World Water Day – Primary school activity
Preparation: Read the fact sheet that accompanies this activity. Research and print a range of photos of water/in which water is featured (stream, river, sea, estuary, pond, flood plains, marsh, wetlands, waterworks, wall, house, swimming pool etc. – Also see the photo gallery in additional resources). See web resource links for further resources. Contact the local water company to get examples of water saving devices. Resources: Photos of water back on to large sugar paper large pieces of paper, pencil crayons, maps of water (web resource links). Additional Resources: Photo gallery Slide with a map of freshwater availability around the world Water Facts Images are examples of water saving devices requested from the local water company by the teacher as appropriate Aims:
  • To consider the importance of water to life on earth
  • To understand the importance of water conservation
  • To begin to identify the reasons for water pollution
  • To identify places worldwide with different levels/amounts of water
  • To identify the causes of water pollution
 Starter activity:  (suggested time 20 minutes) Show children a range of photos of water/in which water is featured (stream, river, sea, estuary, pond, flood plains, marsh, wetlands, waterworks, wall, house, swimming pool etc.). Carousel: Place children in small groups at starting tables displaying photos. Explain to children that they will have five minutes to note down on the poster paper, any adjectives they can generate to describe/associated with water in the photos (e.g. Wet, blue, clear, cold, hot, fast, expensive, important, vital). After five minutes move each group to a different table and repeat. When all groups have recorded at each table ask volunteer groups to share three adjectives. Ask children: Are the adjectives we have used the same/different? Why might this be?  (E.g. depending on location of water, use of water etc). Children remain in small groups at their final table, this time, with a different colour, ask children to record verbs to describe/associated with water in the photos (e.g. pour, turn on, drink, wash, swim, row, survive, flow, rush, spray etc). When all groups have finished recording ask volunteer groups to share three verbs.  Ask children: Can any of the words we have generated be put into categories? Which words describe water being used? Is the water used in different ways? Confirm with children that there are many different ways of using water. Do children think water is used in the same ways all over the world? Do children think that water availability is similar/the same all over the world?   Main activity:  (suggested time 25 minutes) Show children animation of the water cycle (see web resource links). Confirm with children that the whole world uses water and the world’s water is constantly in a cycle and the amount of water is finite. Display the figures: approximately 97% is saltwater and 2% is frozen, only 1% is freshwater.   Confirm that there are places in the world with varying amounts of water. Show children the water stress map (see web resource links) and highlight places with high levels of water stress. Explain that water stress means the countries that are experiencing water shortages.  Ask:  Why do some countries have more water shortages than others? Are some regions in the world more affected than others?   Show children contrasting pictures of places and point out aspects that might be different due to varying amounts of water (see additional resources for photos). Do places have the same amount of water all the time? What might affect the amount of water places have? Confirm that climate and weather, landscape, rivers and lakes, and groundwater levels are factors as well as water use and water availability (e.g. water source, water pollution, location). Show children the slide with the map of freshwater availability around the world (see additional resources). Ask: What do you notice on the map?  What does the key tell us?  What does physical water scarcity mean?  What about economic water scarcity? What might be the reasons for water scarcity?  How do you think it might affect people’s lives if water is scarce?    And finally:  (suggested time 15 minutes)  Display some water facts (see additional resources). Discuss: Do children think the average amount of water used by a person in a day is a lot? Can children suggest ways of reducing the amount of water we use? Discuss daily routines of washing, brushing teeth, cooking etc. Share some examples of water saving devices (images or actual examples as possible).  Ask: How do we use water at school? How much water do we use in one day? In one week? Is this the same in all schools in the UK/the world?   Perhaps contact the local water company to send for some examples of water saving devices such as inflatable bath toys, shower heads or the bags that expand in the cistern of a toilet that you can show the children.  Ask:  How do children think these devices work? How do these devices help save water?
Event info
Start date: March 21, 2019
End date: March 24, 2019
Organization: polish humanitarian action (PAH)

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