Love Every Drop Education Resource

YEARS 4-8: LEVELS 2-4 OF THE NZ CURRICULUM An education resource for educators and students who want to learn more about Wellington‘s water and help to restore and protect our streams and waterways.

Published by: Wellington Water

Written by: EFS Initiatives Illustrations: Bryandesign Ltd Cover photos: Wellington Water

Date: 19/02/21 Editing and design: 19/02/21 ISBN (print) ISBN (online) tttttt

2 LOVE EVERY DROP: Wellington Water’s education resource

Introduction/ He kupu whakataki This education resource aims to provide Wellington’s students, teachers and their communities with opportunities to connect with water sources in their environment and to grow their knowledge, skills and understandings about water, so that they can use water wisely and help resolve water-related environmental challenges.

Love Every Drop is an integrated curriculum teaching resource with water as a context for teaching and learning. It has been developed for primary school students and teachers: (Years 2-8, levels 1-4 of the NZ Curriculum), but can be adapted for use at various levels. The resource is grounded in Environmental Education for Sustainability (EEfS) principles and incorporates concepts from te ao Māori (a Māori worldview).

Teachers and students can choose activities from the resource materials provided, not following the resource from start to finish but utilising relevant material to match their inquiry, interests and needs. Learning materials are based on an integrated, inquiry learning process, with the student at the centre of their learning.

Overlying conceptual understandings for the resource: • All water is a single, connected entity with its own life force • Clean, fresh water is an important part of our lives and we need it to survive • We can all help to protect and preserve the health of our water. Our water is part of who we are We connect with water in our environment, homes, schools and businesses. Water cleanses us, revives us and replenishes us. A world without water is a world without people. We can all play a part in protecting and conserving our water for the future. 3 Key concepts and structure of the resource part 1 part 2 part 3 part 4 part 5

The water People and Water use Our water Act for water around us water and local future issues Act alongside Forming How water is Reflect on the wider personal used. How water is learning. community to connections to used. contribute to water. Investigating: Share findings. healthy water. - Drinking water Learn skills to Growing Look to the - Stormwater help address understandings water issues and future. and forming a - wastewater care for water in learning inquiry - Emergency their lives. about water. water

Wellington Water Wellington Water manages the drinking water, stormwater, wastewater and emergency water for the Wellington Region. Looking after this water is a big job which involves many people and specialised equipment and infrastructure. The Hutt, Porirua, Upper Hutt, Wellington City, Greater Wellington Regional Council and South Wairarapa District Council own Wellington Water. Wellington Water looks after water in Wellington: now and into the future. Wellington’s drinking water is treated and cleaned to make it safe to drink. A lot of this precious, treated water is wasted. If we keep using this amount of water in the future, we may need new water sources, which would have a huge impact on the environment.

Māori perspectives This resource incorporates several te ao Māori principles, alongside western thinking. Concepts from te ao Māori are woven through the resource, such as: mauri, whakapapa, mai uta ki tai (from mountains to sea) and kaitiakitanga. Activities also include links and concepts aligned with Te Marautanga o Aotearoa. For more information about Māori perspectives, we recommend involving local families, hapu and iwi with connections to your school in your inquiry and ensuring an approach which includes mana whenua perspectives and aspirations.

Example unit plan: LOVE EVERY DROP

To grow and develop students’ connections, knowledge, skills and understandings AIM OF RESOURCE about water and enable them to collaborate and contribute to protecting and enhancing water in the region

NZ Curriculum: Science, Social sciences, English, Mathematics, Technology, Health. CURRICULUM AREAS Te Marautanga o Aotearoa: Pūtaio: Te Taiao; Tikanga-ā-Iwi Pāngarau, Hauora.

• Build knowledge and understandings of fresh water, streams, drinking water, stormwater, wastewater and emergency water. OVERARCHING LEARNING OUTCOMES • To empower students to become confident, connected, resilient water citizens who are mindful of their water use, and have the skills and knowledge to use water wisely and be resilient in a water emergency. LEVELS 2 - 4 YEARS 4 - 8 Ecological sustainability, equity, respect, inquiry and curiosity, innovation, diversity, VALUES community and participation, aroha/love, kaitiakitanga, resilience.

Thinking; Using language, symbols and text; Managing self; Relating to others; KEY COMPETENCIES Participating and contributing.

Learning to learn, Cultural diversity, Treaty of Waitangi PRINCIPLES High expectations, Inclusion, Coherence Community engagement, Future focus 4 Part 1: The water around us Lesson title Inquiry stage/s NZ Curriculum links Key concepts Description

• Introducing how we use water • Introducing water as a learning 1. Water 1. Immerse in Science: Planet context connections water Earth and beyond • The importance of fresh water and our connections • Students connect with water through to it. direct experiences.

• Introducing the integrated inquiry 2. Learning 2. Water Integrated • Inquiry learning and cycle through inquiry wonderings curriculum areas developing inquiry questions. • Students form an inquiry plan.

• Examining views and values of people 3. Water values and 1. Immerse in Social Sciences • Views and values about water about water understandings water • The water bodies of the • Local legends and beliefs 3. Splash around region. • Whakapapa and mauri. Part 2: People and water

• How water is used around the • Integrated maths activity with 4. Water around Social Sciences: world 3. Splash around social studies comparison of figures about how the world • UN sustainable development water is used from NZ, Australia, Maths: Statistics water goals. India, the United Kingdom and Samoa.

• Drinking water slideshow 5. Drinking water Science: Planet • How drinking water is 3. Splash around Earth and beyond collected and gets to our taps. • Drinking water Padlet page with links to relevant video, webpages and more • Introducing stormwater: what it is, Science: Living where it goes, exploring mauri of World. Nature water 6. Stormwater • Where stormwater comes 3. Splash around of Science: from, where it goes. • Stormwater slideshow and videos Investigating in Science. • The Water Cycle: Te Hurihanga Wai poster.

Science: (Living • What wastewater is and • Introducing wastewater: what it is, where it goes where it goes. 7. The Wastewater World) 3. Splash around Nature of Science: • Brief summary of wastewater • Wastewater slideshow and videos: System treatment process. learning about wastewater, the Investigating in wastewater treatment process, Science blockages, how to avoid them. • Learning activity about how Social Science: households can plan for their water Social Studies • Introducing emergency water: needs during an emergency and how 8. Emergency what it is, why it is needed. communities will be supported 3. Splash around Nature of Science: water • Students form an emergency water Participating and plan with their families contributing • Google slideshow: Emergency water. Part 3: Water use and local issues • Reading the water meter at school • Finding patterns of water use and surveying school and home water 9. Measuring water 3. Splash around use use 4. Find your flow Maths: statistics • Amounts of water used by households and schools. • Reflecting on results and identifying how we can save water.

Social Sciences: • Investigating water issues Social studies • Issues/challenges for water in • Padlet page for student inquiry 10. Water issues in 3. Splash around Wellington. Wellington 4. Find your flow English: Reading, • Unpacking an issue and exploring the listening and cause and effects of common water viewing issues. Part 4: Our water future • Looking to the future and what we can do to influence it. Choosing a 4. Find your flow Science: Nature of • Future water solutions and focus issue from the last activity, 11. Our water future 5. Reflect and Science, Material thinking about our water what impacts could these have in the share World. future. future? • Sustainable water use and innovative water efficient design. • Reflecting on which water • Water kaitiakitanga/ guardianship: Science: Nature issues influence your how can we also support kaitiaki w12. Water for our 5. Reflect and of Science: community • How people make decisions about communities share Participating and • Sharing findings with your fresh water and are helping water in Contributing community. the wider community. Part 5: Helping water in the environment Science: Nature of • Sharing and reflecting on findings, 13. Helping our • Making a difference to create action plan for water water 6. Act for water Science a positive water future. Technology • Example actions for helping water. 5 Integrated inquiry cycle This resource is based on an integrated inquiry learning cycle (see below). The cycle is a process for guiding student directed learning and co-constructing a pathway of inquiry when learning in a sustainability context. An inquiry learning approach crosses all curriculum areas and provides a framework to support students to plan their investigations and implement their actions.

IMMERSE IN WATER Rukua Wai Introducing concepts and connecting to water Establishing prior knowledge ACT FOR WATER Mahia Wai Help to make a WATER difference and create a WONDERINGS positive water future Pātai Wai Questions and wonderings about water

REFLECT AND SHARE Whakaaro Wai SPLASH AROUND Reflect on your inquiry Pūhoru Share your findings Explore, research and investigate: Evaluate your learning -Drinking water and/or -Stormwater -Wastewater -Emergency water and resilience FIND YOUR FLOW Wānangatia Organise information. Further inquiry Summarise findings

The resource material is not intended to be taught from beginning to end but can serve as a pool of ideas to draw from and be inspired by. Teachers and students can follow the steps in the cycle and then select material and parts of activities from the resource materials provided to suit their needs, interests and learning pathways. The inquiry cycle follows a thread throughout the resource and each inquiry step is described on the first page of the activities. You may also choose to use a school inquiry model which can serve as a guide for learning. 6 Stages in the integrated inquiry model

Introducing the topic of water and providing students with a foundation of knowledge in this context. Prior Stage 1: knowledge of students is assessed in order to develop a learning programme which will meet their learning needs, Immerse in water prior experiences and interests. The main key concepts are introduced which form a basis for a learning inquiry.

Students now begin to ask questions about water and explore their ideas. Questions can be grouped with one Stage 2: main ‘big/ essential’ question and several minor questions. A big/ essential question has multiple answers and is an Ask about water open question, requiring extensive research to answer. This forms the foundation of the inquiry.

At this stage of the inquiry, students are investigating their questions and further exploring the water topic. Their Stage 3: research should be driven by their interests and inquiry questions. Students can follow lines of further inquiry to Splash around find out more information from relevant sources. They begin to organise and filter information.

At this stage of the inquiry, students are encouraged to use specific thinking skills to further explore a topic and seek a deeper understanding. Students now take the information Stage 4: they have gathered and begin to compare, contrast and sort. The information connects to what they already know Finding our flow or supports them forming new concepts. Students take a big-picture view of information they have gathered, compared and categorised and begin to draw conclusions.

Students can now share their ideas, information, conclusions and observations with a selected audience. Stage 5: This can be a powerful link to community and lead to collaboration and further information sharing. Sharing also Reflect and share helps students to consolidate their learning. They reflect on the inquiry so far and plan next steps.

Now it’s time to plan to act for healthy water. Students Stage 6: carry out an environmental action and apply their learning and understandings. The action should target the focus Act for water issue and aim to create a positive water future. 7 Water and us 1 Inquiry stage 1: Immerse in water

Overview: Water is an important part of our lives and we need it to survive. This activity encourages students to connect with water and to explore water features in their community. Water and Us

Inquiry stage 1: Immerse in water

Key concepts Overview Water is an important part of our lives and we need it to survive. This activity encourages • Water is a students to connect precious taonga with water and to explore water features • Water is in their community important to all life

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Science links AREAS Planet Earth and Beyond: Earth Systems Nature of Science: Investigating in Science Te Marautanga o Aotearoa Putaiao: Science: the natural world

LEARNING Learning Intentions OBJECTIVES Students are learning to: • connect with and experience water • explore local water features

Example Success Criteria Students can: • engage with water through play tttttttt• give examples of local water features Learning Experience Background information: 1 Water: a precious taonga Water Water is a precious taonga, a gift that connects all life. All living things need water to survive. There are many forms of water in the Vocabulary and us environment, including: oceans, lakes, rivers, streams, estuaries, rain, snow, geysers and more! • wai Water is the essence of life and is important to everyone, • water all over the world. • mauri Wellington Water plays a key part in looking after water resources • taonga around the region. How we care for water now as a community, will • immerse. 9 determine what our water future might look like. That’s why we need to look after water and love every drop. Learning Experience 1: Water and us These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stage 1: Immerse in water

PHASES TEACHER GUIDE TEACHING RESOURCES

Introducing water Slideshow • Introduce the topic of water with Introduce topic your students. • View the slideshow: Water and us to introduce key concepts such as: the origins of water, the importance of water, mauri, what we love about water and establishing prior knowledge. • Introduce the vocabulary: wai/water, mauri, streams and rivers. Water and Us Slideshow: (Google C Slides) https://bit.ly/2Y2P6yA

Hands on: connecting to water Videos: • Provide experiences for students to Water lovers Wellington Zoo Experiencing connect with water. For example: play C video on Vimeo: https://vimeo. water and experiment with watering cans, com/327611614 look for water in your school, play on a water slide or with a water feature. • Younger students could use water play tables or buckets to engage with water. Provide a variety of equipment such as: funnels, jugs, food colouring, ice cubes and water wheels. • Ask students to observe how water behaves and use their senses to notice what it looks, sounds and feels like.

Water exploration Google Maps: https://www.google.com/maps • Explore your neighbourhood to Explore water find your nearest water body. Is GIS Wellington City Council: in the local it a stream, river, lake, ocean or https://wellington.govt.nz/about- environment other? If you can’t get out into wellington/maps/open-data-portal--- your neighbourhood, use mapping terms-and-conditions/gis-data software to virtually explore the area. Learning • How does water move in your area? Make observations and record the Experience names of water features in your local 1 environment. • Show your new understandings of Water water in your area through a drawing and us or map. 10 ttttttttttt PHASES TEACHER GUIDE TEACHING RESOURCES

Papatūānuku/ The Earth Mother and Rangi and Papa song by Grant Ranginui/ The Sky Father C Shearer, Matiu te Huki and Jenny Shearer: https://www.youtube. Origins of water Water is said to arise from Papatūānuku/ com/watch?v=EZd8DAU9_ts and the mauri The Earth Mother (as springs and mists) of water and Ranginui/ The Sky Father as rain and precipitation. • Can you identify a place in your local environment where water comes from? Which atua could this relate to?

Mauri • In te ao Māori, mauri is the life force, essence or energy which connects everything, including water, people, animals and the natural world. The mauri of water can affect the mauri of people and the natural world.

Why is water important infographic • Discuss the importance of water for Water W H Y I S W A T E R I M P O R T A N T ? Dive deep O N L Y 1 % O F all life. W A T E R O N E A R T H i s f r e s h a n d a v a i l a b l e t o u s e

Water is essential for life. We all need it to survive, to drink and keep ourselves clean and healthy. 1% • View the infographic and discuss why 220 L 95 L 2 billion water is important to people, the Wellingt onians Half the world's people worldwide, use abou t 220 population survive do not have easy litres, per person, on 95 litres per access to a water per day. person or less per source. environment, animals, plants and the day. land.

WATER IS A PRECIOUS TAONGA

We need to care for and treasure our water 7 6 % O F N E W Z E A L A N D N A T I V E

In te reo Māori F R E S H W A T E R F I S H A R E T H R E A T E N E D WAI IS O R E N D A N G E R E D WATER ( S T A T S N Z )

The arts and water • What does water mean to you? Create and Express your connection to water share ideas through a painting, digital drawing, poem or story.

Reflection Extending learning ideas Learning • Reflect on what water Action ideas Experience means to students through 1 discussion. Create a word bank of watery words. • Visit the Science Learning Hub water Water • Test knowledge of water topic webpage with this Google forms at: https://www. and us self-marking quiz: Water sciencelearn.org.nz/ • How can you show – what do you know topics/water why you love water? already? https://forms.gle/ hJgT3Nd6d13iR5qX7 • Explore the many • What actions can show articles, videos and how much we care for activities here. our water? See: water saving action ideas for some ideas. 11 Freshwater inquiry 2 Inquiry stage 2: Water wonderings

Overview: We all have knowledge of and experiences with water. Let’s reflect on what we already know and then think about what makes us curious about water. Freshwater inquiry

Inquiry stage 2: Water wonderings

Overview We all have knowledge of and experiences with water. Let’s reflect on what we already know and then think about what makes us curious about water.

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Science links AREAS Nature of Science: Investigating in Science Key competencies: Managing self, relating to others, thinking, using language symbols and texts.

LEARNING Learning Intentions OBJECTIVES Students are learning to: • use the inquiry learning model to participate in student-led inquiry

Example Success Criteria Students can: • ask relevant rich questions about water, in order to reach understandings, develop deeper knowledge, tttttttttand acquire new skills and capabilities. Background information: The inquiry could delve into subjects such as: Water’s journey, geography, water features What is a learning inquiry? • • How people affect water Inquiry learning is a constructivist approach, where • Water challenges and issues for your area the student is at the centre of learning. Students are driven by their own curiosity and questions, forming • Mātauranga Māori (Māori and develop a learning inquiry to investigate aspects knowledge and wisdom) of the topic and build a depth of understanding • Experiencing water and Vocabulary Learning through questioning, thinking and research. testing the health of local • inquiry Experience water • question 2 This teaching model incorporates a variety of thinking • investigate • Acting to improve the health • findings skills, information literacy skills and integrates of the water around you well with information technology. Teacher’s guide • sharing Freshwater the students, question and scaffold learning in • Other • action order to enable rich inquiries which provide deep • student-led inquiry understandings. Use the activities and resources in • ako. this education resource to support a learning journey. What is ako? Learning inquiries enable students to have learner In te reo Māori ako means both to teach and to learn. It agency and be at the helm of their learning. They describes a shared learning and teaching process where both choose the pathway for how they will learn following student and teacher navigate the material and learn together. their interests and curiosity while meeting their needs. See also: https://tereomaori.tki.org.nz/Curriculum-guidelines/ 13 Teaching-and-learning-te-reo-Maori/Aspects-of-planning/ The-concept-of-ako Learning Experience 2: Freshwater inquiry These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stage 2: Water wonderings

FOCUS TEACHING IDEAS RESOURCES

• Reflect on prior knowledge and Slideshow experiences of students, altering the Revise lesson one learning sequence according to these. • Revise slideshow Water and Us, from activity 1 to introduce knowledge and provide a foundation to start building your inquiry from.

Water and Us Slideshow: C (Google Slides) https://bit.ly/2Y2P6yA

Introducing the cycle Integrated inquiry cycle model: see page 6 Introduce the integrated inquiry cycle, see Integrated page 6 You could also use your own school inquiry cycle inquiry model if you wish. Students can examine the steps and describe what their intentions for learning are.

Steps in the inquiry cycle Inquiry cycle: See notes in introduction, page 7 1. Immerse in water for more information on each step. Dive deep: steps At this first stage we introduce students in the cycle to the context of water and reflect on their knowledge and prior experiences with water.

2. Water wonderings Now that students are immersed in the topic, they begin to wonder and form rich questions about water.

3. Splash around Students now begin to follow their learning pathways and find out more about water. This stage could include finding out about the three waters: drinking water, stormwater and wastewater, as well as Learning emergency water. Experience 4. Find your flow 2 Next, the students organise the information they have and summarise their findings. Freshwater inquiry 5. Reflect and share Students can now reflect on the implications of their new knowledge, reflect on new skills and collaborations and share their findings with their communities.

6. Act for water With new understandings and skills, students can make a difference for water 14 in their community with a collaborative environmental or social action. Incorporating Māori perspectives in your inquiry • Contact local iwi through school family connections, local marae or council. • Use expert advice from tangata whenua and mana whenua to consider Māori perspectives of your streams and waterways, such as: history and heritage sites, taonga species, cultural uses (e.g. cultural harvesting of eels, shellfish, watercress or other food sources), kaitiakitanga and mauri in the area. • Invite iwi to be involved in your investigations and actions or how you can contribute to what they are already doing as kaitiaki.

Reflection • Reflect on the questions that you have developed. Are they open, complex questions that are going to be challenging to find answers to? • Find commonalities and organise students into inquiry learning groups for their research. For younger students, choose one or two class questions to research together.

• Use the Water inquiry wonderings student activity sheet 1 to begin to plan your inquiry. See page 6 and Google Docs version: Water inquiry wonderings 1

Other resources for inquiry Relevant websites about inquiry TKI: student inquiry: http://elearning.tki.org.nz/Teaching/Future-focused-learning/Student-inquiry Teaching/effective pedagogy TKI video: Inquiry learning- from knowledge to understanding: C https://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Effective-pedagogy/Inquiry-learning Science Learning Hub: https://www.sciencelearn.org.nz

Integrated inquiry IMMERSE IN WATER Rukua Wai Introducing concepts and cycle connecting to water Establishing prior knowledge ACT FOR WATER Mahia Wai Help to make a WATER difference and create a WONDERINGS positive water future Pātai Wai Questions and wonderings about water

Learning Experience REFLECT AND 2 SHARE Whakaaro Wai SPLASH AROUND Reflect on your inquiry Pūhoru Share your findings Explore, research and investigate: Freshwater Evaluate your learning -Drinking water and/or inquiry -Stormwater -Wastewater -Emergency water and resilience FIND YOUR FLOW Wānangatia Organise information. Further inquiry Summarise findings 15 STUDENT ACTIVITY SHEET #1 Water inquiry wonderings

What do you already know about water?

What questions do you have about water?

Why is water important to you?

What have you noticed about water in your community?

How will you find out the answers to your questions?

Do you have any predictions?

Google Docs version: https://docs.google.com/document/d/1R21Kp-wYQGJKuHMkoUZBlVDvyXEoa7aGgCg9rLAcJ J Fs/edit?usp=sharing tttttttt School Journal resources about water and streams

Taniwha trouble by Alan Bagnall Talking to the river by Clare Knighton Junior journal 40 (Gold 2 reading level). School Journal, June 2018, L3 Article: river pollution. Water worries by Rachael McMillan Article: explanations and persuasive arguments Testing the waters by Bronwen Wall Learning about water issues in NZ Article about river testing and health Experience School Journal April 2012, L3. Connected 2017, L3. 2

Journey on the sea by Clare Knighton Freshwater The fish highway by Adele Jackson Article about New Zealanders and the sea inquiry Article about stormwater and wastewater in Wellington School Journal August 2018, L3. Connected 2013, L3.

Thirst by Paul Mason Kaitiaki of the stream by Pātaka Moore Story about water shortages in the future and Monique Logan School Journal, August 2015, L3. School Journal Level 2 October 2013. 16 Water values and 3 understandings Inquiry stage 3: Splash around Inquiry stage 4: Find your flow

Overview: Find out more about legends and stories associated with water in the region. Investigate the views and values of individuals and communities around water. Water values and understandings

Inquiry stages 3: Splash around and 4: Find your flow

Overview Find out more about legends and stories associated with water in the region. Investigate the views and values of individuals and communities around water.

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Social Science links AREAS Social Studies Other curriculum links: English: Listening, Reading and Viewing. Health: Healthy communities and environments. Te Marautanga o Aotearoa: Tikanga ā iwi.

LEARNING Learning Intentions OBJECTIVES Students are learning to: • investigate their own and others’ values and attitudes towards water • reflect on stories, legends and oral traditions associated with water and identify how these can express peoples’ views, culture, heritage and values.

Example Success Criteria Students can: • share a water story or legend and explain how it expresses their heritage, culture or views • discuss and reflect on water values and how values of tttttttttthe community may have changed over time. by our knowledge, background and experiences. Background Information: Examples of values from the New Zealand Curriculum Learning Experience Legends and stories are excellence, respect, resourcefulness, and innovation. Values underpin our teaching and learning. Values are 3 Legends and stories help us to make sense of our world. known as ngā uara in te reo Māori. They express a world view and pass on beliefs, information, cultural views, traditions and values from generation to Whakapapa Water values generation. Science is starting to find deep truths and and under- wisdom in the metaphors of legends. Whakapapa is genealogy or a foundation. It is about the connections of standings Many Māori legends offer explanations of how our landscape people to other living things came to be and how we as people relate to our whakapapa and the wider world. Through and region. Māui and the giant fish is an example of a Māori whakapapa, ancestry can Vocabulary legend that has been shared and passed down throughout be traced through the past, • values Polynesia, to explain how some islands came to be. right back to the beginning • views of creation: to Ranginui; • legend What are values? the sky father and • region 18 Papatūānuku; the earth • whakapapa Values are deeply held beliefs that influence what we think mother. Water, rivers, • culture is important. Not all values are the same, in fact everyone animals and plants are • heritage has slightly different values. Our values can be influenced also part of whakapapa traditions. Polhill Gully reservoir, Aro Valley, Wellington. Ref: 1/2-008021- G. Alexander Turnbull Library, Wellington, New Zealand. / records/23118750 https://natlib.govt.nz/records/23118750?search%5Bil%5D%5B- collection%5D=Photographic+Archive&search%5B- path%5D=items&search%5Btext%5D=polhill+gully+ tttttttttttt Learning Experience 3: Water values and understandings These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stages 3: Splash around and 4: Find your flow

PHASES TEACHER GUIDE TEACHING RESOURCES

Local water stories Padlet page: • Reflect on prior knowledge and Water stories, legends and concepts Learning Introduce topic experiences of local or family stories Experience about water. https://padlet.com/wellingtonwater8/ jlt78hogxv71ezqq 3 Learning about legends, stories, and the concepts of whakapapa and mauri Water values • Discuss any known local legends and under- that involve your area and the water standings there. • Students can explore the Padlet page (on right) and find information and videos relating to water legends, stories and whakapapa. 19 Exploring local legends and stories The legend of Ngake and Whātaitai: the taniwha of Wellington Harbour. • Read a local Māori legend such as Local legend: The legend of Ngake and Whātaitai http://eng.mataurangamaori.tki.org.nz/ ngake and to students. What does this legend Support-materials/Te-Reo-Maori/Maori- whātaitai explain? What does this legend say or Myths-Legends-and-Contemporary- explain about water in your area? Stories/Ngake-and-Whataitai-the- taniwha-of-Wellington-harbour • What values and views do local legends and stories speak of?

Exploring our water views and values Student activity sheet #2: Thinking J about how we view and use water • Define what values are, referring (page 7) and Google Docs: https:// Dive deep water to the school values or the values docs.google.com/document/ values identified by the New Zealand d/1Dgi_J8cU01Wd0zpOJS3_ Curriculum (e.g. excellence, respect, sLMTb6AmNKfr0hTyhL1WfTg/ resourcefulness, innovation). edit?usp=sharing • Explain to students that values can Video: LEARNZ: Introduction to change over time. Individuals and C People and Water: communities can change their values https://vimeo.com/217128287 for all sorts of reasons, including following experiences and events. From the LEARNZ “People and Water” virtual field trip to Wellington: rata.learnz. org.nz/summary.php?vft=water172

• Explore old photos of your The history of Wellington’s water network neighbourhood to see how it has by Wellington City Council: changed over time. https://wellington.govt.nz/services/ Investigate how environment-and-waste/water/ water in your area • What can your community’s elders wellingtons-water-supply/history-of- has changed remember about water, streams and water-network rivers in the past? How have your over time community’s values and perspectives Our water history - on tap by Greater about water changed over time? Wellington Regional Council (Water supply in Wellington 1867- 2006) • Interview a relative, kaumatua, or http://www.gw.govt.nz/assets/Our- local personality about their values Environment/Water-Supply/PDFs/ and attitudes towards water and Our-water-history-on-tap-complete- streams. document.pdf • From a Māori perspective, how have Retrolens website: historical image views about water changed over resource, see: http://retrolens.nz time? How has the mauri in your area changed? Papers Past website by the National Library of New Zealand: • Use the Papers Past website to https://paperspast.natlib.govt.nz search for old newspaper articles about water features in your area. Try searching for the names of rivers. See articles from the early 1900’s on page 21. These articles give us insight into the views and values about water and rivers in the past.

• View the Water lovers video on the Video: Wellington Water Lover, right to hear about why Ruby Willis J Ruby Willis https://www.youtube. Learning Create and loves water. com/watch?v=56uVUsW_hB0 Experience share ideas • Discuss why students love water. 3 • Create an artwork to express your love (aroha) for water. Water values and under- standings 20 Example articles from Papers Past: https://paperspast.natlib.govt.nz

CITY WATER SUPPLY SERIOUSLY THREATENED CITY WATER SUPPLY WAIRARAPA AGE 27 MAY 1919 20TH MARCH, 1917.

(By telegraph- Press association) WELLINGTON Last night, owing to the continued dry weather seriously threatening the water supply, the City Council, at a special meeting today passed a by-law which prohibits the use of water for hosing windows and gardens or for fountains in private or public areas. The Mayor suggests that citizens can help by having showers instead of plunge baths and reducing the amount of water used wherever possible. tttttttttttt

Reflection

Extending Views and values are varied and diverse. Reflect on the different learning ideas values you have come across during your learning inquiry so far. • Which values are shared by most people? Investigate the origin of water- • Which water values have changed related place names in your area. over time? Explore the use of metaphor in te reo Māori place names. Other NZ place • Which values would enhance the For example: names in te reo Māori health and mauri of local streams and their meanings: and rivers? Wai-whetu (the star waters/ water of the glistening stars). Wai-kato: (the full Learning • How do legends and stories flowing river) Experience express our values as a This name embodies the idea of community? the Waiwhetu River being so large Wai-rakei: (the place 3 that it ‘swallowed the sky’. where the pools were used as mirrors) Te Awa Kairangi (The Hutt River): Water values a river so bountiful that it Wai-taki: (the tears and under- could feed the heavens. of Aoraki) standings 21 STUDENT ACTIVITY SHEET #2 Thinking about how we view and use water

Read the following views and values statements. Choose 2 or 3 statements which Views and values communicate your strongest views. Which views do you not relate to? about water Then create your own statements to express how you feel about rivers, fresh water and streams.

• Streams and rivers are full of life • We all need to look after and care for water • I am connected to water, streams and rivers • Streams, rivers and lakes are separate from the sea • Events and substances in freshwater streams do not affect people • Our community has strong connections to streams and rivers • We can rely on our streams and rivers as places to gather to food and catch fish • Our community cares about our streams and rivers Water, streams • Our community are protecting our streams and rivers and rivers views • My family do not visit streams or rivers statements: • Streams, rivers and lakes are an important part of the natural environment • Streams and rivers are natural resources • Streams and rivers are not important to me • The state of our streams and rivers has nothing to do with the health of our people • Streams and rivers are homes and highways for animals • Looking after fresh water is not my responsibility • Streams and rivers are places where I can swim and have fun • Streams and rivers are peaceful places that help me relax and feel good

Discuss your views with other students. Are there any views that you think could Changing views change? Sometimes we change our views according to our experiences and new knowledge. Learning Experience 3

Water values and under- standings 22 Water around 4 the world Inquiry stage 3: Splash around

Overview: This integrated maths activity explores how water is used around the world. Examine data and identify the similarities and differences in water availability and use in New Zealand compared to Australia, Samoa, the United Kingdom and India. Water around the world

Inquiry stage 3: Splash around

Overview This integrated maths activity explores how water is used around the world. Examine data and identify the similarities and differences in water availability and use in New Zealand compared to Australia, Samoa, the United Kingdom and India.

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Maths links AREAS Statistics: Statistical investigation English Listening, Reading and Viewing

Social Science Social studies

LEARNING Learning Intentions OBJECTIVES Students are learning to: • compare water use data in different countries • explain the differences in access to water and water use depending on where we live in the world

Example Success Criteria Students can: • identify patterns and answer questions about water use data • discuss similarities and differences in how water is shared, sourced and used in New Zealand, Australia, tttttttttIndia, Samoa and the U.K. Background information: New Zealand’s population is relatively small compared to other countries; therefore, we should have enough Learning Everybody needs water water to go around. We use more water per person than most other countries in the world and many New Experience Every single person on the planet uses water, but how Zealanders take water for granted. As climate change 4 we use it and how much we use depends on many alters weather patterns and our population increases, factors, such as how much water is available, the looking after our water sources becomes more population and other demands for water in the area. important than ever. Water around the New Zealand’s water When we take water from a natural source in the world We are fortunate in New Zealand to have relatively environment, like a river Vocabulary plentiful water supplies. Water is available as surface or spring, this can have • world water in various large rivers and is replenished with potentially damaging effects • access • farming ample rainfall. In other countries this is not the case. on living things, the water • agriculture • per day Some countries are situated in very dry or extremely body and the landscape. • industrial • rainfall drought prone areas with minimal rainfall and their Therefore, conserving water • household • drought rivers can be degraded by pollution and other human is a more preferable and • per person • litres. 24 impacts. sustainable option than • population sourcing more water. Learning Experience 4: Water around the world These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stage 3: Splash around

PHASES TEACHER GUIDE TEACHING RESOURCES

Access to water around the world Videos: Thinking about • Introduce the idea that not all people YouTube video by UNICEF: Water around the world have easy access to C doesn’t come from a tap the global water clean, safe water to drink. https://www.youtube.com/ situation watch?v=teX2l_E40mw • View one of the videos on the right and then discuss how people in Water project in Samoa by UNESCO countries like Ethiopia, Samoa and NZ: https://www.youtube.com/ India might get their water. How watch?v=a1g9cu4GHWQ do water collection methods vary according to what country you live Children in India climb 40 foot well in? What factors affect water supply? during water shortage: by National (e.g. the environment, water pipes/ Geographic: https://www.youtube.com/ infrastructure, pollution, the climate watch?v=TVBh9BuKP98 and population). Global water crisis infographic (page 28)

Water use statistics Activity sheet #3 - page 26 • How much water do students think New Zealanders use Water use around per day in their homes? A. Water use in New the world Zealand: page 26 • Introduce the concept of litres, per person, per day (L/pp/day). Using 10-litre buckets may be helpful to B. Water use in visualise the amounts of water involved. Wellingtonians Australia: page 26 use about 220L/pp/day (that is about 22 bucket loads or 2 and a half bathtubs full!). Also introduce the vocabulary C. Water use in India: listed on page 2 before using the fact sheets. page 27 • Use the Water use fact sheets on pages 26 and 27 to D. Water use in contrast how different countries source, share and use Samoa: page 27 their water. E. Water use in the • How does water access and use differ between the United Kingdom: countries? page 27 • Which aspects of water use and sharing are similar? Groups of students can examine a fact sheet together and then share ideas with other groups.

• After discussing the fact sheets, try Google Forms Quiz: Water use Learning the quiz: water use around the world around the world: https://forms. Experience Quiz Time (using to test your understanding. gle/5gFoxkxCZkD8DTSeA 4 fact sheets) Water around the • Explore Google Earth or Google Maps https://www.google.co.nz/maps world (satellite view) to look at freshwater features like rivers, lakes, and streams. Dive deep: Also look for man-made water exploring water structures such as dams and weirs. features around • Can you see a river, stream or lake in the world another country? How do you think this water feature is used by people? 25 STUDENT ACTIVITY SHEET #3 Water use around the world

A) Water use in New Zealand

Average Percentage of Main users of water in this country household water people in NZ with use per person safe drinking water Household/city 220 litres 16% Per Person, per day 100%

Farming/ Water access in New Zealand agriculture Industrial 62% 23% Aotearoa/ New Zealand has a population of 4.9 million people (2020). Our landscape holds many water features in the environment such as rivers, streams and lakes. Water is available to almost all New Zealanders but there are sometimes water shortages because of droughts, high use and other factors. New Zealanders are learning to be more careful with water. Household/city Household/city 16%21%

Farming/ agricultureFarming/ agriculture B) Water use in Australia 63% Industrial 62% 23%16%

Average Percentage of people Main users of water in this country household water in Australia with safe use per person drinking water

Household/city 179 litres Household/city Per Person, per day 100% 21% 7% Industrial 2% Water access in Australia Farming/ Australia is a large country with a population of over 24 million agriculture Farming/ Industrial people in 2020. Some areas of Australia are amongst the driest agriculture63% in the world, but others often get heavy rainfall. 16% 90% Although people in Australia have access to clean water 24 hours a day, Australians are pretty good at conserving water. This is because the country can have frequent droughts and extreme weather events, so most people are used to having to regularly save water. Water supply in some years or seasons Learning can be limited, therefore water conservation and restrictions Experience are sometimes needed. Farming/agricultureHousehold/city 4 1%7% Industrial 2% Water around the world Farming/Industrial Household/ agriculture39% city 90% 60% 26

Farming/agriculture Farming/agriculture 14% 1%

Industrial Industrial Household/ 39%12% city 74%60%

Farming/agriculture 14%

Industrial Household/ 12% city 74% Household/city 16%

Farming/ agriculture Industrial 62% 23%

Household/city 16%

Household/city Farming/ 21% agriculture Industrial 62% 23%

Farming/ Household/city agriculture 63% 16% Industrial C) Water use in India 16%

Household/city Average Percentage of Farming/Main users of water in this21% country household water people in India with agriculture Industrial use per person safe drinking water 62% 23%

Farming/ Household/city 150 litres agriculture 7% Per Person, per day 94% 63% IndustrialIndustrial 2% 16% Water access in India Household/city 21% India has one of the biggest populations on Earth: over one Farming/ billion people. agriculture 90% Some people in India do not have access to safe drinking water or wastewater treatment. Only 70% of homes have a supply of Farming/ Household/city piped tap water. Water supply can also be very unreliable, and agriculture water is sometimes available for only a few hours a day, even in 63% 7% IndustrialIndustrial big cities. 2% 16% In smaller Indian towns, where water is more difficult to obtain, people use only 40-135 litres per person, per day**. Farming/agriculture Farming/ 1% agriculture 90% D) Water use in Samoa Household/city Industrial 7% IndustrialHousehold/ city Average Percentage of people 39%Main users of water in this2% country household water in Samoa with safe 60% use per person drinking water Farming/agriculture Farming/ 1% 165 litres agriculture Per Person, per day 90-95% 90% Farming/agriculture Water access in Samoa Industrial 14% Household/ 39% city Samoa has two main islands and four smaller islands. Some 60% islands have more water than others. Farming/agriculture There were about 196,000 people living in Samoa in 2020. In Industrial 1% Household/ some areas of Samoa, water is still difficult to access. 12% city Water is available to most Samoan people, but can be 74% affected by droughts, rainfall and natural disasters. Farming/agriculture Industrial 14% Household/ 39% city E) Water use in the United Kingdom (UK) 60%

Industrial Household/ Average Percentage of people Main users of water in this countrycity Learning household water in the UK with safe 12% use per person drinking water 74% Experience 4 Farming/agriculture 142 litres 14% Water Per Person, per day 100% around the world Water access in the UK Industrial Household/ city The climate and rainfall in different parts of the United 12% Kingdom can be varied. The United Kingdom is an area 74% of land smaller than New Zealand with over 10 times the population. 27 People in the United Kingdom are generally more careful with water as there are more people for it to go around and few unspoiled water sources. Water use fact sheet data sources: *http://www.pacificwater.org/pages.cfm/country-information/samoa.html **https://www.wateraidindia.in/sites/g/files/jkxoof336/files/state-of-urban-water-supply.pdf ^ https://www.melbournewater.com.au/water-data-and-education/environmental-issues/why-we-need-save-water/ permanent-water-saving-rules and https://www.sydneywater.com.au/web/groups/publicwebcontent/documents/ document/zgrf/mdq3/~edisp/dd_047419.pdf (This figure is an average of Sydney and Melbourne’s water use data in 2018/19). *Aquastat data from FAO http://www.fao.org/aquastat/en/databases/maindatabase/ # https://soe.environment.gov.au/theme/inland-water/topic/australias-water-resources-and-use ` https://www.sbs.gov.ws/images/sbs-documents/Social%20and%20Environment%20Statistics/environment/ Environment/Samoa%27s-Water_Accounts_2016-17_Finalt.pdf All other data comes from FAO (Food and Agriculture Organization of the United Nations): http://www.fao.org/home/en/ http://www.fao.org/nr/water/aquastat/data/query/results.html Reflection GLOBAL WATER • How does water supply, sharing and use in New Zealand compare CRISIS with other countries?

Discuss and reach conclusions, (e.g., WORLD WATER STATISTICS New Zealanders use more water than many other countries probably because we have a relatively plentiful supply. Other countries such as India 1 IN 10 have major issues with water supply and a much bigger population to people worldwide do not have supply water to). access to safe drinking water • How could the water supply, rainfall and natural water features in a country influence peoples’ water use? (If water is plentiful, people are less likely to feel they need to help Extending conserve it) learning SCHOOLS 1 IN 3 schools in the world do not have running water and toilets UNESCO has developed global water sustainable development goals (SDGs) to improve our global water situation around the world. The main sustainable development water goal is 200 MILLION to make sure that water is available to everyone HOURS PER DAY and there is sustainable management of water 200 million hours per day are and sanitation for all people. See: https://www. spent by children and their Learning globalgoals.org/6-clean-water-and-sanitation and families collecting water in countries without a water Experience https://www.unenvironment.org/explore-topics/ network 4 sustainable-development-goals/why-do- sustainable-development-goals-matter/goal-6 Water View the UNESCO weblinks to research the water 2 BILLION sustainable development goals and think about WASTEWATER around the how your community could contribute to PEOPLE world helping to reach one of these goals worldwide do not have by 2030. access to a bathroom Target 6.6 from the UNESCO goals. 28 WE ALL HAVE A RIGHT TO CLEAN WATER Drinking water 5 treatment Inquiry stage 3: Splash around

Overview: We need clean safe drinking water to stay healthy. This activity introduces students to the drinking water treatment process and helps them to understand where their water supply comes from. Drinking water treatment

Inquiry stage 3: Splash around

Key concepts Overview We need clean safe drinking water to stay healthy. This activity introduces students to the drinking water • Water sources treatment process for Wellington and helps them to understand where • The general their water supply water treatment comes from. process

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Social science links AREAS Social studies Technology Nature of Technology; Characteristics of technology Technological Knowledge: Technological systems

LEARNING Learning Intentions OBJECTIVES Students are learning to: • understand where their drinking water comes from and how it is treated • explore the steps in the drinking water process • understand why we need to look after and not waste treated drinking water

Example Success Criteria Students can: • describe where their water comes from and how and why it is treated • explain the basic steps in the drinking water treatment process • discuss why it is important to save water Learning Experience ttttttttt 5 Drinking Vocabulary water • drinking • collection treatment water • separating • treatment • distributing • clumping • storing • coagulation • reservoir • filtering, • aquifer. 30 screening Background information: Water treatment is necessary for public health, to make sure the community has healthy water to drink every day.

Chemicals, bacteria, bugs, animal waste and other substances in water can make it unsafe to drink. Some diseases can also be carried in water. Water treatment plants can remove these potentially harmful substances. Wellington Water supplies on average We are fortunate in New Zealand to have drinking water provided through pipes and taps in our homes and schools. Some countries do not have that luxury. about 140 million litres Water for all New Zealand cities is thoroughly cleaned, screened and filtered before (ML) of water per day it goes out to homes and schools. Most people in Wellington get their water from the town supply, but some collect their own rainwater to drink. Some people also collect to almost 400,000 water from the artesian water supply bores (in Petone and Lower Hutt). people in Wellington.

Drinking water treatment plants in the Wellington Region Treatment plants are used to remove bugs and impurities and ensure water is safe to drink.

1. The Te Marua Water Treatment Plant The Te Marua Treatment Plant supplies Upper Hutt, Manor Park, Stokes Valley, Porirua and the western suburbs of Wellington, as far south as Karori. The Te Marua plant typically produces just over 40% of the region’s total water supply.

Left: Te Marua drinking water treatment plant by Wellington Water.

2. The Waterloo Water Treatment Plant This treatment plant is supplied by eight wells from the Waiwhetu aquifer beneath Lower Hutt. Waterloo supplies 40% of the region’s water to Lower Hutt (apart from Manor Park and Stokes Valley) and mixed with water from Wainuiomata, supplies Wellington’s CBD and southern and eastern suburbs.

3. Wainuiomata Water Treatment Plant The Wainuiomata Water Treatment Plant receives water from the Wainuiomata and Orongorongo rivers and three smaller creeks. It usually supplies 20% of the region’s water to Wainuiomata and mixed with treated water from the Waterloo Water Treatment Plant, it also supplies Wellington’s CBD and the city’s southern and Learning eastern suburbs. Experience 5

Left: Wainuiomata drinking water treatment plant (by Drinking Wellington Water). water treatment 4. Gear Island in Petone The Gear Island Treatment Plant is used for emergency and back up for Waterloo Water Treatment Plant. 31 Summary of Stages in the drinking water treatment process

This process is an example of how water is made safe to drink. The process varies slightly at different treatment plants.

Large screens trap twigs, branches, rocks, and fish before they get to the treatment plant. Collection and Water from rivers has tiny particles of dirt and sediment in it, which makes it look screening cloudy and murky. There may also be bacteria, viruses and chemicals in the water attached to the dirt and sediment which need to be removed. Carbon dioxide and lime are added to make the water the right acidity.

Inside the treatment plant

Fine particles of dirt and sediment are then removed from the water. A special chemical is added to the water which encourages the suspended particles to Coagulation clump together in a process called coagulation. This makes the big clumped particles (called ‘floc’) easier to remove from the water.

Millions of tiny bubbles of air are pumped into the water. The bubbles join onto the floc, floating them to the surface where they form a ‘floc blanket’ which can then be removed and treated. This floc waste is called ‘sludge’. It is taken to the Separating landfill. The water that is left under the floc blanket flows through sand filters at the and filtering bottom of the tank. Water passes through layers of fine sand in the filters, which trap and remove any remaining particles in the water. The remaining filtered water moves down to the bottom of the filters. This is similar to the natural process of water seeping through the earth into underground aquifers.

Preparing for Chlorine is added to the water to ensure there are no remaining bugs. Fluoride the journey: is also added for dental health. The water is checked throughout the treatment disinfecting process to make sure it meets New Zealand’s drinking water standards.

Water from the water treatment plant is stored in big tanks called reservoirs Distributing which are located all around Wellington. Water travels underground through and storing water pipes.

Treated water is then available from the reservoirs to use in homes, businesses Using and schools. All water that is delivered to your home is treated, drinkable water, including the water used for garden hoses, toilet flushing and kitchen taps.

Learning Experience 5

Drinking water treatment 32 Learning Experience 5: Drinking water treatment These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stage 3: Splash around

PHASES TEACHER GUIDE TEACHING RESOURCES

Introducing drinking water Equipment: glasses of water, classroom tap or water • Show physical examples of drinking bottle. Introduce topic water: turn on a tap, fill glasses of water or drink bottles. Ask students if they know where this water comes from. Discuss their ideas. • Explain that water from the tap originally comes from local collection areas. Brainstorm possible water sources and what people use these water sources for.

Visiting a water treatment plant LEARNZ video: Experiencing • If possible, visit a local water Wellington water field trip: from treatment plant. For information C source to tap https://vimeo. drinking water and group bookings to Wellington com/218612085 treatment treatment plants, please email: info@ wellingtonwater.co.nz • If not able to visit, complete a virtual visit with the LEARNZ trip: Wellington Water Field Trip: • https://www.wellingtonwater. co.nz/education-2/learnz-people- and-water-looking-at-our-water- networks/ • If you live outside of Wellington, visit your local drinking water filtration plant or local water source or contact your local council to find out more about the drinking water treatment process in your area. These can vary according to your location and water sources.

The drinking water treatment process Drinking Water Treatment C Slideshow (Google Slides) https:// Learning • To learn more about water treatment docs.google.com/presentation/d/ Experience Explore stages in and the steps in this process, view 1vYUC4qDuNbRAmXRo03TMs water treatment the slideshow: Google Slideshow: xRTH7gUn5N2iqWpQpcjRHU/ 5 process Drinking Water Treatment (right) edit?usp=sharing Drinking water • After viewing the slideshow, students Steps in water treatment, Google treatment can then describe the steps in the J Doc: Stages in water treatment drinking water treatment process Student activity: using the Google Doc: Steps in water water treatment treatment- see right. 33 Making decisions about how water can be LEARNZ video: Sources of used. C Wellington’s water Video about where Wellington Dive deep: water • Discuss why is it important to use gets its water from and future to our homes and water carefully. water needs https://vimeo. schools com/218690499 • View the LEARNZ video: Sources of Wellington’s water. Review where LEARNZ: Piping water to your home water comes from in Wellington. How Keith from Wellington Water talks do we make decisions about how we about how they distribute all the use water? water Wellington needs each day and how they make sure the water • If we think about kaitiakitanga and is safe to drink (suitable for Year guardianship, we need to protect 8+). https://vimeo.com/218689599 and look after our precious water. How can we express kaitiakitanga to LEARNZ videos are from http:// protect our water? www.learnz.org.nz People and Water field trip (2017). • Discuss what needs to be considered when making decisions about taking water from the environment, e.g. the needs of animals in the stream, maintaining a healthy habitat for the animals, the quantity of water taken, and where it is taken from.

Reflection Extending learning

• Discuss why drinking water needs to be treated. What • See the pipe network and are the methods of water trace the path of water from treatment which make it source to tap for your school safe to drink? at GIS Wellington viewer for the water network: https:// • Revise the stages of the gis.wcc.govt.nz/LocalMaps/ Action ideas: drinking water treatment Viewer/?map=57fb534c- process and discuss how 2174471ca485132112088afc save precious water is transformed by the drinking water process. Use the legend tab to see what each colour in the map represents.

Now that we understand all the Examples include: effort and time required to treat our drinking water, let’s be careful with the • Place ice cream containers under school water fountains and use this excess water in water we use. gardens. In New Zealand, even the water we use from • Turn the tap off as soon as you’ve washed your the hose (if we are connected to the public water hands. Create signs to remind students to do the Learning supply) is treated to drinking standards. same. Experience • Get a plumber to fix any leaking taps, water 5 Brainstorm ways that you and your class can fountains or toilets. use less treated drinking water for tasks which might not require it, such as watering the garden, • Use a container to wash your brushes. Brush Drinking cleaning the car, flushing the toilet and washing excess paint onto newspaper and throw in the bin outdoor areas. instead of using large amounts of water to clean water them. treatment Help your school to adapt simple water- • Use a refillable water bottle. At the end of the day smart habits and spread the word leftover water can be poured onto the garden. about the importance of water. • Raise awareness of the importance of water by creating posters on water saving. • For more water saving ideas, see: https://www. wellingtonwater.co.nz/your-water/drinking- water/looking-after-your-water/water- 34 conservation/ Introducing 6 stormwater Inquiry stage 3: Splash around

Overview: Learn about what stormwater is and how it is part of our landscape. Find out about how people influence streams, rivers and oceans through the stormwater system. Introducing stormwater

Inquiry stage 3: Splash around

Key concepts Overview Learn about what stormwater is and how it is part of • Stormwater is our landscape. Find rainwater that does not out about how soak into the ground and people influence flows across urban areas. streams, rivers and It can carry chemicals or oceans through the pollutants with it as it stormwater system. flows into waterways. • Stormwater pollution can affect the mauri (life force) of an area.

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Science links AREAS Planet Earth and beyond: Interacting systems Nature of Science: Investigating in Science Te Marautanga o Aotearoa: Putaio, Tikanga a Iwi

LEARNING Learning Intentions OBJECTIVES Students are learning to: • recognise stormwater in the landscape • investigate the stormwater system and how it connects to other water

Example Success Criteria Students can: • form a definition of what stormwater is and describe where it goes • identify local rivers and streams, water flow and tttttttttconnections Background Information: Learning What is stormwater? Vocabulary • Stormwater/ Experience Stormwater is water and/or rain that flows across the ground and is not wai-āwhātanga 6 absorbed into the soil. It falls as precipitation onto roads, roofs into stormwater • mauri pipes, passes into streams, and from there runs into estuaries and the sea. • the water cycle: te hurihanga wai Introducing As stormwater passes over many man-made structures it can often pick up and • run-off stormwater carry harmful chemicals or pollutants with it. Stormwater management is very • drain important to preserve the health of our estuaries and marine environments. • pollution. Stormwater and mauri People, animals, plants and the environment are connected through mauri: a vital life force that exists in all living things. The mauri of the water and streams needs to be supported and protected. Pollution can alter the mauri and cause it to be unsafe from a cultural perspective. If the mauri is affected, this can mean 36 that the area is no longer suitable for swimming or food gathering. Learning Experience 6: Introducing stormwater These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stage 2: Water wonderings

FOCUS LEARNING IDEAS RESOURCES

Reflection and the three waters Video: Revise previous • Reflect on your inquiry so far and update The three waters by LEARNZ your inquiry plan. C https://vimeo.com/218610926 lessons and inquiry • Revise ideas/concepts from previous From activities, revisiting the idea of the three http://www.learnz.org.nz waters: drinking water, stormwater and People and Water field trip wastewater through The Three Waters (2017) video.

Introduction to stormwater Introduction to stormwater C slideshow: (Google Slides) • View the Introduction to stormwater https://tinyurl.com/yyphqc8f Introducing slideshow (see link on right). stormwater • After viewing, discuss what stormwater is and together come up with a definition.

Water is life: our water connections PDF Poster ‘Te Hurihanga Wai- Water Cycle’ by Water NZ • View the Water NZ- Te Hurihanga Wai – Stormwater, Water Cycle poster. wastewater and the water cycle • This 2019 Maori Language Week poster shows how water is connected and the influences of people on water. At the top of the poster the water is being collected from the environment, then the water flows down the catchment. Some is used and influenced by people. • Discuss how people interact with water and our water connections. Water can be viewed as one connected body or entity; it is cycled around and changes form but is all linked and will eventually meet. • The stormwater system is shown on the poster. Discuss how water enters the stormwater system and where it ends up. Look at the poster for ideas about Te Hurihanga Wai – Water Cycle Learning how people’s actions might affect the Te Wiki o te reo Māori A consistent approach across the 3 waters sector Experience stormwater system. Māori Language Week 9 – 15 o Mahuru (September) 2019 6 The water cycle: Te Hurihanga Wai • As part of the water cycle, rain or snow Introducing falls onto hills, mountains and the stormwater landscape and then moves downhill to estuaries, groundwater. It eventually flows out to the sea. In the sea or lakes, water heats up and evaporates, moving as water vapour back up to the clouds. Describe how people can affect this natural cycle. 37 Connecting to your local streams and water Example student connections drawing • What are the names of your local stream Stream (in both English and te reo Māori)? connections • Which local water bodies do you have a connection to? What is it that gives you a sense of connection? Write a description of these names and connections through story or an artwork.

From mountains to sea Stormwater system map: Investigate where your • Which river does your stream flow to? How stormwater goes on the Wellington Exploring does the water flow and what sources of Water website: https://www. stormwater water feed into it? Which sea does the river wellingtonwater.co.nz/your-water/ flow to? stormwater/ • Use the Stormwater system map on Wellington Water’s website to zoom in and see where the drains under your street go. Follow the arrows until you come to a stream: that is where stormwater drains on your street flow to.

How does pollution get into stormwater? Video: Dive deep: • Water that goes down stormwater drains Where does it go? Washing takes chemicals and other pollutants with C your cars video by Wellington Pollution and it. Any substances washed into stormwater Water on YouTube: stormwater can end up in streams and then the sea. https://www.youtube.com/ issues watch?v=XtqVDHFrmE8 View the videos: Where does it go; washing cars and Where does it go: secure your Where does it go? Secure litter your litter in a bin video by Wellington Water: • After viewing, identify how washing https://www.youtube.com/ cars on the road and littering can cause watch?v=E24KM9BTLNw problems for stormwater. Students can then complete the Exploring causes and Exploring causes and effects of effects of stormwater problems student stormwater problems: activity sheet to explore the causes and https://docs.google.com/ effects of stormwater problems. document/d/16pDofJlIdS-iYe5Blc RwV4bO8j3vfPjwUFBewfWjVH0/ • Learn more about issues with Activity 10. edit?usp=sharing

Stormwater pollution and contamination can Video: affect the mauri of the waterways. View the video on right and discuss how the mauri of Mauri of water Mauri your local streams might feel. C

Reflecting on Stormwater actions learning Learning Listed below are some ideas for environmental actions that you can Experience take to reduce the risk of pollution: 6 • Wash paint brushes at an • Wash your car on a grassy area, so that Revise what inside sink or on a grassy or un- the soapy water soaks into the ground sealed area where all wash-water Introducing stormwater is, where rather than running directly into a drain. can soak into the ground. Recycle it comes from and This filters the water and prevents it paint at Resene stores, see: https:// stormwater where it goes. Draw a from washing into a stormwater drain. www.resene.co.nz/comn/envissue/ diagram or picture to Otherwise take it to a carwash; many paintwise_information.htm represent the journey car washes treat the run-off as waste- of stormwater from the water on site or send it to the wastewa- • Safely dispose of smallquantities ter system. of garden chemicals, batteries, mountains to the sea. propane gas tanks, pool chemicals • Use a drip tray to collect waste engine and other hazardous household oil from your car or motorbike and waste that can cause pollution at recycle it for free at some landfills, the Landfill. For more informa- see: http://www.gw.govt.nz/dis- 38 tion see links on page 39. posing-of-waste-engine-oil/ Your choices impact our waterways. Learn more at wheredoesitgo.nz

Our water, our future.

Find out more about how to dispose of hazardous wastes (e.g., fuels and paints)

Wellington City https://wellington.govt.nz/services/environment-and-waste/hazardous-substances

Lower Hutt: Hutt City Council http://www.huttcity.govt.nz/Services/Rubbish-and-recycling/hazardous-waste/

Upper Hutt City https://www.upperhuttcity.com/Services/Waste-and-recycling/Chemical-and-hazardous-waste

Porirua City https://poriruacity.govt.nz/services/rubbish-and-recycling/asbestos-and-other-hazardous-substances/

South Wairarapa District Council https://www.swdc.govt.nz/refuse-and-recyling-detailed-information

Learning Experience wwwwwwwwwwww 6

Introducing stormwater 39 The wastewater 7 system Inquiry stage 3: Splash around

Overview: Learn about what wastewater is, where wastewater enters the system and where it goes.

mmmmmm The wastewater system

Inquiry stage 3: Splash around

Overview Key concepts Learn about • Wastewater is water what wastewater • Items such as wet that we have used, wipes, sanitary is, where which goes down products and paper wastewater inside drains and towels shouldn’t go enters the sinks. into the wastewater system and • Wastewater is cleaned system; these can where it goes. and treated with a cause problems variety of technology and blockages. at the wastewater treatment plant.

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Technology AREAS Nature of Technology: Characteristics of technological links outcomes Technological Knowledge: Technological systems

LEARNING Learning Intentions OBJECTIVES Students are learning to: • understand what wastewater is, why we need to treat it and where it goes • investigate the wastewater treatment process, technology involved and the inputs and outputs.

Example Success Criteria Students can: • describe what wastewater is, why we need to treat it and where it goes • summarise the treatment process and identify inputs tttttttttand outputs of the wastewater treatment plant. washing, cleaning and toileting, it can The mauri (life-force) of wastewater is Background Information: contain bacteria and bugs that can be altered and ideally the mauri would be harmful to human health. restored before releasing it back to sea, What is wastewater? to Tangaroa (atua of the sea). Looking Once used, wastewater leaves your to the future, there are other ways to Wastewater is the used water that home, through your plumbing and deal with wastewater on the land to goes down sinks and comes out of our into the public wastewater network. help to restore the mauri. These include Learning water appliances, such as washing Wastewater is also collected from recovering nutrients and resources Experience machines and dishwashers. Water schools, businesses and other places. from wastewater and giving them back which goes down the toilet is also All of this wastewater is piped to the to Papatūānuku (the Earth Mother), 7 wastewater. Wastewater is made up of wastewater treatment plant to be making fertiliser and about 99% water and 1% other waste. processed and cleaned. Once it has using treated been tested that it is clean and safe, wastewater The Where does wastewater come from it can be discharged back into the to enhance Vocabulary wastewater and where does it go? environment. soil • wastewater health. • stormwater system After we have used water from taps Wastewater, te ao Māori and future • treatment and pipes inside the house, the used wastewater treatment • sewage water goes down the sinks and out • gully trap of appliances and it is then called Traditionally, wastewater was kept ‘wastewater.’ • sieve separate to other water. Wastewater • aeration could be referred to as a type of wai- clarifier Wastewater comes from toilets, sinks, mate or wai-kino (‘dead’ or polluted • showers, baths, and appliances such as • sludge. 41 water). dishwashers and washing machines. Because wastewater comes from Learning Experience 7: The wastewater system These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stage 3: Splash around

FOCUS LEARNING IDEAS RESOURCES

Reflect on learning inquiry and prior knowledge See activities 1-6 of this resource of students, altering the learning sequence and your students’ inquiry plans. Revise previous according to these. learning

Wastewater and treatment Wastewater and the C treatment process slideshow: Introducing • View the Wastewater slideshow (see https://tinyurl.com/y4lybn2a wastewater and resources on right) and discuss key concepts. View the Wellington Water Wellington Water video: the treatment wastewater video on slide 20. Where does wastewater go? process https://youtu.be/ • Students can then use the last slide (slide zBYgQTgvwZs 21) of the slideshow template to record their ideas about what wastewater is, why it is treated and where it goes.

Wastewater vocabulary Water New Zealand 2019 Māori language week poster https://www. • Explore Te Reo Māori vocabulary for waternz.org.nz/Attachment?Ac- Te Reo Māori wastewater in the Water New Zealand tion=Download&Attachment_ vocabulary poster. id=3855 • Which vocabulary describes treated Nga momo wai, types of water wastewater and wastewater treatment? poster: https://www.waternz.org. nz/Attachment?Action=Down- load&Attachment_id=4318

Experiencing Wastewater treatment Videos from Wellington Wa- C ter’s LEARNZ virtual field trip • Learn more about the details of the (People and Water, 2017): Dive deep wastewater treatment process with the LEARNZ virtual field trip videos on the • LEARNZ Treating Wastewater right. video https://vimeo. com/218765817 • Learn about ‘the three waters: drinking water, stormwater and wastewater and the • LEARNZ The Three Waters difference between these. Also experience https://vimeo.com/218610926 the wastewater treatment process. • LEARNZ Removing solids from Learning wastewater https://vimeo. com/218768528 Experience 7

Where Is My Wastewater Treated? Wellington water website: The • Find out where the wastewater treatment https://www.wellingtonwater. wastewater Wastewater plants in your region are. Why are they co.nz/your-water/wastewater/ system treatment plants located here? where-does-wastewater-go/ • Where does the wastewater go from school? Is this the same as your home? (This will be the closest plant to your location). • Can you find the water treatment plant and wastewater treatment plant on a map of the 42 local town or city? Wipes, fats and other wastewater problems Wastewater problem videos C • Watch the Wellington Water videos on the Issues with right about what happens when people put • Fatberg: keep the monster wastewater the wrong things down the toilet. away video by Wellington Water https://www.youtube. • After viewing these videos discuss any com/watch?v=km5VyTVeqW4 underlying messages that may be behind them. Are these real monsters? Could this • Ragging: keep the rag really happen? Why has Wellington Water monster away video chosen to show blockages in this way? https://www.youtube.com/ watch?v=Gxm0ZohGNyc • Brainstorm all the different ways you can look after your wastewater outside and • Wet wipes: keep the good inside the home and school. things flowing video: https://www.youtube.com/ watch?v=zwoaAP5OmfU

Creating posters • Make educational posters using catchy Create and share slogans about what you should put into the wastewater system (e.g. The 3 P’s are all you need!) • An effective poster should have a catchy or fun message with colours and images that draw interest. The text needs to be clear and to the point and the layout should be simple and easy to read at a glance. Example poster made using www.canva.com Reflection Action ideas

These action ideas can help to Extending prevent wastewater blockages • What have you learned and problems: about wastewater and what learning do you still want to know? • Put a bin in your bathroom to dispose of rubbish such as wet wipes, • Why is it important to keep nappies and sanitary items. wastewater systems running • Collect fat, oils and grease in a smoothly? container or pot, let them cool, scrape them off and then dispose of them in • What can the environmental the rubbish bin. effects be when • Contact Wellington Water to organise wastewater pipes • Start a compost bin or worm farm for get blocked? a visit to a wastewater treatment your food scraps. plant. Email: [email protected] or phone Wellington Water on 04 912 • Before you plant trees, check how 4400 with your preferred dates to secure big they are expected to grow and your booking. place them in a suitable area, well away from any pipes. • If you live outside of Wellington, visit your local wastewater treatment plant or contact Learning your council to find out more about the wastewater treatment process in your area. Experience These can vary according to your location. 7 • Try the Sewer Run educational game by Unitywater games: https://play. The google.com/store/apps/details?id=com. wastewater sewerrun.unitywater&fbclid=IwAR3 Learn more about system WW9pWXdcyS52GK00muex4Gp8- wastewater on the cbrz5yACByLQev2R981b3JigcKSkh4I Wellington Water website, see: https:// www.wellingtonwater. co.nz/your-water/ wastewater/how-is- Other resources wastewater-removed- 43 from-my-home/ Emergency water 8 Inquiry stage 3: Splash around

Overview: Investigate what could happen to Wellington’s water supply and wastewater network in an emergency situation. Learn about how people prepare for community challenges and help to start planning for water needs during a natural disaster or emergency. Emergency water

Inquiry stage 3: Splash around

Key concepts Overview Investigate what could happen to Wellington’s water supply and wastewater network in an emergency situation. • Emergency water: Learn about how people what it is, why it is prepare for community needed challenges and help • How to develop an to start planning for emergency water water needs during a plan. natural disaster or emergency.

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Social science links AREAS Social studies English Listening, Reading and Viewing

Science Nature of Science: Participating and contributing

LEARNING Learning Intentions OBJECTIVES Students are learning to: • investigate how people can prepare for water requirements in an emergency or natural disaster situation. • help to create a water plan for possible emergency situations.

Example Success Criteria Students can: • identify how their families, schools and communities are prepared for water requirements during an emergency • develop an emergency water plan with their families • explain the importance of having an emergency supply of water. Learning Experience ttttttttt 8 Background Information: Emergency water Why store water for emergencies? Water is vital for life, and during an emergency it is one of the first things that people require access to for their survival and health. In Wellington, we need to be prepared for emergencies, particularly earthquakes as our water supply crosses fault lines. A significant earthquake could possibly interrupt our water supplies for weeks at a time. Wellington Water has developed substantial community assistance measures in order to be prepared for emergency situations. 45 It’s also important to have a plan for your wastewater for emergency situations. Having a makeshift toilet and other wastewater options will help to care for your family during an emergency. Storing water at home Clean drinking water will be available from community water stations after day seven of an emergency. Up to day seven, it is up to individual households to store water and have an emergency plan ready so that they will have a steady supply of water available. Fresh water should be stored in clean containers, plastic bottles or tanks in a cool, dark place. Add a very small amount of regular, pure household bleach (NOT Janola) to the water (5 drops to each litre) to help it last longer and ideally boil water before drinking. Write the date on the container and replace every year. For more information, see: https://getprepared.nz/assets/Get-Prepared-website/Households/Water-Treatment.PDF

How much water needs to be stored for emergencies? Vocabulary It is surprising how much water we require to do our daily tasks; three litres per • emergency person, per day is the minimum requirement for essential tasks such as drinking, • vulnerable hand washing and cooking. 20 litres, per person, per day is the recommended • wastewater amount as it allows enough water for pets, bathing and cleaning. Over seven • alternative days, that means storing about 550 litres for a family of four. A rainwater tank is • water network an effective way to store large amounts of water with minimal effort, but there • reservoirs are many other options. • source • distribute This flowchart can also help to guide and prepare you for what to do for drinking • resilience water during an emergency situation: https://www.wellingtonwater.co.nz/ • natural disaster assets/Uploads/A3-During-an-emergency-flowchart-digital-Sept-2020.png • earthquake • communit • water station. wwwwwwwwwww Water supply during an emergency

DAY 0–7

HOUSEHOLD SUPPLY For the first seven days you’ll be relying on water you have stored at home. We recommend 20 litres of water for every person in your household, every day - for at least seven days. If house- holds are prepared, Wellington will be Don’t forget able to cope better in an emergency. about me! Encourage the people around you to get prepared. Family sorted? Check that others around you are also prepared. Do your neighbours have enough water stored? What about your friends and extended family?

DAY 8+

COMMUNITY SUPPLY The above-ground network will be the main source of water until we can Learning repair damaged pipes. Experience After seven days you’ll be able to get 8 your water from water collection . There’ll be a collection point Water Station points within one kilometre of every home. Emergency Before an earthquake, the community water stations will store equipment to water extract, treat, and distribute water. 46 Learning Experience 8: Emergency water These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stage 3: Splash around

PHASES TEACHER GUIDE TEACHING RESOURCES

Introducing emergency water and resilience Introduce topic • Introduce the topic of emergency water with your students. View the Emergency Water Slideshow. • What kind of natural disasters and emergencies might occur in our region? Why is water so important in an emergency? • Examine the value of resilience: what Slideshow: Emergency Water does this mean? C (Google Slides) https://docs. google.com/presentation/d/1_ • List all the things we do that require Zw8qCT9XGx8Jqm-oUJXZvHC1a- water. In an emergency, what do you KoSL2REhcF5IP0G4/ think would be the most important edit?usp=sharing uses of water? Give reasons for your answer.

Storing water in case of emergency or • PDF: Store Water Now! natural disaster https://www.wellingtonwater.co.nz/ dmsdocument/342 Explore • Discuss what could happen in an emergency water emergency such as an earthquake • Wellington Water website: Storing storage to the drinking water supply and water https://www.wellingtonwater. wastewater network. Why would co.nz/your-water/emergency-water/ we need a stored supply of water for resilience/storing-water/ emergency situations? How much water do students think they would need to store in case they lose their water supply? How could it be stored safely? (see background notes). • Read the PDF: Store Water Now! After reading, discuss how people will get water during an emergency and how Wellington Water be involved. What are the recommendations for families storing water? Learning • Does your family have an emergency Student activity sheet #9: My Emergency Experience water plan? Fill in the Emergency Water Plan (Google Doc): Page 49 and Water Plan template with your family https://docs.google.com/document/d/1K 8 Writing an to ensure you are prepared for an V7Q9Ed9FMtZwfTiCSalXWSgTJ8T2gDjMk emergency water emergency. iQ7DT1xXU/edit?usp=sharing Emergency plan water 47 Community water stations Wellington Water website; Community water stations: Dive deep: • An above-ground emergency water community network will supply Wellington’s https://www.wellingtonwater.co.nz/your- communities from day eight after a water/emergency-water/above-ground- emergency major earthquake. emergency-water-network/what-is-a- planning community-water-station/ • View the Wellington Water website or the PDF: Store Water Now! • What is a community water station? How would water from these water stations be distributed in an emergency? • Explore where your nearest water station is and why it is placed in that location.

Thinking about wastewater in a disaster Wellington Water website: Dealing with your wastewater • After a large natural disaster (such as an earthquake or flood), it is likely https://www.wellingtonwater.co.nz/ that the wastewater network could your-water/emergency-water/resilience/ be disturbed. What could we do with dealing-with-your-wastewater/ our wastewater? Research ways to make a homemade emergency toilet, see website link on right.

Quiz time https://www.wellingtonwater.co.nz/ your-water/emergency-water/ resilience/ • Test parents at home to see how dealing-with-your-wastewater/ How prepared much they know. Find out exactly are you? how much drinking water should be stored, and how to plan for the safe disposal of your wastewater using our website.

• Design an infographic about preparing water for an emergency situation, using software such as Create and share https://www.canva.com ideas Include pictures and write the most important things we need to do to prepare for an emergency. Illustrate the need to have a good supply of water for you and your family in your messaging. Display in the classroom or at home.

Reflection Extending Action ideas learning ideas Learning Experience 8

• Reflect through discussion Visit the Get Prepared Let your school on what we need to do as NZ webpage by WREMO community know about Emergency a school or family to prepare (Wellington Regional emergency water by water for an emergency. Is there Emergency Management writing a newsletter or someone you can interview Office) at:https://getprepared. assembly item to let them who could give you more nz/households/before-an- know what you have information? emergency/ to find out more learnt. Remind everyone about how you can be prepared to have plenty of water • Review your emergency water for a natural disaster. Learn stored as well as an plan. Talk to your parents more about preparing for an emergency kit prepared about your emergency water earthquake with this planning for when disasters occur. plan. Does everyone in your guide: https://getprepared. family understand it and nz/assets/Publications/ 48 know what to do? Earthquake-Planning- Guide.pdf Inquiry stage 4: Find your flow

STUDENT ACTIVITY SHEET #9 My emergency water plan

In an emergency the pipes that bring water to your home could be damaged. Fill in the spaces below with your family to ensure you are prepared in an emergency.

It is recommended you have 20 litres of stored water for every person in your household, every day, for at least seven 1 days. Calculate how many litres you would need for your family.

How will you store 2 your water?

How can you make sure your stored water will be safe to drink? Write your notes 3 alongside.

Do you have an emergency toilet (camping toilet or homemade bucket yes / no 4 toilet)?

Do you have supplies stored 5 for keeping clean? yes / no Learning Experience 8 If you run out of stored water, do you know where you could get clean drinking water Emergency from in an emergency? Where is your local water 6 water station located?

Google Docs link: Emergency Water Plan: (make a copy to edit) J https://docs.google.com/document/d/1KV7Q9Ed9FMtZwfTiCSalXWSgTJ8T2gDjMkiQ7DT1xXU/edit?usp=sharing 49 Measuring water use 9 Inquiry stage 3: Splash around

Overview: Learn about how to measure water use and discover how much water we use every day. Investigate the amount of water used at school using water meter readings and water use surveys. Measuring water use

Inquiry stage 3: Splash around

Key concepts Overview Learn about how to measure water use and discover how much water we use every day. • Students Investigate the amount of investigate and water used at school using record their daily • Kaitiakitanga: water meter readings and water use. Results our water use surveys. are then combined responsibility to find averages to take care of and total water water and use use per day it carefully.

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Mathematics AREAS Geometry and Measurement links Statistical investigation

Science Nature of Science: Investigating in Science

LEARNING Learning Intentions OBJECTIVES Students are learning to: • investigate how much water is used at their school using a water meter • compare meter readings with survey results.

Example Success Criteria Students can: • gather data about water use for a day • calculate the average water use for a day and compare and contrast results, giving reasons for any similarities or differences. Learning ttttttttt Experience 9

Vocabulary Measuring • meter water use • reading • audit • survey • litres • cubic metres • data • measure. 51 Background Information: Water use We use water every day in our schools, businesses and homes. The amount of water we use depends on how many people are spending time there, how careful people are with water and which appliances and water fixtures there are. The more students at your school, or people in your home, the more water you will use. If you have a pool or large garden, or use sprinklers and hoses a lot, you will probably also use more water than an average school or household. If we think of water in the environment as a precious gift or treasure (taonga) we can recognise and appreciate the need to respect and look after our drinking water. New Zealand’s domestic (household) water use is high in proportion to our industrial and agricultural use. Our domestic water use makes up 48.3% of total water use, compared to an average of 10% worldwide. This is probably because many New Zealanders take a plentiful water supply for granted and are not very careful with water.

Measuring water: litres and cubic metres Water and other liquids are usually measured in litres (L). Large volumes of water are measured in cubic metres (m³). A cubic metre is a volume of water that is 1 metre wide by 1 metre long x 1 metre high. This volume is equal to 1000 litres (L). Water meters measure water in cubic metres (black digits) and litres (red digits).

What is a water meter? A water meter is a device which measures the total volume of water used by a property. It measures water directly and accurately. Your school water meter will be under the ground, shielded by a metal cover which is able to lift off in order to read it. Meters are usually located somewhere near the front boundary of the property. Your caretaker or principal will probably be aware of the location of the water meter. Students will need adult assistance to lift off the lid. There may be a cover on the meter or debris which needs to be cleared off to see the reading.

When should we read the meter? You will need to read the meter at the same time every day to record your results. This will ensure you get a 24 hour (per day) reading and that obtain consistent results. Try to read the meter first thing in the morning and/or last thing before students go home. If a significant amount of water is used at night, you will know you have a leak!

Kaitiakitanga Through kaitiakitanga, humans have a responsibility to keep the physical and spiritual balance of the environment intact. Traditional ways of managing water are able to ensure enough resources are handed down to the next generation, to maintain the mana and mauri of the water. We can all exercise kaitiakitanga: as water users and recipients of the gift of clean water, every one of us has a responsibility to take care of water and use it carefully.

Other background information Websites: Blue house water loving home by Smart Approved Watermark: https://www.smartwatermark.org/blue-house/ Smarter homes water: https://www.smarterhomes.org.nz/smart-guides/water-and-waste/efficient-use-of-water/ wwwwwwwwwwww Learning Experience 9

Measuring water use 52 Learning Experience 9: Measuring water use These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stage 3: Splash around

PHASES TEACHER GUIDE TEACHING RESOURCES

Measuring water Equipment: measuring cups, buckets, water • Introduce the concept of measuring measurement tools. Introduce topic: water. Reflect on prior knowledge Measuring water and experiences of students, altering the learning sequence according to these. • Ask questions such as: – which unit do we use to measure water? (litres/ millilitres/cubic metres) – how do we measure water? • Use measuring cups and buckets to explore what different amounts of water look and feel like. This learning could link to maths and measurement.

Predicting water use Recording device or books and pens/ pencils. • How much water do you think you Predicting use in one day? Make a prediction water use about your water use. • Record your prediction for later reference.

Reading the meter Student activity sheet #10: Reading the school water meter: page 55 • Read the school water meter to find Dive deep: water out exactly how many litres of water are used per day at your school. Use meter reading the Student activity sheet: Reading the school water meter to help to guide your investigation.

Surveying water use at school Student activity sheet #11: School water Learning survey: pages 56 Experience • Use the guide on pages 7-8 to help School water do a water use survey at your school. 9 survey You may want to just measure water use in your classroom, or you could Measuring do a school- wide survey. water use • After doing your measurements and surveys, discuss and compare your results. 53 Surveying home water use New Plymouth District Council Te Puna Wai resource: home water survey • Use the New Plymouth District https://www.newplymouthnz.com/-/ Home water Council Te Puna Wai resource to help media/NPDC/Documents/Council/ survey do a survey of water use at home. Education%20resources/water%20 and%20wastewater/6%20How%20 are%20we%20using%20water.ashx

Kaitiakitanga See activity 13 for action planning ideas. • Are we using the taonga of fresh Kaitiakitanga water (wai māori) carefully? What for water does it mean to be kaitiaki for water? How can we action kaitiakitanga and look after water for the future?

Looking at our water use • Examine actual survey results and find where in your house you are using the largest amounts of water. Why is this? • Looking at your survey results, what changes could you make to reduce your water use? Make a plan to reduce water use.

Spread the word about saving water Love every drop information https://www.wellingtonwater.co.nz/ • How could you raise awareness of campaigns/love-every-drop/ Create and share: water amounts and use at school and ideas for water at home? Design a video, label, sign, action newsletter or poster to help people learn about how much water they use when they turn on the tap, shower or wash.

Reflection

Extending learning ideas Calculating average water use per day Use the student activity – What surprised you sheets “Reading the water about your survey meter” and “School water results? use survey” to calculate Rainwater tanks and the average water use for – Did you see any evidence water collection a day at school. Compare of water wastage during results from the water your survey? • Does your school collect any water using rainwater tanks? If so, visit the meter readings to your – How much water do you Learning school water surveys. Give water tanks and observe how they use at home per day (on work. Ask an expert to share their Experience reasons for any similarities average)? or differences. knowledge about rainwater harvesting. 9 – Do you think your Rainwater tanks and harvesting are Reflecting on your water use school and family use particularly important for emergency more or less than the preparedness and for drought prone Measuring – Looking at your results, New Zealand national areas. how could you use less average? (The national • Do any students have water tanks water use water at school? average for water use at home? Ask them to share their at home, per person, perspectives. per day is 275L). • How does a rainwater harvesting system differ to the public drinking water system? 54 STUDENT ACTIVITY SHEET #10 Reading the School Water Meter

How to read the meter 2 7 4 6 2 8 5

Cubic metres (black on white) Litres (white on red)

• The black-on-white digits show the number of cubic metres of water used since the meter was installed, in this case 2746 cubic metres. • The three white-on-red digits show litres, in this case 285 litres (therefore the total reading is equal to 2,746,285 litres). • A fourth white-on-red digit to the far right would show tenths of litres (that is, amounts of 100 millilitres).

Meter readings Use the empty grids below to record your school’s meter readings first thing in the morning and then again in the afternoon just before you leave school.

Morning reading

Day 1: Afternoon reading

Total water used by your school on day 1 (Afternoon reading – morning reading) =

Morning reading

Learning Day 2: Afternoon reading Experience 9

Measuring water use

Total water used by your school on day 2 (Afternoon reading – morning reading) =

Average water use per day = (Average water use per day = (total water use day 1 + total water use day 2) 55 STUDENT ACTIVITY SHEET #11 School water use survey

B) Number of times Total water used Water use A) Water used used per day (B x C) Classrooms

Hand washing at sink 10L per minute

Wash other things at sink 10L per minute

Other:

Bathrooms

Toilet: half flush 5L

Toilet: Full flush 10L

Urinals 10L per flush

Other:

Staffroom

Staffroom dishwasher 30L

Staffroom sink 10L per minute

Zip or kettle for hot drinks 0.3L per serve

Other:

Outdoor use

Drinking fountains 0.5L

Sprinklers or garden hose 18L per minute Learning Experience Other: 9 Total water used at school Measuring water use

Note: Amounts used by different appliances and taps will vary. Very new and water efficient water fixtures such as dishwashers, taps, low flow shower heads and washing machines will use less water than the average amounts listed above. We recommend measuring in one standard unit: the litre (L). 1000mL= 1 L, so 0.5L = 500mL. 56 Freshwater issues 10 Inquiry stage 3: Splash around Inquiry stage 4: Find your flow

Overview: Students learn about freshwater issues in their community. They explore the causes and effects of issues and begin to understand how people influence water. Freshwater issues

Inquiry stages 3: Splash around and 4: Find your flow

Key concepts Overview Students learn about freshwater issues in their • Issues for fresh community. They water include habitat explore the causes and destruction, pollution, effects of issues and sedimentation, weeds begin to understand and climate change how people influence water. • Issues have causes and effects.

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Social Sciences links AREAS Social studies English Reading, listening and viewing Te Marautanga o Aotearoa: Tikanga a Iwi

LEARNING Learning Intentions OBJECTIVES Students are learning to: • explore water issues • investigate the causes and effects of water issues

Example Success Criteria Students can: • give examples of local water issues • record ideas about causes and effects of issues for tttttttttfresh water Background Information: Challenges and issues for our water A changing climate is contributing over time to a high probability of more frequent droughts, extreme weather events, Learning changing temperatures, increased flooding and more changeable water levels in our region. Experience Climate change will cause evolving challenges relating to managing water and could particularly affect our stormwater 10 and drinking water networks. Future changes in climate, more flooding and droughts will also give rise to additional challenges for freshwater habitats and native animals. Freshwater Looking after water issues Water is a precious resource which the whole community influences. Looking after our water resources is an enormous job, one that can’t be done by just one group of people. Our actions have consequences on the environment and can affect freshwater ecosystems. If everyone acts with responsibility and does their best to avoid water issues, we can look after our water resources in the most effective way possible. Development and changing water landscapes can also reduce the habitats available for our native freshwater biodiversity. Sediment can be a result of erosion and earthworks and this can also harm freshwater animals. 58 Issues for the drinking water supply • As water demands from Wellington residents and businesses generally increase over time, we have to consider how we can conserve water as a community. • Leaks in water pipes are an issue for drinking water supply. Wellington Water fix leaks in pipes and maintains the water supply network to a high standard.

• Any leaks on private property and through water appliances can also waste large amounts of precious, treated drinking water. These are the owners’ responsibility. • Droughts in summer will continue to be a concern, as there is more pressure on water supply at this time of year.

Stormwater issues: flooding and pollution Flooding and pollution are some of the most concerning issues affecting our stormwater systems. Keeping rubbish and leaves out of drains is important to prevent flooding. When stormwater drains are clogged with debris, this can block water from flowing out of urban areas.

Wastewater issues: cross contamination When we experience flooding, sometimes the wastewater system spills over into the stormwater system, especially in older homes and pipes. Upgrading old pipes on both public and private land can help this problem. It is important to avoid swimming in the sea or streams after heavy rain because of the increased risks of cross-contamination (wastewater mixing with stormwater).

Vocabulary • issues • climate change • threat • pollution • nutrient • nitrate • phosphorus • sedimentation. wwwwwwwwwwww Learning Experience 10

Freshwater issues 59 Learning Experience 10: Freshwater issues These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stages 3: Splash around and 4: Find your flow

PHASES TEACHER GUIDE TEACHING RESOURCES

Introducing water issues LAWA River of the Month Series C summary video: https://youtu.be/ Introduce the topic of water issues. RMttHsnZQzw Introduce topic Discuss which freshwater issues students are familiar with in their local area. • View the LAWA River of the Month Series summary video.

Discuss which water issues were mentioned in the video, for example: pollution (nutrients, nitrates, phosphorus), sedimentation, slime and algae, weeds and habitat destruction. Which of these issues are of concern to your local community?

Water issues Padlet page: Freshwater issues https:// padlet.com/wellingtonwater8/ Dive deep: Students can research and discover t30h0syudid2xoaq explore water more about freshwater issues through the Freshwater Issues Padlet page issues (link on right). Issues such as pollution, biodiversity and climate change are included. This page is suitable for independent use by Year 5+ students. Explore past aerial images and see how your landscape has changed over time with the help of your public library or using a website such as Retrolens: http:// retrolens.nz/Map/ How have the changes in landscape over time possibly influenced issues in your area? Discuss which of the issues are most relevant to your local environment. Check in with knowledgeable community members about the current situation for these issues.

Mauri and water issues Video C https://www.gw.govt.nz/wai-ora/ Māori Think about places in your local Learning perspectives environment where the mauri/life force Experience may need restoring. Ask a local water 10 about water expert or kaumatua to share more about issues Māori perspectives, water and how we can restore the mauri in the local Freshwater freshwater environment. issues

Read the article ‘Down the drain’ and Down the drain by Philippa Werry; discuss which issues Wilford School in Connected 2017 Level 2, Taking Action Petone found when investigating their School journal waterways. Which issue did they address http://instructionalseries.tki.org. article: down the with their action? nz/Instructional-Series/Connected/ drain Connected-2017-Level-2-Taking-Action/ How did the students take action to help Down-the-Drain 60 solve this issue? Walk around your neighbourhood streams SHMAK habitat assessment video to observe possible issues C https://youtu.be/Ge8_FE6YO1A Experiencing • Explore your local catchment and water issues streams. Take a camera or device to capture any issues you can see. • Did you observe any possible: pollution, flooding, bad smells, rubbish, sediment, barriers in the stream or other issues? Try a stream habitat assessment in a local stream (see video on right from SHMAK and NIWA for how to start a stream assessment).

Reflection Extending learning ideas

Reflect on the most • Cut out the issues from concerning issue your the Student Activity Sheet class discovered during #13: Fact Sheet: Causes And your investigations. Effects Of Freshwater Issues Complete the Student (page 7) and match them to Activity Sheet #12: the correct descriptions in the Unpacking an issue on columns. page 62, to think critically about this issue in your • Survey or talk to people in local area. your local community about freshwater issues which concern them. What is the issue of most concern to your wider community? wwwwwwwwwwww

Learning Experience 10

Freshwater issues 61 STUDENT ACTIVITY SHEET #12 Unpacking an issue

The most concerning issue affecting our local streams and environment is:

The causes of this issue are:

Some other problems that contribute to /cause this issue are:

The possible effects of this issue are:

What can we do about this issue? Learning Experience 10

Freshwater Google Docs version: https://docs.google.com/document/d/1jh9nbD3opR2qAOlVLh7NwBXsR868YJ9Rj2Zg5DYty issues J ts/edit?usp=sharing 62 Issue Causes of the issue Effects and other factors What we can do

Litter Rubbish, man-made objects Birds and fish eat plastic, Pick up litter. Ideally, that are thrown away. mistaking it for food. stop the source of the rubbish by talking to Non- recyclable/ people who sell or make compostable packaging, the items and change careless disposal of the way they do things. rubbish.

Sediment Sediments include muds, Sediment fills up the spaces Reduce erosion and dirt, sand, silt, and clays between the rocks in the sediment entering delivered by water. These streams. This removes the waterways. can be from earthworks, hiding spaces for fish. disturbance or erosion. Planting beside streams.

Nutrients Nutrients are naturally If too many nutrients get Avoid using chemicals occurring elements such as into the water, there will be with phosphates and nitrates and phosphates. lots of algae which will then nitrates in them. These can end up in use up the oxygen in the streams from animal waste water (fish and insects need Planting beside streams and chemicals such as oxygen to breathe). to help absorb any fertilisers and pesticides. nutrients.

Bugs from animal Nasty bugs such as E. coli If there are microbes (bugs Pick up after your dog can enter waterways from from animal wastes) in the and other animals, wastes (microbes) animal waste. Leaving dog water, swimming or eating especially near water. poo near streams and on shellfish could make you impervious surfaces. sick.

Heavy metals These can be in brake These particles of metal are Sustainable transport pads and sometimes from eaten by shellfish which can options, avoid buying housing products. be passed on to humans, or using brake pads making us sick. containing heavy metal materials.

Climate change People can contribute to Electricity generation, Sustainable transport climate change through agriculture, industrial options, avoid fossil fuel burning fossil fuels, emissions. use, composting food Learning deforestation, transport, scraps, planting trees. Experience rotting food waste, 10 intensive farming, and other causes. Freshwater issues 63 STUDENT ACTIVITY SHEET #13 Freshwater issues: causes and effects

Learning Experience 10

Freshwater issues Note: Many other issues affect waterways, research other issues that are relevant to your area. 64 Our water future 11 Inquiry stage 4: Find your flow Inquiry stage 5: Reflect and share

Overview: Students examine the current situation and then look to the future to imagine what could happen with fresh water in their community. Our water future

Inquiry stages 4: Find your flowand 5: Reflect and share

Key concepts Overview Students examine the current situation and then look to the • Looking after future to imagine what water for future could happen with generations fresh water in their community. • Futures thinking

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Social Sciences links AREAS Social studies Science Nature of Science: Participating and contributing Planet Earth and beyond: Earth systems

LEARNING Learning Intentions OBJECTIVES Students are learning to: • explore how people make decisions about access to and use of fresh water • use the future focus principle to think about different possible water futures. Example Success Criteria Students can: • record their ideas about how people make decisions about access and use of fresh water • imagine, draw and represent possible water futures tttttttttfor their community. Background Information: The future of Wellington’s water Future water use and futures thinking Water is a taonga that we must look after for future How we use water on a day-to-day basis affects our generations. It is a collective responsibility to care for water on environment in the long-term and will have an impact Learning its journey from high in the catchment, through our homes and on future generations. Experience urban areas, through treatment plants and then out to the sea. We can all help to create a positive water future if we 11 It is hard to predict exactly what will happen to Wellington’s take informed action to change our water use habits. water situation in future. We can imagine possible futures Water conservation can make a large Our water for different water issues. Wellington Water has a vision of difference to water demands future restoring the mauri and mana of Wellington’s streams and and influence overall water having resilient, leak-free pipes which can handle heavy rain use. Vocabulary events and other problems. • Future This activity encourages • thinking If there are higher water demands, leakage and a growing thinking about the future • scenario population, it’s predicted that we’ll need to build more water with deep and critical • sustainable storage facilities by 2040. These will come at a significant thinking: to examine • demands cost to ratepayers. Therefore, if we can conserve water now how new knowledge • conservation. for the future, we will prevent environmental impacts and from a learning inquiry 66 unnecessary infrastructure. can influence future scenarios. Waitangi Park: photo by Wellington Water

Learning Experience 11: Our Water Future These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stages 4: Find your flow

PHASES TEACHER GUIDE TEACHING RESOURCES

• Revise learning about fresh water, Previous activities in the Wellington stormwater, wastewater, drinking Water resource. Revise previous water and emergency water. learning • Discuss the current situation for water in your community.

Future problem solving What is futures thinking? by Sustainability Science Education: • Introduce students to futures https://youtu.be/0GjAHJSHDTs Futures thinking thinking and future problem solving through one of the resources on right. Future Problem Solving NZ website: https://www.fpsnz.co.nz • Deeply consider problems and community issues. Then think of solutions to these issues for a sustainable future. Write down ideas through a narrative story or article. Learning Thinking about an environmental issue Kaitiaki Wai, Wellington Water’s Experience and possible futures magazine 11 Dive deep: • View an example of Kaitiaki Wai, https://www.wellingtonwater.co.nz/ future issues Wellington Water’s magazine. publication-library/te-kaitiaki-wai/ Our water • After reading, discuss how people Student activity sheet 14: Thinking about future make decisions about access to and the future of a freshwater issue: page 5 use of fresh water. Record ideas. and Google Docs link: https://docs.google. com/document/d/13U-MoH_OpZzR- • Complete the student activity sheet XvD0m6XzFvIGrCzl5x6Wmj1lvzwOMA/ 14: Thinking about the future of a edit?usp=sharing freshwater issue. 67 Sustainable water solutions • Discuss possible water solutions for Future water the future. Examples include water solutions conservation, replacing sumps with raingardens, daylighting streams, water treatment wetlands, reducing hard surfaces and low impact designs. • View the Wellington’s Water Future fact sheet on page 5. This fact sheet shows some examples of sustainable water use and what innovative water efficient design can look like, Wellington’s Water Future brochure e.g. Waitangi Park on Wellington’s (page 69) waterfront.

Future scenarios and what we can do to influence them Create and share • Choosing a focus issue from the last activity, what possible impacts could this issue have in future? • Imagine a positive water future for your community. Students could work together to draw a representation of their preferred water future for the area.

Include the following aspects and thinking: Student’s design of an ideal future stream by Ella T. – What will streams and rivers look like in the future? – What will be living in your local waterways? – How can people connect and interact with water in future? – What issues are still present? – How are people looking after water? – How do we support and apply kaitiakitanga in future?

Reflect and share Extending learning ideas Learning • Students can reflect on Experience their inquiry learnings 11 so far using the Student Activity Sheet 15: Summary Explore the ‘Akeake Model’ of Inquiry Findings About to understand what changes Our water Water In Your Environment have taken place in the local (page 7). freshwater environment in future the past 50 years. What would • Share your inquiry findings students like to see happen in with the school community future? through an assembly item, newsletter article, blog or Mapping the future: the website. akeake model by the Science Learning Hub: https:// www.sciencelearn.org.nz/ resources/459-mapping-the- future 68 STUDENT ACTIVITY SHEET #14 Thinking about the future of a freshwater issue

Develop a Identify a Consider vision for Take steps focus issue the current a positive towards (relevant situation and future. What a positive to your the possible future goal future and community) future for this will you aim your goal issue. for?

Google Docs link: https://docs.google.com/document/d/13U-MoH_OpZzR-XvD0m6XzFvIGrCzl5x6Wmj1lvzwOMA/ J edit?usp=sharing

Wellington’s Water Future fact sheet

Learning Experience 11

Our water future 69 Online link: https://www.canva.com/design/DAEDgO0s4DE/kzu8Xn-0YkbGrD3lG09OaQ/view?utm_ B content=DAEDgO0s4DE&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton STUDENT ACTIVITY SHEET #15 Summary of inquiry findings about water in our environment

1. Two things we found out about water during our 2. inquiry:

Other interesting findings:

What have we noticed or observed about local fresh water or freshwater animals?

How much water do we use?

What issues of concern have we identified?

What could happen next? Learning Experience 11

Our water wwwwwwwwwwww future 70 Water for our 12 communities Inquiry stage 5: Reflect and share

Overview: Discover how your community is already engaging with and restoring freshwater environments. Students can think about how they can collaborate with their community to look after water for the future. Water for Our Communities

Inquiry stage 5: Reflect and share

Key concepts Overview Discover how your community is already engaging with and restoring freshwater • Communities of environments. Students people can make a can think about how difference to fresh water they can collaborate • It is important that we with their community consider the impact of to look after water our own actions as well for the future. as decisions by the wider community when thinking about the future for waterways.

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Social Sciences links AREAS Social studies Science Nature of Science: Participating and contributing Te Marautanga o Aotearoa: Tikanga ā iwi

LEARNING Learning Intentions OBJECTIVES Students are learning to: • recognise that people make decisions about access to and use of water resources • explore aspects of water management and kaitiakitanga. Example Success Criteria Students can: • identify how groups of people are working for fresh water in the local area and explore opportunities for collaboration • Reflect on what kaitiakitanga means and explore how kaitiaki work in your rohe.

ttttttttt Learning skills and knowledge are important and relevant tools for Experience Background Information: looking after our waterways. 12 Kaitiakitanga What is a cultural health assessment? Water Kaitiakitanga can be translated as guardianship or protection and is a way of thinking about and looking after Māori cultural health assessments have been developed as for our the environment to help ensure its sustainability. Kaitiaki holistic alternatives to western scientific stream monitoring. communities are tangata whenua who hold the responsibility to protect Cultural indicators can show changes in the environment and care for an area’s resources using a holistic approach, over time. These indicators are measurable factors such as recognising that all things are interconnected. the presence and abundance of taonga species. Traditional ways of managing water resources using Examples of cultural monitoring protocols (such as sound, kaitiakitanga principles were able to ensure enough smell and taste) are given in the diagram on the left by resources were handed down to the next generation and Greater Wellington Regional Council. See https://www. gw.govt.nz/cultural-water-monitoring/ for more information. 72 maintain the mauri of ancestral land over time. These Image left: Cultural monitoring diagram by Greater Wellington Regional Council

A collaborative community approach to environmental action Using a collaborative community approach, students and teachers can work together with groups of people in the community and benefit from their collective knowledge, experience and skills. When we all work together, environmental action can be the most effective, sustainable and far-reaching. Check with local councils and agencies to determine how your action might fit with any big picture plans for your area. Are any other learning centres or schools interested in collaboration to address an issue in your community? Plan ahead and provide opportunities for others to contribute to your projects. When working with other groups, ensure you have clear goals, roles and responsibilities. Learning Experience 12: Water for our communities These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stage 5: Reflect and share

FOCUS LEARNING IDEAS RESOURCES

• View the LAWA (Land, Air and Water LAWA video: River of the Aotearoa) video about Waiwhetu C month; The Waiwhetu Stream, Stream. The video shows an example of Lower Hutt, Wellington Community the restoration work by the Friends of groups and Waiwhetu Stream. Discuss with students https://youtu.be/ fresh water how people have influenced the stream in sxHQdy0PVAY the past. What do students notice about the stream and what are the goals of the community group? • Which community groups are working in your area? Are other groups of people are working with the community group to restore the stream? How does this collaboration help the group?

• Students can read the school journal article Kaitiaki of the stream, School Kaitiaki of the stream to learn about the Journal Level 2, October 2013. Learning history of the Mangapōuri Stream and Kaitiakitanga what people are doing to help the situation. https://instructionalseries.tki.org. Experience and saving our nz/Instructional-Series/School- 12 streams • Which water issues have influenced this Journal/School-Journal-Level- community to take action? Are these issues 2-October-2013/Kaitiaki-of-the- relevant to your community? Stream Water for our • Reflect on what kaitiakitanga means to your communities school and how kaitiaki work in your rohe. • Contact iwi and inform the wider community about your findings and ideas, before you start to plan for action. There may be an opportunity for students to support kaitiaki and learn more about kaitiakitanga from a practical perspective. 73 • Check the Naturespace website to see who Naturespace: https://www.nature- is working to restore streams and rivers in space.org.nz/ your area. This website holds information Who is already about groups working on restoration DOC Conservation groups: Welling- working to projects around New Zealand. ton/Kapiti https://www.doc.govt. restore your nz/get-involved/volunteer/groups/ • Investigate any recent environmental/ wellington-kapiti/ catchment? stream restoration in your area. What are your community already doing to help solve issues for your waterways? Can students collaborate with other groups for action? • Is there an existing wider plan for your catchment? Check with local councils and agencies to determine how your action might fit with a bigger picture plan for your area.

• How do groups of people make decisions Te Ara i Takahia; From Te Aho Tū about fresh water? For example, how Roa and Te Kura Kaupapa Maori o Te Groups of do hapu/iwi assess, monitor and make Rawhitiroa. people and their decisions about their environment? http://tearaitakahia.teahoturoa.org. decisions • Can you learn from past/ present nz contributions? (what has been achieved, who was involved, how do they know their action was successful?). • View Te Ara i Takahia (A visual journey from Te Aho Tū Roa and Te Kura Kaupapa Maori o Te Rawhitiroa) to see an example of documentation of how a school/ kura made decisions about how to restore the mauri of their awa.

• Host a hui/ meeting for the wider Guide to organising a meeting or community to share new knowledge event by DOC: https://www.doc. Sharing an gained from your inquiry and to encourage govt.nz/get-involved/run-a-project/ inquiry and collaboration. community-project-guidelines/or- ganise-meetings-and-events/ learning from • Write newsletter and assembly items to each other inform the whole school and parents about your discoveries and what you intend to do next.

Extending • Learn more about the DOC learning collaborative community education model for schools working with other stakeholders for conservation with this video: https:// youtu.be/9HxaoVS8YLM Learning • Learn more about Friends of Waiwhetu Stream on their website: https://www. Experience waiwhetu-stream.org.nz 12 • Explore how a cultural health index can be used to reflect cultural understandings and kaitiakitanga Water when monitoring streams: https:// for our www.mfe.govt.nz/publications/ fresh-water/using-cultural-health- communities index-how-assess-health- streams-and-waterways/ why-0 74 Helping our water 13 Inquiry stage 6: Act for water

Overview: Students help to take action for the environment and contribute to a positive water future. Helping our water

Inquiry stage 6: Act for water

Key concepts Overview Students help to take action for the environment and contribute to • Environmental a positive water action for future. sustainability • Communities of people can make a difference to fresh water

LEVELS 2 - 4 YEARS 4 - 8 Curriculum LEARNING Science links AREAS Nature of Science: Participating and contributing Technology Nature of Technology, Technological practice

LEARNING Learning Intentions OBJECTIVES Students are learning to: • plan for successful action for fresh water • carry out meaningful action that will make a difference to an issue of concern • reflect on the effectiveness of their action Example Success Criteria Students can: • record ideas relating to planning for action • participate in informed action for estuaries • Reflect on their action plan to evaluate the success of tttttttttthe action

Background Information: Learning What is taking action for the environment? Experience Environmental action is a learning process, involving students in planning and implementing a project to address an 13 issue (related to the environment and sustainability). Helping Examples of environmental actions include: water conservation, habitat restoration for native species, reducing emissions, targeting animal or plant pests, or addressing the cause of pollutants or litter, or raising awareness of how to our water reduce our impacts on waterways. Taking action is making a difference by doing something positive to contribute to a sustainable future. The action may involve the development of a system to reduce water use, restore freshwater ecosystems or it may be a project to enhance your school environment, or reduce water wastage. The knowledge and skills that students have gained though their learning inquiry will help them to make informed decisions about which action would contribute to a sustainable water future. 76 Planning for action When planning for environmental action, consider the difference the action will make to the freshwater environment, available opportunities for student learning and learner agency. When students lead and participate in environmental action, it can be an empowering and inspiring experience, assisting them to become informed, active participants in society. Holding a community meeting at your school to discuss action options and plans could be a way to recruit help from the wider community.

Why is action important? Taking action is a vital part of environmental education. Environmental actions have significant positive effects, such as: enhancing the health of a stream or river, providing habitat for native animals, reducing emissions leading to climate change, enhancing connections to nature, increasing social capital and bringing people together. An environmental action will help to achieve a positive water future and will contribute towards the resolution of an issue or problem. Students develop action competence skills which will stay with them for life.

How do I find time to carry out this action? You may find that you need to carry the action over into the following term or ask for extra help and resources in order to achieve your action. This may involve planning well ahead for the term following your freshwater inquiry. Utilise interested students, staff, community members and organisations to help bring the action to life.

Vocabulary • Action • reflection • restoration • problem solving. wwwwwwwwwwww

Learning Experience 13

Helping our water 77 Learning Experience 13: Helping our water These are suggestions only and are intended to be altered to suit your students and their needs.

Inquiry stages 6: Act for water

PHASE LEARNING IDEAS RESOURCES

Review your future vision for water in Summary of inquiry findings about water your area and your summary of inquiry in your environment (Activity 15). Revise previous findings reflection from activity 15, as well learning as previous activities. Activities 10, 11 and 12 of this resource.

• Explore how Brandon Intermediate Wild eyes nighttime streams: completed multiple action projects to https://youtu.be/vbWNiwDBXL0 Example action #1; help Kenepuru stream in Porirua with Brandon the resources on the right. Mountains to Sea Wellington: Brandon Intermediate fish passages: http:// Intermediate – Which issues are the school mountainstoseawellington.org/brandon- addressing? (fish barriers, litter, intermediate-fish-passageways/ stream, habitat changes) – How are they helping these issues? (They are creating fish passages with spat ropes and baffles, picking up litter and riparian planting).

• View the LEARNZ video: Taking Taking action for better stormwater action for better stormwater Glenview School (LEARNZ) Example action #2: – Which issue are the Glenview https://vimeo.com/218932579 Glenview School students concerned about? (Rubbish in the stormwater system) – What are the students doing about this problem? How are they taking action?

• View the Wellington water website: Water conservation tips by Wellington https://www.wellingtonwater.co.nz, Water: Water to find out all about how to save conservation water in your home. Teeth brushing tips: https://youtu.be/xSuNkL67EsM ideas • Discuss other measures students could take to conserve water. Shower tips: https://youtu.be/lFrtvA_swDg Learning Toilet tips: https://youtu.be/Y_hz2c9ibGI Experience Wellington Water website: https://www. 13 wellingtonwater.co.nz/your-water/ drinking-water/looking-after-your-water/ water-conservation/water-conservation- Helping inside/ our water

• View the 25 Ways You Can Be a 25 Ways You Can Be a Water Hero poster Water Hero poster by Nat Geo kids. by Nat Geo kids https://www.natgeokids. com/wp-content/uploads/2018/03/ Create and share • Can you design a poster, speech or Water-Conservation-Primary-Resource. slideshow to show people how they pdf can be water heroes? 78 • Consider which actions would Student activity sheet #16: Example address your focus issue and make a action plan: (pages 5-6) and https:// Student difference in your local community. docs.google.com/document/d/1BBF4e vXrgOvQFVBYwS6CFOiZwPvvwfvw_ considerations – Which actions come to mind after eUKOtq3wbg/edit?usp=sharing for possible reflecting on your inquiry? environmental – Brainstorm and record ideas about actions possible actions. Make a list of possible environmental action ideas. – Which actions would contribute to your positive vision of the future? – Which action option would most effectively address the issue you have identified? – Choose the most appropriate action and complete an action plan (example pages 5-6) ttttttttt

Learning Experience 13

Helping our water 79 STUDENT ACTIVITY SHEET #16 Action plan example

Our action will be:

The issue we are targeting is:

How will we know our action is successful?

Our goal is:

Step Details of step Timeframe 1

2

3

4

5

Resources

Materials and resources needed: Where to source these: Cost:

Total cost Learning Experience Skills needed 13 Helping Knowledge required our water

Who could help?

Google Docs version: https://docs.google.com/document/d/1BBF4evXrgOvQFVBYwS6CFOiZwPvvwfvw_ 80 J eUKOtq3wbg/edit?usp=sharing Reflection Extending learning

After completing your action Monitor and revisit your action to make Reflecting on action sure the project has • What did you learn from planning ongoing positive and carrying out this action? impacts. Involve others in your projects to • Did the action address your issue extend their impact of concern? How/ why not? (see Activity 12 for • Do you need to maintain or follow ideas). up with your action? How will this happen? • What are the next steps? • How can you celebrate your successes?

Other Examples of effective action Target issue: Inanga under threat Inanga Spawning Whitebait Restoration Project (Mountains To Sea Wellington) Students from Wainuiomata Schools spent their spring learning all about the life cycle of inanga, what threatens them and what they could do to help increase the population in their local area with the Whitebait Connection program. For more information see: mountainstoseawellington.org/wainuiomata-coast/

Target issue: Rubbish and pollution in stormwater Stormwater pollution and rubbish (MTSCT- Mountains to Sea Conservation Trust) Students from Wilford School in Petone looked at options and took action to stop litter getting into their waterways, and to Lowry Bay. They investigated their local issue of rubbish and stormwater pollution and then installed ‘Litta traps’. See: http://mountainstoseawellington.org/petone-stormwater/ and article ‘Down the drain’ from Connected Journal Level 2, 2017 : http://www.stormwater360.co.nz/assets/Uploads/ Down-the-Drain.pdf

Murals in Titahi Bay (MTSCT) Students from Titahi Bay Intermediate School noticed the issue of rubbish entering their harbour when snorkelling. They set out inform people about the problem by creating public murals on stormwater drains. See: mountainstoseawellington.org/titahi-bay-stormwater-mural

Learning Experience Photo, left: Titahi Bay mural, courtesy 13 of Mountains to Sea Wellington and Te Kawa Robb. Helping our water Don’t be limited by these examples: be creative with your action. 81