Lesson+2

**Domains:** Science and English, Interpersonal development and Personal learning.
 * || **Strands:** Physical, Personal, Social learning and Discipline-based learning.
 * Dimensions:** Reading, Writing, Speaking and listening. Science knowledge and understanding. Science at work. ||
 * **LESSON 2 : ** || **LEARNING FOCUS –** **Deciding directions.** This is the second lesson in a series of eight, and we will focus on one method of saving water, turning the tap off when we brush our teeth. VELS learning focus states that “students explore how and why natural factors and human activities affect their lives. Participating in activities such as saving water and recycling, they develop awareness of environmental issues”. ||
 * Todd Ware || **OBJECTIVE(S) –** With the teachers help, students will be able to calculate how much water runs from a tap in three minutes. They will multiply this over a year to see how much water they could save by simply turning the tap off while brushing their teeth. Students will develop an awareness of this environmental issue, and appreciate that they individually can make a difference. ||

Students reflect on what they learnt in the first lesson, they ask any questions they have generated since then. || The teacher will begin this lesson by generating a quick reflective discussion about what we learnt during our first lesson on ‘saving water’. Students are encouraged to share their thoughts. || Whiteboard Markers Buckets Timers Water taps Calculator || || || We will then compare this amount to how much water it takes to fill a swimming pool. Wading pool- 500 lt   Small pool- 20,000 lt    Medium pool- 50,000 lt    Large pool- 110,000 lt    By comparing the amount to a swimming pool hopefully students will appreciate that the savings are more than just big numbers that don’t mean much to them, they can visualise a large body of water. Teacher splits class into three groups, each group is given some buckets and a timer. They are to turn a tap on and let it run for three minutes and catch the water in the buckets. Each group will record how much water they have collected and the teacher will help the class calculate the average. || ||  Each group collects running tap water in buckets for three minutes. Each group works out how much water they have collected, and reports this to the teacher. Students then water the garden with the water they have collected, being careful not to waste any. || The teacher will then use the average figure to calculate on the whiteboard the amount of water that would be saved by having the tap turned off for the three minutes while you clean your teeth. The class then compare the figures calculated to the quantities it would take to fill the swimming pools. || ||  The students then compare the figures calculated to the quantities it would take to fill the swimming pools. || The teacher promotes discussion about haw small daily savings add up to large savings when done by lots of people over a year. These savings become even greater when they are calculated over a lifetime of conservative water use. || ||  Students to discuss ways to save water with family and friends. They should try to think and act in ways that conserve water. || To conclude class the teacher asks students to share what they have learnt with their parents, family and friends. Also asks them to be conscious of their personal water use and think of different ways to save water. Thank students for efforts. ||  ||
 * **TIMING** || **LEARNING ACTIVITIES** || **TEACHING ACTIVITY** || **RESOURCES** ||
 * 5 min ||  Students gather as a whole group sitting in a circle on the floor.
 * 5 min ||  Students share their posters with the rest of the class  ||  The teacher asks those students who finished their posters at home to share them with the rest of the class, explaining why they chose that topic.  ||
 * 5 min ||  Students share with the class any ways in which they have tried to save water since first lesson.  ||  Teacher asks students if any had conscientiously chosen to try and save water since their first lesson, if so share it with the class.  ||
 * 5 min ||  Students listen carefully to the focus of this lesson and the activity they are about to do.  ||  The teacher introduces the topic for this lesson, we are going to focus on one conservation technique, turning the tap off when you brush your teeth. While it may seem like a small saving, consider that each student does this twice a day, 365 days a year, or at least they should! That is 730 times a year each student has the opportunity to save water. Today we are going to work out how much water comes out of a tap in three minutes, the time it should take to clean your teeth, to understand how much water we can save. We will then multiply that amount by 730 to understand the saving per student per year. We will then multiply that by 25, the number of students in this class to see how much we can save as a class over a year.
 * 10 min ||  Students break into three groups.
 * 10 min ||  Students then gather as a whole group on the floor to watch and help the teacher calculate the amount of water the class could save.
 * 10 min ||  Students participate in discussion about the implications of their results and learning.