What Can Water Do? LOWER PRIMARY Prep to Year 3

AT A GLANCE

In this lesson, students will develop their understanding of the properties of water by carrying out four tasks to investigate how water can exist in the three states of matter—as a solid, liquid or gas. In each task, students will engage in the processes of predicting, observing, and explaining.

CURRICULUM LINKS

Year Strand Sub-strand Explicit Content Description Level Everyday materials can be physically changed in a variety of ways (ACSSU018). Elaborations: exploring how 1 materials such as water, chocolate or play dough change when warmed or cooled Science Chemical A change of state between solid and liquid can be Understanding Sciences caused by adding or removing heat (ACSSU046). Elaborations: investigating how liquids and solids respond 3 to changes in temperature, for example water changing to ice, or melting chocolate; predicting the effect of heat on different materials Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013) (ACSHE021) (ACSHE034). Elaborations: (F) exploring and observing using the senses: hearing, smell, touch, sight Science as Nature and and taste; (1) jointly constructing questions about the a Human Development F 1 & 2 events and features of the local environment with teacher Endeavour Science guidance; recognising that descriptions of what we observe are used by people to help identify change; (2) describing everyday events and experiences and changes in our environment using knowledge of science; identifying and describing sources of water

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1 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? Pose and respond to questions about familiar objects and events (ACSIS014) Elaborations: considering questions F relating to the home and school and objects used in everyday life Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024) (ACSIS037) 1 & 2 Questioning and Elaborations: thinking about "What will happen if……?" Predicting type questions about everyday objects and events With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053). 3 Elaborations: listing shared experiences as a whole class and identifying possible investigations; working in groups to discuss things that might happen during an investigation Participate in guided investigations and make observations using the senses (ACSIS011) Elaborations: F using sight, hearing, touch, taste and smell so that students can gather information about the world around them Planning and Conducting Participate in guided investigations to explore and answer questions (ACSIS025) (ACSIS038) Elaborations: Science Inquiry 1 & 2 (1) manipulating objects and making observations of what Skills happens (2) manipulating objects and materials and making observations of the results Engage in discussions about observations and represent ideas (ACSIS233). Elaborations: taking part in informal F and guided discussions relating to students’ observations; using drawings to represent observations and ideas and discussing their representations with others Use a range of methods to sort information, including Processing and drawings and provided tables and through discussion, Analysing Data 1 & 2 compare observations with predictions (ACSIS027) and Information (ACSIS040). Elaborations: discussing original predictions and, with guidance, comparing these to their observations Compare results with predictions, suggesting possible reasons for findings (ACSIS215). Elaborations: discussing 3 how well predictions matched results from an investigation and sharing ideas about what was learnt Compare observations with those of others (ACSIS041) (ACSIS213). Elaborations: (1) discussing observations as Evaluating 1 & 2 a whole class to identify similarities and differences in their observations; (2) discussing observations with other students to see similarities and differences in results

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2 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? Share observations and ideas (ACSIS012) Elaborations: F communicating ideas through role play and drawing Represent and communicate observations and ideas in a variety of ways (ACSIS029) (ACSIS042). Elaborations: 1 & 2 engaging in whole class or guided small group discussions Science Inquiry Communicating to share observations and ideas Skills Represent and communicate observations, ideas and findings using formal and informal representations 3 (ACSIS060). Elaborations: communicating with other students carrying out similar investigations to share experiences and improve investigation skill Cross Curriculum Priority Key Concept Organising Ideas OI.1 The biosphere is a dynamic system providing conditions that Sustainability Systems sustain life on Earth. General Capabilities Literacy; Numeracy; Critical and Creative Thinking; Ethical Behaviour

3 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? TIME REQUIRED WATER ICE The solid form of water is ice. At Cairns temperatures, EXPERIMENT 1 this does not occur naturally. Water occurs as a solid Liquid to solid nearer to the earth’s poles or at great heights. Ice forms when water molecules stop moving and form crystals Allow at least 24 hours after placing water in freezer. (at temperatures below 0 degrees Celsius). EXPERIMENT 2 An interesting feature of ice is that it floats (ice is Solid to liquid lighter than liquid water). This is because it is actually 10-15 minutes for melting ice less dense than its liquid form (ie. Water expands as it (depending on outside temperature). freezes); most solids are more dense than their liquid form and they sink. EXPERIMENT 3 WATER LIQUID Liquid to gas Water is most commonly found as a liquid. Water 10-15 minutes occurs as a liquid in rivers, lakes and the ocean. Water EXPERIMENT 4 turns to a liquid at temperatures higher than 0 degrees Celsius and lower than 100 degrees Celsius. Liquid to gas #2 As a liquid, Water molecules are moving around freely 10 minutes (have more energy). Liquid water will follow gravity and fills up the container that it’s in, from the bottom up. KEY LEARNING OUTCOMES It will follow the shape of the land which is how rivers Students will: and creeks form. 66 Respond to and pose questions about the changes Most of the liquid water on earth exists as a salt in state of water solution in the oceans, with smaller quantities of fresh 66 Participate in guided investigations to explore and water in lakes, rivers and clouds. The earth is in a respond to questions unique position within the solar system; it is just far 66 Use informal measurements in the collection and enough away from the sun to allow liquid water to recording of observations exist in large quantities. If it were closer to the sun, 66 Use a range of methods to sort information, all water would be gaseous (at high temperatures); if including drawings and provided tables it were further away, all water would be ice (at low 66 Compare observations with predictions and with temperatures). the observations of other students WATER VAPOUR 66 Represent and communicate observations in a The gaseous form of water is known as water vapour variety of ways or steam. When water molecules heat up they begin ASSESSMENT FOCUS to move faster and faster until they separate from each other and move freely in all directions as a gas. 66 Recording responses to questions about water Clouds form when water vapour rises into the 66 Participating in tasks atmosphere. The water molecules become cooler and 66 Collecting, organising and interpreting data closer together in the upper atmosphere, where the air 66 With assistance, identifies factors causing pressure and temperature are lower. The cooled water changes to water vapour forms droplets which become suspended there. TEACHER BACKGROUND INFORMATION These tiny droplets of water form mist, fog and clouds; and eventually rain. Like any other substance, water can be in a solid, liquid or gas form - which we call different states of matter. The amount of water vapour in the air is measured This set of experiments helps student understand the as humidity. The higher the humidity the more water effect of temperature on changing water into vapour in the air. In summer Cairns often has a different states. humidity level greater than 70%.

4 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? Additional information on the experiments for the teachers:

Resource 1 Experiment 1 – Freezing Water (Liquid to Solid) What happens when In this experiment, the water molecules in the container get colder and colder in we put water in a very the freezer until they stop moving (lose energy). Once they are no longer moving, cold place? they link together in a special way (a lattice) that separates them out. For as long as the temperature remains cold, the water molecules will remain in that position.

Resource 2 Experiment 2 – Ice in Cairns (Solid to Liquid) What happens when Ice placed in the sun will melt (liquify). As the water molecules warm up, they start we put ice outside in to move around (getting energy from the sun). The hotter the temperature the Cairns? more quickly the ice melts.

Experiment 3 – Painting with Water (Liquid to Gas) When water is heated by the sun it turns from a liquid to a gas (water vapour). The water molecules become heated by the hot pavement and are able to move Resource 3 off into the air. They will seem to have ‘’disappeared’’ but they are really just no What happens when longer close to each other. we paint with water Although evaporation may be a difficult concept for some students, the effect of out in the sun? heat from the sun on water is a common experience. For example, students may be able to relate this to fabric drying in the sun (clothes on the line, steam on roads in summer etc).

Experiment 4 – Heating Water (Liquid to Gas #2) When water is heated artificially, it will also turn into water vapour or steam (a Resource 4 gas). This occurs at temperatures above 100 degrees Celsius. The heat in a kettle What happens to allows some water molecules to turn into a gas. water when we heat The water molecules warm up and are moving around very fast (a lot of energy) it up? in all directions. The water molecules will spread out and eventually fill whatever container they’re in – even if that container is a whole room.

5 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? EQUIPMENT

For Teachers: For Each Group:

66 Enlarged copies of Resources 1, 2, 3 and 4 (or 66 Individual copies of Resources 1, 2, 3 and 4 projected electronically) Experiment 1 Experiment 1 66 One plastic cup or takeaway container of water 66 Freezer space for plastic containers from all 66 Stop watch (alternatively, use stopwatch groups function on phone or tablet device) Experiment 4 66 Access to freezer 66 Kettle Experiment 2 66 Plastic jug 66 Container of ice 66 Individual copies of Resources 1, 2, 3 and 4 66 Flat surface outside in sunshine (eg. Concrete path) Experiment 3 66 1 paintbrush 66 1 container of water 66 Flat surface outside in sunshine (eg. Concrete path)

PREPARATION LESSON STEPS

66 The experiments can be organised in a variety of Part A: What is Water? ways such as: 1. Ask students what is water? Record their a. activity stations with students working groups; responses. b. students engaged in one activity at a time as a 2. Explain to students that they will be investigating whole class; or water in this lesson and looking at what water can do. c. students working with buddies from a higher year level. 3. Ask students to think of places where they’ve seen water around Cairns (river, ocean, water 66 It is recommended to conduct experiments in fountain, tap etc). Ask them to name specific order, from 1 to 4 (frozen water from Experiment examples – eg. Freshwater Creek, Cattana 1 can be used in Experiment 2; liquid water in Wetlands, Trinity Beach, Mulgrave River, coming Experiment 2 can be used in Experiment 3). out of tap at home. Refer to Resource 5 for list 66 Experiment 1 needs to be conducted over 2 days. of creeks and rivers in Cairns suburbs to find 66 Experiment 2, 3 & 4 can all be conducted in the ones in your schools’ area. one session. 66 Locate flat surface in the sun (eg. Concrete path) 4. Ask students if they think that the water they for experiments 2 & 3. saw stays in that place, or does it move and change? If they think it can change, ask them SAFETY NOTE: Be aware of safety with water. to explain and give evidence to support why Ensure that students know to report any spillages they think it can change. For example, ‘when I immediately. Any activity involving heating water should put water in an ice cube tray and put it in the be done only by an adult, as a demonstration. freezer it becomes frozen/solid’ or ‘on a hot day Ensure the students are a safe distance from the hot a puddle of water will dry up’. Record all their water and steam. responses.

6 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? 5. Explain to students that they will be learning Day 2: about the different forms that water can appear 9. Ask students to get their containers out in and they will be following directions to of the freezer. participate in experiments to find out about these different forms. 10. Ask students to record what they observe. 6. Students will work in pairs or small groups to a. What does the water look, feel and smell like? conduct experiments 1 to 3. For safety reasons, (not as clear, solid, sticky at first to touch experiment 4 will be conducted as a class, with and very cold). the teacher carrying out the experiment. b. Has the water stayed the same? Part B: Experiment 1 - What happens when we Has it changed? (changed) put water in a very cold place? (liquid to solid) c. In what way did it change? Day 1: (became cold and solid) 1. Hand out Resource 1 to students and read the (The method together as a class. 11. Why do they think this change happened? water molecules in the container get colder and 2. Hand out a plastic cup or container to each colder in the freezer until they stop moving - lose group of students. energy)

3. Write or ask students to write their names 12. Why did we have to wait for this change to on the container so each group can be easily occur? (Once the water molecules are no longer identified. moving, they link together in a special way (a 4. Ask students to fill their cup /32 with water. lattice) that separates them out. For as long as the temperature remains cold, the water molecules will 5. Ask students to touch their container and, using remain in that position) their senses, describe what it looks, feels, and smells like (possible response: water is a clear 13. Place their containers back in the freezer to liquid, it doesn’t have any smell and feels cool and keep the water frozen for Experiment 2. wet). Students then place their container either 14. Discuss if what they observed was the same directly in the freezer or on a tray to be placed or different to what they had predicted would in the freezer by teacher. happen and share ideas about what was learnt. 6. Explain to students that this experiment takes 15. Ask students if they’ve seen water as a solid time and they will need to wait till next lesson before? If yes, where? At Home (in the freezer)? (at least 24hrs) to see the results. Anywhere else in Cairns? In the environment? 7. Ask students what they think will happen to 16. Discuss with students why we don’t see water the container of water in the freezer and have as a solid occurring naturally here in Cairns. (It’s students write or draw their predictions on too hot in Cairns for ice to occur. Water occurs Resource 1. as a solid nearer to the earth’s poles or at great 8. Also ask students why they think they must wait heights (places where it’s colder than 0 degrees for this experiment, and get them to record Celsius). In fact, the local Indigenous people don’t their thoughts. have a word for ice, but have words for water, rain, clouds etc. Sometimes it can get cold enough on the Tablelands for water to freeze and they can get frost on a cold winter morning)

17. Ask students to think of different examples of solids they’ve seen around them – chocolate, ice cream, butter, sand, wood, steel, rock etc. and discuss ways they are similar and different (look, feel, smell) to ice?

7 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? Part C: Experiment 2 - What happens when we 11. Ask students to think of examples of other put ice outside in Cairns? (solid to liquid) liquids around them – milk, melted chocolate, 1. Hand out Resource 2 to the students and read melted butter, blood, urine and discuss ways the method together as a class. they are different and similar (look, feel, smell) to liquid water. 2. Ask students what they think will happen to the cup of ice when they put it out in the sun and Part D: Experiment 3 - What happens when we have students write or draw their predictions on paint with water out in the sun? (liquid to gas Resource 2. naturally – painting with water) 1. Hand out Resource 3 to the students and read 3. Hand out the labelled container of ice to the method together as a class. corresponding group of students. 2. Ask students what they think will happen to the 4. Students place their container of ice out in the water from the container when they paint it on sun on a flat surface (eg. Concrete path). the concrete out in the sun. 5. Students observe what happens to the ice. 3. Have students write or draw their predictions 6. Ask students what they observed and to write on Resource 3. or draw what happened (The sun has warmed up the ice and the ice has melted – turned into a 4. Hand out each groups’ water container and a liquid). paint brush to each group of students. 5. Students paint a picture 7. Ask students to record what they observe. on the concrete in the a. What does the water look, feel and smell like? sun, using the water from (clear, liquid, wet, no smell) their container. b. Has the water stayed the same? Has it 6. Students observe what changed? (changed) happens to the water. c. In what way did it change? (became warmer 7. Ask students what they and liquid) observed and to write 8. Ask students why they think this happened. (The or draw what happened water molecules warm up in the sun and they start on Resource 3 (the water to move around (getting energy from the sun). The appears ‘disappeared’). hotter the temperature the more quickly the ice a. What does the water look, feel and smell like melts). (can’t see, feel or smell it anymore)

9. Discuss if what they observed was the same b. Has the water stayed the same or changed? or different to what they had predicted would (changed) happen and share ideas about what was learnt. c. In what way did it change? (heated up and 10. Ask students if they’ve seen water as a liquid became a gas – water vapour) before? If yes, where? At Home? (coming out of a tap, the shower, flushing the toilet, watering 8. Ask students why they think this happened (when water is heated by the sun it turns from a the garden) Anywhere else in Cairns? In the liquid to a gas (water vapour). The water molecules environment? (there are a lot of places around become heated by the hot pavement and are able Cairns where we can see water as a liquid – the to move off into the air. They will seem to have ocean, when it rains (falling out of the sky) rivers, ‘’disappeared’’ but they are really just no longer lakes, Copperlode Dam – refer to Resource 5 for close to each other). NB: Although evaporation full list of creeks and rivers around Cairns). may be a difficult concept for some students, the effect of heat from the sun on water is a common

8 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? experience. For example, students may be able to 9. Ask students if they heard or saw anything relate this to fabric drying in the sun (clothes on the coming out of the jug? (heard the whistle or line, steam on roads in summer etc). whoosh of the pressure caused by the steam coming out of the jug and saw the steam cloud) 9. Discuss if what they observed was the same or different to what they had predicted would a. Has the water stayed the same or changed? happen and share ideas about what was learnt. (changed) 10. Ask students if they’ve seen water as a vapour b. In what way did it change? (heated up and before? NB: Student’s may have seen water became a gas – water vapour/steam) vapour before and not realised it. Have they c. Is this the same as what happened as seen it at home? (steam when having a hot Experiment 3? (yes) Ask students why they shower or coming off a pot of boiling water) Or in think it was the same or different (it is the the environment? (steam coming off the hot road same, just this time the water was heated up after the first rains, fog or mist on a cold morning, artificially by the jug, instead of by the sun. clouds, another great example that students As in Experiment 3, the water turned into may not think of is steamy hot, sticky days in the water vapour or steam (a gas). This occurs at summer when it’s very humid is when there’s lots temperatures above 100 degrees Celsius. The of water vapour in the air) heat in a kettle allows some water molecules 11. Ask students to think of different examples to turn into a gas. The water molecules warm of gases around them – air, helium (gas in a up and are moving around very fast (a lot of balloon), hydrogen sulphide (rotten egg gas that energy) in all directions. The water molecules you sometimes smell around the mangroves) will spread out and eventually fill whatever and discuss in what way they are similar and container they’re in – even if that container is a different (look, feel, smell) to water vapour? whole room.) Part E: Experiment 4 - What happens when we 10. Discuss if what they observed was the same heat up water? (liquid to gas artificially – heating or different to what they had predicted would water with kettle) happen and share ideas about what was learnt. 1. For safety reasons, the teacher is to conduct this experiment as a class demonstrate. 2. Hand out Resource 4 to each student. 3. Place water in a plastic jug or bottle before it is poured into the electric jug. 4. Ask students to feel the water – is it hot or cold? 5. Ask students what they think is going to happen to the water once is put into the jug and the jug is turned on? 6. Have students write or draw their predictions on Resource 4. 7. Pour water into the electric jug and turn on. 8. Ensuring students are at a safe distance from the hot water and steam, students observe what happens to the water.

9 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? LINKING LOCALLY ADDITIONAL ACTIVITIES

There are many areas in Cairns where they can The Water Cycle Game and Water Cycle activities observe water as a solid, liquid or gas. The steamy hot, link well to this activity. sticky days when it’s very humid is when there’s lots of Book a visit from our WET Van water vapour in the air. The dark storm clouds during Further build on with this activity by booking a visit to a big build up. The wonderful rain pouring down when your school from Cairns Regional Council’s engaging the wet season kicks off; keeping Copperlode dam and interactive, mobile water education van – the full and our rivers and creeks – such as the Barron, Water Education & Training (WET) Van. Specifically, Mulgrave and Russell Rivers and Freshwater and there is an interactive water cycle activity which further Behana Creeks – all flowing. Those local creeks and builds on students’ knowledge and understanding of the rivers helping transport liquid water out into the Pacific different forms water can take and the water cycle. Ocean and the incredible Great Barrier Reef that we are lucky to have right on our doorstep. Don’t forget Get together with all your year level teachers and the World Heritage Wet Tropics Rainforest that also organise a suitable day for the WET Van to come out sucks up the water and back out as water vapour into and deliver to your full year level cohort. Due to high the air through transpiration. popularity and capacity of Council staff, we recommend your book for a whole year level and book ahead as much as possible to avoid disappointment. Go to Cairns Regional Council Water and Waste Education page to request your booking.

Teacher Resource 2 – Solid, Liquid, Gas Use the illustrations in Teacher Resource 2 to display water as a solid, liquid and gas around your classroom. Ask students to cut out pictures from magazines or find pictures on the internet of water as a solid, liquid and gas and stick around the corresponding illustrations.

10 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? Student Resource 1 Name: Date: EXPERIMENT 1 – FREEZING WATER Question – What happens when we put water in a very cold place?

You need: Method: 66 One plastic takeaway container or cup of water 1. Write your name on plastic cup & fill up to half of 66 Stop watch (alternatively, use stopwatch function the cup with water. on phone or tablet device) 2. Place in freezer. Write what you predict is going to 66 Access to freezer happen. 3. After waiting a day, take the cup out of the freezer. Record your observations and explain why you think this happened.

Before you start, PREDICT what you think is going to happen. Freezer I think that:

Plastic cup

Because Water

During your experiment use your senses to OBSERVE what is happening. My drawing of what happens I saw:

After you have finished your experiment EXPLAIN what happened. I think this happened because:

LOWER11 66 PRIMARYLOWER PRIMARY | PREP |TO Prep YEAR to Year 3 | INVESTIGATING3 | Water What WATER – What USE Can AT Water HOME Do? Student Resource 2 Name: Date: EXPERIMENT 2 – ICE IN CAIRNS Question – What happens when we put ice outside in Cairns?

You need: Method: 66 Container of ice 1. Place ice in direct sunlight on a flat surface. 66 Flat surface outside in sunshine (e.g. Concrete path) 2. Leav e in place for X minutes. 3. Record what you see. 4. Why you think this happened?

Before you start, PREDICT what you think is going to Sunlight happen. I think that:

Ice

Because

Flat, outside surface

During your experiment use your senses to OBSERVE what is happening. My drawing of what happens I saw:

After you have finished your experiment EXPLAIN what happened. I think this happened because:

12 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? Student Resource 3 Name: Date: EXPERIMENT 3 – PAINTING WITH WATER Question – What happens when we paint with water on a surface exposed to sunlight?

You need: Method: 66 1 paintbrush 1. Write what you predict is going to happen to the 66 1 container of water water when you start painting on the concrete. 66 Flat surface outside in sunshine (e.g. Concrete path) 2. Take your container of water and paintbrush to a flat concrete surface in the sun. 3. Start painting with your water. 4. Record what you observe happening to the water and explain why you think this happened.

Before you start, PREDICT what you think is going to Sunlight happen. Paintbrush I think that:

Water

Flat, outside surface Because

Your picture

During your experiment use your senses to OBSERVE what is happening. My drawing of what happens I saw:

After you have finished your experiment EXPLAIN what happened. I think this happened because:

13 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? Student Resource 4 Name: Date: EXPERIMENT 4 – HEATING WATER Question – What happens to water when we heat it up?

You need: Method: 66 1 Clear container (preferably jug or bottle) of water 1. Write what you predict will happen to the water in 66 1 kettle the jug. 2. Observe and record what you see. 3. Why do you think this happened?

Before you start, PREDICT what you think is going to happen. Kettle

I think that: Clear container

Because

During your experiment use your senses to OBSERVE what is happening. My drawing of what happens I saw:

After you have finished your experiment EXPLAIN what happened. I think this happened because:

14 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do? Teacher Resource 1

Creek/River Suburbs Ainscow Creek Bentley Park Alice River East Russell, Eubenangee Allison Creek Woopen Creek Avondale Creek Macalister Range, Smithfield Babinda Creek Babinda, Miriwinni Barr Creek Holloways Beach, Machans Beach Barron River Aeroglen, Barron, Caravonica, Kamerunga, Machangs Beach, Stratford Behana Creek Aloomba Blackfellows Creek Bentley Park, Edmonton, Wrights Creek Boggy Creek Waugh Pocket Boughtons Creek Bungalow Brown Bay East Trinity Brown Creek East Trinity Buddabadoo Creek Coral Sea Canal Creek Eubenangee, Waugh Pocket Chinaman Creek Bungalow, Earlville, Mooroobool, Portsmith, Woree Chooky Chooky Creek Woopen Creek Chu Chabba Creek Bartle Frere Clarkes Creek Bayview Heights, Earlville Collinson Creek Edmonton, Wrights Creek, Edmonton Crooked Creek Aloomba Curlewis Creek Bentley Park Deep Creek Bartle Frere Dinner Creek Eubenangee Douglas Jacobs Creek Green Hill Dunlop Creek East Trinity Falls Creek East Trinity Figtree Creek Deeral, Fisher Falls, Wooroonooran Fishery Creek Fishery Falls, Wooroonooran Frenchman Creek Babinda, Bellenden Ker, Wooroonooran Freshwater Creek Barron, Brinsmead, Freshwater, Kamerunga, Lamb Range, Redlynch Gallets Creek Bellenden Ker

1 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do Teacher Resource 1

Creek/River Suburbs Gordon Creek Woree Grays Creek Mount Peter Half Moon Creek Trinity Park, Yorkeys Knob Harvey Creek Bellenden Ker, East Russel Hills Creek Glen Boughton Josephine Creek Bartle Frere Joyce Creek Bramston Beach Junction Creek Bellenden Ker, Wooroonooran Katchewan Creek Bentley Park Kearns Creek Bentley Park Knowles Creek Babinda Lily Creek Cairns North, Edge Hill, Manunda, Paramatta Park Little Mulgrave River Lamb Range, Little Mulgrave Mackey Creek Gordonvale, Packers Camp, Wrights Creek Mckinnons Creek Edmonton Mick Creek East Trinity Middle Creek Green Hill, Packers Camp Moodys Creek Manoora Morris Creek Bentley Park Aloomba, Deeral, East Russell, Fishery Falls, Goldsborough, Gordonvale, Mulgrave River Lamb Range, Little Mulgrave, Wooroonooran Munros Creek Deeral Nigger Creek Eubenangee Niringa Creek Mirriwinni Norris Creek Eubenangee, Woopen Creek North Babinda Creek Babinda, Mirriwinni Number Five Creek Mount Peter Number Four Creek Bentley Park Number Three Creek Mount Peter Number Two Creek Mount Peter O'learys Creek Gordonvale Pine Creek East Trinity, Green Hill, Packers Camp, Wrights Creek

2 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do Teacher Resource 1

Creek/River Suburbs Pughs Creek Mirriwinni, Wooroonooran Redbank Creek East Trinity, Wrights Creek Redden Creek Machans Beach Richters Creek Holloways Beach, Yorkeys Knob Rolling Bay East Trinity Babinda, Bartle Frere, Bellenden Ker, Deeral, East Russell, Eubenangee, Russell River Mirriwinni, Woopen Creek Saltwater Creek Aeroglen, Cairns North Sandy Creek Mount Peter Seelee Creek East Trinity Simmonds Creek Packers Camp Skeleton Creek Bentley Park, Edmonton, Mount Sheridan, White Rock Smiths Creek Edmonton, Portsmith, White Rock, Woree Stony Creek Edmonton, Mount Peter, Wrights Creek Sturt Cove East Trinity Suez Creek Ngatjan, Waugh Pocket Sweet Creek Palm Cove Thomatis Creek Barron, Holloways Beach, Yorkeys Knob Toohey Creek Goldsborough Wahday Creek East Trinity Weinerts Creek Babinda Westgid Creek Bellenden Ker Woopen Creek Woopen Creek, Wooroonooran Wrights Creek Edmonton, Gordonvale, Mount Peter, Wrights Creek Yorkeys Creek Yorkeys Knob

3 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do Teacher Resource 2

THREE STATES OF WATER

GAS

SOLID

LIQUID

4 66 LOWER PRIMARY | Prep to Year 3 | Water What – What Can Water Do