the scarcity at the heart of the global water crisis is rooted in power,

poverty and inequality, not in physical availability.

- 2006 United Nations Human Development Report, 2006, p.2

The UN itself in the 2006 United Nations Human Development Report states that

problems with the distribution of safe clean drinking water is not due to its

availability however most people would firmly believe that the global water

crisis is caused by a natural scarcity in those regions in which it occurs.

My unit of work is entitled "Water Use: The Global And Australian Situations." lt

is a Geography unit for year 7, ( Australian Curriculum and Development

Authority (ACARA) Shape of the Australian Curriculum: Geography 2011) which

will also use lessons in Civics and Citizenship and Science. Using different

approaches will allow the students to become more immersed in the topic and to

learn more. (Murdoch 2010) for instance experiments in creating a water system

will not only allow students to see the water cycle being made in front of their

eyes, but will also provide some hands on tasks that will serve as breaks from

other more sedentary activities. ln addition the curriculum (ACARA Geography

2013 lmplications for Teaching and Assessing) specifies that a wide variety of

activities should be used like field trips, use of remotely sensed imagery, role

plays and class debates. The unit has 10 lessons that are all structured to create

interesting as well as informative learning. lt involves a field trip to the

desalination plant at Lonsdale to see a working example ol what we are doing as

a state to alleviate the dependence on the Murray river system, as well as

creating a water system to see rain occur and making a sand bio water filter.

These activities are interesting, involve some manual skills and will tie in with

skills form other areas of the curriculum such as Design and Technology and

Science. One other activity is to participate in the World Water Monitoring

Challenge. This is an opportunity for the students to participate in a worldwide information gathering exercise from which their data will be used in a report on

the year in question. lt also is addresses the Geography requirement to use field

trips and to collect and interpret statistical data. Sixty-six countries participated in

2O1Zso this represents a large part of the world. This also addresses the Global

Education perspectives of interdependence (by highlighting the relationship

between all elements and life forms) and also sustainable futures through gaining

an understanding of how our actions determine the health of our waterways.

(Water and the world P2)

It is very important for young people who live in South Australia to be aware of

the water cycle, how we use water and whether oui use of water is wasteful. We

have a very low rainfall in South Australia (Bureau of Meteorology (BOM) 2013)

and Australia has the lowest naturally occurring rainfall in the world

(Commonwealth of Australia2Ol3) so understanding the role of this resource as

well as the issues surrounding its use are vital to our ability to control our future

(Dovers 2003). Our role as educators is to create people who are able to

research information, to dissect the data and form opinions based on critical

thinking (Murdoch 2010) (ACARA 2013 Creative and Critical thinking). When we

are confronted with an issue like water it is very difficult for people with poor

thinking skills to cut through the barrage of misinformation that is used to confuse

us about the real issues. By being misinformed we contribute to the problem,

however the media play a large part in spreading this misinformation (Dolnicar &

Hurliman 2012). one example of this is the popular misconception that bottled

water is somehow better for us than tap water. Because it costs more and is in a

fresh bottle supported by advertising it is generally perceived to be "better"

,,cleaner,,or ,,fresher" depending on the brand. We know this misconception exists

because if it didn,t people wouldn't buy something which is virtually free. Similarly

rainwater that was used exclusively for drinking when I was at school, is now

seen to be dirty and unsafe for drinking (Department for Education and child Development (DECD) 2013). ln the seventies and eighties when Adelaide water

was rather soapy in taste everyone I knew used to drink rainwater so what

caused this to change, was it perhaps the introduction of bottled water? The

belief that rainwater is no longer safe to drink is confusing because in the areas

not covered by mains water people drink rain water (including the school

children) as the proclamation against rain water is only for schools which have

access to mains water (DECD 2013). Giving students the ability to think

constructively in these situations will help them to come to better answers than

are given to them by advertisers or those with vested interests in the

commodification of water. Fear is the primary tool used in the case of water, fear

of disease or litigation in the case of anyone contracting a disease. (Gleick 2010)

As my opening quote shows, the scarcity of water is not related to availability

(United Nations Development Programme 2006 [p2]), Australians manage to be

the second highest users of water while living in the country with the least

naturally occurring water (Commonwealth of Australia 2013). We can use so

much water because as a nation we are rich, powerful and on the privileged side

of the inequality divide. Even with all this on our side though, we still need to be

able to understand that our actions determine what will happen in the future.

Whether we choose solutions like desalination, recycling or reducing our water

use, will also impact on the environment because desalination and recycling use

energy and desalination has problems with the disposal of the highly

concentrated salt water (Zhou & Tol, 2004lptl).

Over dependence on the Murray will mean that the animals that also rely on the

Murray will lose out on their water allocation in any crisis. The environment will

also come off second best in any conflict over water so learning about water

addresses the HASS values of "A recognition of shared responsibilities and a

willingness to cooperate with others in fulfilling them" (Commonwealth of

Australia 2008 p6) and "an appreciation of and concern for the environment and a commitment to sustainable practices" (Commonwealth of Australia 2008 p6) as

well as "an understanding of the interdependence of all living things and that

each has value and the imperative of sustainability" (Commonwealth of Australia

2008 p6).

This unit utilises the ACARA Geography key idea of weather and water (ACARA

Shape of the Australian Curriculum: Geography p19) where it is part of the

weather and water topics for Year 7 mainly within water resource management

and the hydrologic cycle. lt will also draw upon the draft Civics and Citizenship

curriculum for year 7 looking at'The key features of government under the

Australian Constitution." (ACARA ln {act one of the elaborations for that heading

is to investigate river and water management as an exercise in determining all of

the levels and departments of government that are stakeholders in the process'

Therefore this unit of work is aimed at Year seven and addresses the Humanities

And social Studies (HASS) values of "A Recognition of social, political and

environmental links between people and communities'" (Commonwealth of

Australia 2008 p6), as well as "Ecological sustainability" (Green 2013 p 15)'

Key Knowledge

Thm clmsslfication of eervironmentatr rffi$*uress anrd the forrns that water takes as a

feSOUl"C* ,,

This is covered rnainly in lesson '1, 2 and 3 as we discover water types and

dimtributinn as weil as hcw it changes tc hecome each different type (blue water,

green water, r*eycl*d watmr b*ttled water).

The ways thmt fiows of water connect places as it moves through the

environment and the way this affects p{aces r,;:i;'-."..,!rilll.l*;

This is covered in most of the ulnit as we look at the Murray and its u$ag* change

fl"CIm the upptrr neaches to hCIw it is used in $uuti'l Austnalia. This is also *cvered

in iesson 5 and 6 trmw mu*h waten is available. ln lesson 2 thm film "A Wr:rld

without Water" which illustrates the conflict over water. This is aXso part of the

Bottled water on trial lesson as places are cCInnectnd by bottled water passing

thrmugfr or to different parts of the world.

The quantity and varimhility af Australia's wat*r resources cornpared with th*se in

cther continents ,,:ri-'.r-j*i'.i.".', ,i :

Lessmr: 'X and ? l*msmn I conflint *ver waten. lessmn 5 hsw mulch water is

availab{e ,

The naturm cf water scarcity and ways cf cvercoming it, includinE studies dnawn Skills focussed on in this unit

Science understanding (ACARA 2013 Science)

Science lnquiry skills (ACARA 2013 Science)

Science as a human endeavour (ACARA 2013 Science)

To help students to think critically about the portrayal of water issues in the

media, why these ideas are put forward, by whom and for whom.

ICT skills (ACARA 2013, ICT)

Report writing (ACARA 2013, Geography)

Critical and creative thinking (ACARA 2013, Creative and Critical thinking)

Ethical understanding (ACARA 2013, Civics and citizenship [p9])

Personal and social capability (ACARA 2013, Civics and Citizenship [p9])

Values and Actions

One of the aims of this unit is to promote critical and creative thinking which is a

fundamental requirement in the Geography curriculum and is generalised across

the entire curriculum (ACARA 2013 critical and creative Thinking) (ACARA 2013

Geography lmplications for teaching assessment and reporting)' This is done

throughout the unit through allowing the students to create their own questions to

link their own experiences with the learning they acquire within the unit (Murdoch

2008). Brainstorming in the first lesson provides a base of their own experiences,

following this up with more brainstorming after watching "world without water"

and the videos on the ABC Splash website provides a link between what they

knew with new knowledge. The unit also has sufficient concepts that are

generalisable across a range o{ other parts of the students lives which is

important for creating rich and diverse thinking (Murdoch 2008)' Examples of

these are the interdependence of people and systems, the concept of a cycle of

water, the interdependence of people and the environment and conflict

management and resolution. Using the court case for bottled water allows the students to understand intimately the need for precision and care when

explaining actions to others in order to avoid misunderstanding. Having to argue

a case for something that you are not completely in agreement with also allows

them to learn how to "put themselves another persons shoes". The court case is

also a debate which gives them conflict resolution skills that are transferrable

across their lives.

This unit uses the five learning emphases of global education

lnterdependence and globalisation is covered by examining the interdependent

natural water system that covers the world, the World Bank's globalising

unnatural water system that aims to cover the whole world through commodifying

water, the bottled water system which transports water from places like Fiji and

France to far flung parts of the world and monetary aid which flows from one part

of the world to another to provide clean drinking water.

ldentity and cultural diversity is covered when we look at the different ways that

water is used around the world. Exercises like trying to use 50 litres of water a

day to simulate what people in other parts of the world have to do and the film "A

World Without Water" help to show what it is like to live in a different society that

has to use water in a different way. Watching the film gives us an understanding

that Americans with a similar society to us can still have such a different social

system that isolates some citizens from access to water in a similar way to how

people in Africa or South America can be isolated from water.

Socialjustice and human rights is covered when we look at the rights of people to

access water and how this right is contravened by the World Bank's insistence

that countries need to commodify water and allow privatisation of the drinking

water system. ln lesson 10 we look at conflict over water which involves human

rights and how this sometimes conflicts with business usage of water such as

farming using water that people may need for drinking. peace building and conflict resolution is also covered in lesson 10 on conflict

over water. The process of having to prepare an argument for one side of the

conflict, having the discussion and then reversing the positions is really good in

allowing each student to see both sides of the story. The need to then choose

their best arguments for both sides and then challenge other groups to a similar

debate is great for conflict resolution.

Sustainable futures is covered in the entire unit as the whole notion of water use

requires a sustainable way of thinking, every person in the world relies on water

and needs to have it cleaned for their consumption. While a few people may be

able to rely on very clean sources of water this is not the case for most people

who need to preserve their sources of water from contamination and depletion.

Assessment:

Assessment for this unit will be of a personal wordpress blog created by each

student. This will satisfy the requirement for year 7 students to be conversant

with lCT and to be able to blog, contribute to an online discussion and share

information safely to collaborate with others. (ACARA 2013 lnformation and

Communication Technology (lCT) capability). The blog will be based on a

Template that students can modify the look of if they wish' The main

requirement for assessment is the production of posts for each element of the

unit, there will be a

proforma supplied by the teacher that can be modified for each section'

Additionally students can make mini movies of certain lessons such as the

construction of the sand bio water filter (in groups), parts of the court case

(lesson 6) such as summing up, the water cycle, the trip to the desal plant and

the field trip to collect data for "World Water Monitoring Day"' A rubric will be

provided to students to ensure they know what they will be assessed upon' The

blogs will be hosted on an intranet with no access from outside the school by

installing wordpress, sQL and PHP on an internal server (an sQL database and PHP to access it). This blog will allow formative assessment as I will be able to

view progress every week and change the direction or pace of the lessons to

adjust for variations in the learning speed or quality. lt will also provide a

summative assessment as the finalisation of the blogs will affect their final grade

for the unit.

Rubric:

achievement

low

medium

hiqh

Research

Little apparent research

or evidence to support

blog posts

Good research evident

with adequate evidence to

support blog posts

Excellent evidence of

research with outstanding

evidence to support blog

DoStS

multimedia

Basic multimedia used in

blog

Good range of multimedia

used in blog, movies

pictures show evidence of

editing to produce

pleasing results

Excellent multimedia in use,

wide range of types of

movies pictures and sound

files as required. Evidence

of editing to produce

oleasinq results

Written

material

Basic blog posts, factual

without much evidence of

original thought.

lnteresting posts with

personal style in

evidence, good

description of activities

and information presented

aooealinolv

Very interesting posts with

a lot of content and original

insights into the processes

and activities.

Aesthetics

No major attempt to

modify the blog template

Some modification of

template with images and

text to produce an

aooealino look

Major modification of the

template to produce an

individually appealing

desion

Participation

Poor participation and

adequate preparation for

lessons- basic entries in

journal

Generally participated

welland prepared for

each lesson- good entries

in journal

Participated in all activities,

prepared well for each

lesson- excellent entries in

journal with insightful

comments

Engagement

Lesson 1:

10 minutes for each individual to fill out a KWL (what we Know, What we want to

know, what we have Learned) sheet. They are just filling out the what we know

section. Brainstorm 20 minutes. Students are assigned to groups of 6 and

presented with a sheet of butchers paper and textas. ln groups they brainstorm

to answer the question "what do we know about water" lnstruction is to write

anything down, no judgements about suitability. As a class we will put these up

on the wall with a short presentation. We will refer to them later in our inquiry,

this is our starting Point.

10 minutes to view the ABC Splash website films "water buyback", Harvesting

water" and "Adelaide gets smart about water"

10 minutes for class to fill out reflective journal now that they have seen some

interesting facts about water and its use. LHS is for facts, RHS is their reaction to

those facts or thoughts about those facts'

10 minutes for teacher to show sample blog and answer questions about how it

will be used for assessment Skills required: Working with others and in teams,

communicating ideas and information, solving problems, using technologies.

Global education perspectives, lnterdependence and Sustainable Futures.

Teacher resources: Smart board, computer, internet access, KWL forms,

butchers paper, textas, pins boards on walls to pin posters to.

Student resources, Pens, reflective journal

Lesson 2

Water in the news (Adapted from Cool Australia website (Cool Australia 2013))

20 minutes: ln their groups students will research water issues online. They will

come up with 5 articles about water in their topic area (to be handed out at the

start of the lesson)

When they have found the articles they will assess them using these questions.

Who is the intended audience?

Why was the article written?

What is the veracity of the article?

What experts are quoted (if any)

ls this a primary source or a secondary source :

15 minutes: Group presentations on their news articles where each group

deconstructs the purpose and message in the texts.

Skills required: Working with others and in teams, communicating ideas and

information, solving problems.

Developing a Question.

Lesson 3 and 4

10 minutes: discussion about blog and how to modify it to produce an individual

look.

Watch "A World Without Water" on Youtube

15 minutes: Affinity Diagram - Students will get into their groups and write

down water issues that they are interested in (or which arose from the film) on

sticky notes. As a class we will get together to put all of the sticky notes on to a

board in groups of similarity as an Affinity Diagram, this will help to clarify what

areas of water use we as a class are most interested in.

Clarifying a series of questions, as a class we will decide on what the most

important issues in water use we are interested in, keeping in mind the need to

look at water issues in the world, in Australia and water as a sustainability issue.

These topics will then be crystallised as our inquiry questions and will be

allocated through discussion for groups to research and present on their blogs

for assessment.

Global education perspectives, lnterdependence and Sustainable Futures'

Skills required:Working with others and in teams, communicating ideas and

information, solving Problems.

Teacher resources: smart board, computer, internet access, KWL forms,

butchers paper, textas, pins boards on walls to pin posters to'

Student resources, Pens, reflective journal

Organising ourselves

Lesson 5

15 minutes:Class discussion about timelines for assessment and answering

questions chosen in the last lesson.

Discussion of how to find information required for the unit. Practice searching for

information through the following exercise -

How much water is available? (Adapted from Water and the world (AUSAID

2011))

Powerpoint presentation showing how the worlds water is distributed. Population

figures and water requirement of individuals are used by students to construct a

chart for showing how much water is available for each individual.

Students use internet to download a map of the Murray darling catchment area.

They have to write on the map where each state controls part of the river. Then

they answer 4 questions about why there might be conflicts over water use and

management of this complex river system. A double bubble diagram is used in

this exercise to compare the needs of two states eg. South Australia and Victoria

to see the similarities between their needs and also the differences. This is useful

for showing that states in competition for a resource can have similar views as

well as opposing or overlapping views.

Skills required: Science Understanding, Science as a Human Endeavour,

Science lnquiry Skills, Working with others and in teams, communicating ideas

and information, solving problems.

Global education perspectives, lnterdependence and Sustainable Futures. Collecting, analysing and managing information

Lesson 6

Build a sand Bio Filter or build a model of the water cycle.

Students will build a sand bio filter using the internet to discover different

techniques. Materials will be available in class (there are only a few different

resources required)

The alternative is to model the water cycle also using internet resources to find a

design. similarly these can be constructed easily from a few components which

will be available in the classroom

When finished they will film or photograph it in action'

15 minutes, students will research how these filters can be used in places like

Uganda or Afghanistan to clean water for drinking. This will then be added to

their blog.

Resources required: ice, beaker, burner water, plastic bottles, charcoal, gravel,

sand, material.

Skills required: Science Understanding, working with others and in teams,

communicating ideas and information, solving problems. Using lCT,

Global education perspectives, lnterdependence and sustainable Futures'

Lesson 7

Bottled water on trial (Adapted from All's well (AUSAID 2011))

Class is divided into a prosecution team and a Defence Team at the end of

lesson 5. Each team has to research a case for or against bottled water.

Students are given websites to use as a starting point for the research, as well as

a sheet outlining the procedure for the trial. Homework is to prepare for the trial.

The entire lesson is taken up with the trial proceedings which are run in the same way as a real trial with the teacher as the judge.

After the trial and judgement the class discusses how they felt about their

arguments, which were compelling and which were specious.

A discussion about thinking methods is also followed through questions such as

how ideas about this issue have changed through research, what has caused the

thinking to change what kind of thinking was needed to change this etc (Murdoch

2012).

Skills required:working with others and in teams, communicating ideas and

information, solving problems. Using lCT, understanding legal systems.

Lesson 8

Visit to Desal Plant.

SA Water provides a service at the Desal Plant at Lonsdale which allows

students to see a Desal plant in action. There is also an opportunity for

discussion and questioning about other activities of SA Water. This will be an

excursion which will require consent forms from parents and also will take up a

whole day.

students will have to prepare questions to ask as homework and each student

will need to have at least one question and answer to put on their blog. Teams

will also have to ask questions relating to their group topic.

Skills required: working with others and in teams, communicating ideas and

information, solving problems. Using lCT,

Lesson 9

Conflict over water. (Adapted from water and the world (Commonwealth of

Australia 2011))

Looking at the Murray Darling basin's use of water or a scenario of water use in

Uganda students will:

ldentify different interest groups, organise into groups of two to find two

arguments in favour of their interest groups proposition.

Stage 1: Pair A and pair B will then present arguments to each other.

Stage 2: Roles reversed, but each pair must present new arguments in support of

their argument.

Stage 3: The pairs then negotiate the best arguments and then meet up with

another quartet which has also reached this stage and go through the same

process.

Stage 4: A town meeting is held where all interest groups meet to negotiate a

community stance.

Skills required: Science Understanding, Science as a Human Endeavour,

Science lnquiry Skills, Working with others and in teams, communicating ideas

and information, solving problems.

Global education perspectives, Peace building and conflict resolution and

Sustainable Futures.

Lesson 10

World water monitoring Challenge.

The entire class goes to a waterway to monitor it, recording Turbidity, clarity,

dissolved metals, flow and temperature. This will be field trip which will need time

allocated to it depending on the distance to be travelled. lf not much time is to be

taken then a close waterway will need to be chosen. ldeally a river like the

Torrens can be checked in a few different spots to gain contrasting information. A

homework exercise will be to write a report comparing the data gleaned from tis

trip with data from similar sites around the world to gain an understanding of how

our waterways Compare to others in countries like Africa or Asia'

Skills required: Science Understanding, Science as a Human Endeavour,

science lnquiry skills, working with others and in teams, communicating ideas

and information, solving problems'

Global education perspectives, lnterdependence and Sustainable Futures'

Communicating

Lesson 11

Finalising blogs, students are given the opportunity to finish up their blogs with

help on hand from the teacher, they will also finalise a their report summarising

their chosen group topic. Since this is a product of the discussion and generating

their own questions I cannot plan or discuss this till it is chosen by the students

(part of lesson 3 and 4 after watching "A World Without Water."

Planning and implementing Actions

Lesson 12

This will be a lesson focussed on implementing some sort of action depending on

what their group topic is. For instance if their topic was water flow in the Murray

river a suitable action might be to write to the ministers of the relevant states to

ask for a clarification about what is being done to combat this and how

agricultural use can be allowed to denigrate fauna dependent on the river.

Skills required: Working with others and in teams, communicating ideas and

information, solving Problems.

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