropriate herbs and
flowers to deter pests.
Pesticides pollute waterways and can harm
animals and other plants, especially aquatic life
in waterways.
Stormwater
Don’t put the following items into stormwater drains:
oils, chemicals, paint, thinners, radiator coolants,
pesticides, poisons, swimming pool backwash
waters, leaves, grass and garden clippings, animal
droppings, plastic, polythene, plastic bags, bottles
and paper.
Substances put in stormwater drains flow untreated
directly to the local river or creek. It’s an offence
under the [Queensland] Environmental Protection
Act 1994 to pour oil, herbicides, pesticides and other
prescribed chemicals down the stormwater drain or
to place them where they could flow into waterways.
Sewage
Don’t place the following items into sewers
(except with the prior approval of your local
government): solvents, oils, paints, varnish,
thinners, paint strippers, pesticides, poisons,
fertilisers, acids and solid objects which are likely
to cause blockages.
The sewerage system can’t treat many of these
substances, and their presence in sewage may also
prevent proper treatment of other pollutants.
Teacher Plans and Lesson Guides Investigation 3 | 59
Student handout 3.2
Suggestions for personal action
Personal action
Environmental problems addressed
Boating*
Alternatives include a barnacle scraper, wax and
Teflon-based paint
Anti-fouling paints often contain toxic chemicals
which build up in marine organisms such as
oysters, fish, and barnacles, harming them and the
animals which feed on them, including us.
Take care in refuelling and boat maintenance.
Avoid spilling fuel and oil.
Fuel and oil pollute waterways and the ocean.
Empty sewage holding tanks by pumping holding
tanks out to sewage collectors or as approved by
local government.
Untreated sewage pumped into a marina,
waterway or the ocean is an environmental and
health hazard.
Litter
When away from home, place rubbish in garbage
bins or take it home with you to recycle or
dispose of with household rubbish. Where
possible, take reusable items with you.
Rubbish often finds its way into waterways
through stormwater drains, creating visual
pollution. This pollution, particularly plastics, can
also choke and kill animals living in waterways
and oceans.
Oils
Collect, store and recycle your used car motor oil if
you change your own oil. Don’t put it down the
sewer or stormwater drain. Ask your local service
station for advice.
Oil forms a film on water which reduces oxygen
transfer from the atmosphere to water. Dissolved
oxygen is essential for fish and other aquatic life. Oil
also coats birds’ feathers, making it difficult for them
to fly.
Minimise your use of cooking oil and allow meats to
cook in their own juices. Use non-stick pans or
grills. This will help not only the environment but
your health. To dispose of large amounts of used
cooking oils, pour the oil into a small hole in the
garden and mulch.
Oil washed down your drain is not effectively treated
by sewerage treatment and often ends up being
discharged to waterways or the ocean.
Detergents
Buy detergents, cleaning agents and washing
powders which are low in phosphates.
Alternatively, look for pure soap or soap-based
dishwashing and laundry substances.
Phosphates in detergents flow into the sewerage
system and increase treatment costs. Excess
phosphate in waterways can cause rapid algal
growth. Algae robs water of dissolved oxygen,
essential for aquatic life.
Measure laundry and dishwashing detergents
carefully and use only the recommended amount
or less. Use the ‘suds saver’ on your washing
machine if available. This recycles the washing
water.
Even after treatment, some detergent ends up as
pollution in waterways.
60| Northern Australia and the Wet Tropics Water extremes and sustainability
Student handout 3.2
Suggestions for personal action
Personal action
Environmental problems addressed
Washing the car
When washing cars, minimise your use of
detergents and water. Wash cars on the lawn or
a grassy area, not on the driveway or road.
By reducing the amount of water and detergent you
use and ensuring it soaks into your lawn and
doesn’t run down the stormwater drain, you reduce
water pollution.
Household maintenance
Save water by fixing dripping taps. In the
meantime, catch drips in a bucket and use them
to water plants. Turn off the tap when brushing
your teeth. Install a dual-flush toilet or water
conserving shower nozzle, and sweep paths and
driveways rather than hosing.
Australia is the driest inhabited continent, yet we
often waste water. One dripping tap equals ten
deep bathfuls of water a month.
Cleaning agents
Avoid unnecessary use of cleaning agents. Natural
alternatives have less harmful effects.
‘Environmentally friendly’ alternatives can be found
in household cupboards.
Commercial cleaning agents contain phosphates
and chemicals which can pollute waterways.
Avoid commercial toilet cleaners and substances
used to freshen toilets. Scrubbing with a toilet brush
and a cup of vinegar is effective. Bad stains can be
removed with a brush and bicarbonate of soda.
Toilet fresheners contain chlorine and hydrocarbons
which can be dangerous to aquatic animals.
Paints and solvents
Avoid placing paint and solvents down sinks,
sewers, gutters, or stormwater drains. Local
councils can suggest suitable alternatives.
Petroleum-based paints and solvents can kill
aquatic life. Water-based paints cloud water. Paints
and solvents coat plant and animal life in waterways
and cause visual pollution.
* In January 2008 TBT-based anti-fouling paints were banned for all vessels throughout Australia under the Protection of
the Sea (Harmful Anti-Fouling Systems) Act 2006.
Use of the table from the Queensland Government’s ‘Caring for our water’ website was approved by the Department of Environment
and Resource Management Queensland 2011
Queensland Government, Caring for our water, www.derm.qld.gov.au/environmental_management/water/
caring_for_our_water/index.html
Teacher Plans and Lesson Guides Investigation 3 | 61
GLOSSARY
agrichemicals
Chemicals used in agriculture, including
pesticides and fertilisers.
algae
A diverse group of living things that can
photosynthesise but do not have roots, stems,
leaves and vascular systems like plants. They
range from single-celled microorganisms to
giant seaweeds.
anthropogenic
Resulting from human influence.
aquifer
A layer of rock or soil that can absorb and hold
water and allow it to flow through.
biodiversity
A measure of the variety of living things in a
particular region.
catchment
An area of land whose run-off flows into a
particular river system.
ecosystem
A community of living things and the physical
environment which supports it.
ephemeral
Lasting only a short time. When applied to
streams, refers to the stream flow.
evapotranspiration
The combined result of the processes that
return water from the land to the atmosphere;
evaporation of water from the surface and
transpiration from the leaves of plants.
feasibility
Likelihood of being achievable.
floodplain
A flat area adjacent to a river that becomes
flooded when the river rises.
gigalitre (GL)
One thousand million (or 1 x 109) litres.
groundwater
Water filling the pore spaces or cracks in soil
or rock beneath the Earth's surface.
headwaters
cloud-stripping
The places where rivers or streams begin.
The collection of water droplets from clouds by
the leaves and stems of plants. Also known as
occult stripping.
humidity
condensation
The change of state in which a gas cools and
becomes a liquid.
The amount of water vapour in the air.
hydrological
Connected to the movement, distribution and
properties of water on the Earth.
contaminants
Harmful substances that are added to a pure
substance such as water.
62| Northern Australia and the Wet Tropics Water extremes and sustainability
infrastructure
phytoplankton
The facilities and organisation needed for an
enterprise, industry or society to operate.
Floating microorganisms that can
photosynthesise and form the base of aquatic
food chains; includes algae and
cyanobacteria.
monsoonal climate
A tropical climate characterised by a yearly
cycle in which a wet season alternates with a
dry season. In Australia, the wet lasts roughly
from October to March.
precipitation
In hydrology and meteorology refers to rainfall,
hail and snow.
moratorium
prevailing winds
A temporary halt in an activity.
The winds that blow for extended periods from
a single direction over a particular place.
nutrient load
The total amount of nutrients carried by a body
of water; mainly nitrogen and phosphorus
compounds.
nutrients
Substances that living things need to take in to
survive.
orographic cloud
Cloud which forms around mountain tops as a
result of a moist stream of air rising to pass
over a mountain range.
orographic uplift
The process by which air lifts and cools when
it strikes a significant object such as a
mountain. This can lead to cloud formation
and/or rain.
over-allocation
A situation in which a resource is shared in
such a way that the total usage potentially
exceeds sustainable levels.
perennial
riparian
Belonging to the land that fringes a waterway.
run-off
Water that flows across the surface of the land
after a fall of rain, hail or snow.
savanna
An ecosystem characterised by grassland with
scattered small trees.
sustainability
The ability of an activity, resource or
ecosystem to be maintained into the future
without declining in quality and abundance.
sustainable
Able to be continued for a long time without
serious change.
symbiotic
Used to describe the situation in which two
species live closely related lives, to the benefit
of at least one of them.
Lasting throughout the year.
Glossary | 63
transpiration
water table
The loss of water to the air from leaves of
plants, most of it through the stomata.
The upper surface of the zone where the
pores of soil are totally filled with groundwater;
above the water table there is some air in the
pores.
tropics
The region of the Earth surrounding the
equator, between the Tropic of Capricorn and
the Tropic of Cancer.
turbidity
Cloudiness in a liquid caused by the presence
of tiny suspended particles.
water-limited
The state in which growth is restricted by the
amount of water available.
wetlands
Areas of land that are covered by water either
permanently or at some times of year. They
include swamps, billabongs, lakes, mudflats
and coral reefs.
64| Northern Australia and the Wet Tropics Water extremes and sustainability