Lesson+1

**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 1: || **LEARNING FOCUS –** **Tuning In.** This is the first in a series of eight lessons, we will discuss the importance of water to our lives and brainstorm ways in which we can save water. 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) –** Students will understand the importance of water in their lives and be able to list three ways that they could reduce their personal use of water. Students will display one of these techniques pictorially by producing an informative poster that clearly displays one method of saving water. ||


 * **TIMING** || **LEARNING ACTIVITIES** || **TEACHING ACTIVITY** || **RESOURCES** ||
 * 5 min || Students will be involved in whole group discussion, sharing their understanding of water and its importance. || The teacher will introduce the topic, saving water, and ask the class to explain what they understand about the importance of water.

The teacher will guide this discussion and encourage students to explain their understanding. || whiteboard markers

Three posters on water saving - less water in bath tap off when brushing teeth fix leaking taps

Work area/ tables A4 blank paper Pencils crayons || The teacher will then prompt students to share their ideas about the conservation, or saving of water. ‘How can we use less, and still meet our needs?’ These responses will be recorded also on the chart. ||  || -60% of a humans body weight is water. -Humans can survive between 3 days and a week without fresh water. -Humans need around 2.5 lt/day -Uses- ask students to make list, write on board. -Average house uses 805lt day. -Only 1% of worlds water is accessible and drinkable. -A dripping tap can waste more than 20 lt a day. -A dishwasher uses @ 35 lt per load. -Old showerheads use 20lt per minute. -Water saving showerheads use 7 lt water per minute. ||  || less water in bath tap off when brushing teeth fix leaking taps ||  ||
 * 5 min || Students then discuss ideas for saving water. || Student comments will be recorded on a chart under ‘what we know’.
 * 5 min || Students will ask any questions that they would like to know about this topic. || Next the teacher will start a new heading on the chart, what we want to know, and record any responses from the students. The teacher will then try to ensure all these questions are answered over the course of lessons. ||  ||
 * 5 min || Students answer if they can, otherwise they listen to develop appreciation of how important water is. || The teacher will ask, then share some water facts with the class;
 * || Students suggest uses of water and teacher writes list on board || Teacher now shows three posters of saving water techniques and places them on wall
 * 5 min || Students look at posters and comment or ask questions.

Students discuss what they can personally do to use less water. || Encourage discussion again of what we can do to use less water.

After discussion, teacher asks each student to design their own poster like the three shown. They are to show a way that they could use less water. Such as shorter showers, only washing when machine is full, less water in bath, washing the car with a bucket instead of hose. ||  || stop working finish their posters at home if not already finished and bring to next class pack up work area gather on floor in a circle, those that are finished bringing their poster to show classmates. ||  ||
 * 20 min || Students pick a topic for their own poster. || Students asked to move to work area and start posters. ||  ||
 * 5 min || Students each draw an A4 poster displaying a way that they could use less water. || Teacher asks students to
 * 5 min || Students pack up and move to floor for whole group discussion, sitting in a circle.

Students that have finished poster display it to whole class and explain, others just explain what they are doing. || Teacher asks each student to take turn in telling the class what their water saving idea is for their poster. Those that have finished their posters can show their classmates, those finishing them at home can show class at beginning of next ‘saving water’ lesson.

Teacher thanks class for their efforts and dismisses them. ||  ||

Resource Sheets.