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The History of Water and Waste Water Services Second Level Description of Module This Is the Module Most Focused on Some Historical Aspects of Water

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The History of Water and Waste Water Services Second Level Description of Module This Is the Module Most Focused on Some Historical Aspects of Water The history of water and waste water services Second level Description of module This is the module most focused on some historical aspects of water. It does this by looking at the development of technology, and explores this by means of research, and by challenging pupils to match the ingenuity of ancient peoples. Main experiences and outcomes Expressive arts I have the opportunity to choose and explore I can compare and contrast a society in the an extended range of media and technologies past with my own and contribute to a to create images and objects, comparing and discussion of the similarities and differences. combining them for specific tasks. SOC 2-04a EXA 2-02a Technologies Health and wellbeing When exploring technologies in the world Opportunities to carry out different activities around me, I can use what I learn to help to and roles in a variety of settings have enabled design or improve my ideas or products. me to identify my achievements, skills and areas TCH 2-01a for development. This will help me to prepare for the next stage in my life and learning. By applying my knowledge and skills of HWB 2-19a science and mathematics, I can engineer 3D objects which demonstrate strengthening, Literacy and English energy transfer and movement. As I listen or watch, I can make notes, organise TCH 2-12a these under suitable headings and use these to understand ideas and information and create Through discovery and imagination, I can new texts, using my own words as appropriate. develop and use problem-solving strategies LIT 2-05a to construct models. TCH 2-14a Social studies I can use primary and secondary sources Having evaluated my work, I can adapt and selectively to research events in the past. improve, where appropriate, through trial SOC 2-01a and error or by using feedback. TCH 2-14b I can interpret historical evidence from a range of periods to help to build a picture of Scotland’s heritage and my sense of chronology. SOC 2-02a SWEDTH 1 08/13 The history of water and waste water services Activity 1 Learning intentions Success criteria To develop children’s concept of chronology Pupils can demonstrate a clear by focusing on one aspect: the development understanding of the sequence of events in of the toilet, for example. The development the development of technology and of the bath, shower or taps could also be engineering connected to water and waste considered water treatment To develop children’s understanding of the Pupils can distinguish clearly between fact importance of looking critically at evidence and opinion Suggestions for teachers This activity is based on research, using Introduce the project the children will carry whatever is available either on the Internet or out: to research the history of toilets for on books or a mixture of both. It is essential example, using your selected resources. that pupils do grasp the difference between Glow is a help here, and BBC Education verifiable facts based on evidence on the one Scotland has some good material. Also, see hand and conjecture or opinion on the other. the Scottish Water website for more on This first activity is designed to do that, whilst history of water. There are plenty of books at the same time establishing the idea of a around, too, especially of the Horrible History timeline. type (HH also has interactive games that are worth playing). Talk about what life was like without toilets in the home and how people 1 Key points disposed of household/toilet waste Have a look at the timeline together – (gardy loo). resource sheets 1 to 4 – and pick out some key points on the first page. The first page 3 covers almost 500 years, but there Suggested groups are more pages showing the next 200 It is suggested that the class is organised into years. Discuss why. Children could draw a groups: pictorial entry from the timeline to illustrate technological development. Romans 17th Century (alternatively Union of the Crowns until the Union of the Parliaments, 2 History of water approximately) Introduce to children about how much of Modern times: 1900 onwards Planet Earth is covered by water (80%) and how important water is in terms of exploration If the class is small, there would be three and trade (i.e. building communities near groups; if larger, more than one group could rivers). research each period The history of water and waste water services Activity 1 continued 4 Fact and opinion 6 Presentation points Each group could be given Post It notes of two A proper presentation of the research could colours. On one set, children would write any follow, perhaps set in terms of a challenge: interesting facts they found. On the other they could write anything that was opinion, either Your group must show what you have along the lines of ‘people think that the found out on a poster Romans might have…’ or ‘I think this would You must talk about your poster to the rest have been disgusting because…’. These could of the class be stuck on large sheets of paper divided into The poster must have a good title two areas, labelled Fact and Opinion. There should be a large, clear picture The poster should have 10 interesting facts and two interesting opinions shown on it The poster must be attractive I think this might You have just 1 hour to complete this have been a good idea because it would not challenge! block the toilets. People think that the Romans used a sponge on a stick instead of toilet paper. Alternatively, pupils could record a video as if People think that the the toilet has just been invented – plan, write, Romans used communal toilets. and produce a news bulletin to inform the public of this exciting development/invention (however, be sure to stress that people didn't have televisions in that era but if they did….). I think this would Then pupils could have a screening of their have been disgusting becausereally it would bad! smell video in the class or at assembly. 7 Assess 5 Fascinating facts After the presentation, pupils could peer As a plenary for this research part of the assess, perhaps by going round in their project, each group could pick out two of the groups looking at the posters, and writing most fascinating facts to tell the rest of the one positive comment each on a Post It class, and one opinion. Discussion could be about each presentation. Thus, each group guided to highlight the fact that, would end up with a selection of comments technologically, the Romans were in many posted on their work, which they could read ways more advanced than people who came and discuss. The assessment should be based after them. You may like to speculate, with the on the list above, which could be presented children, what might come on the next page as success criteria. The pupils could also self of the timeline. Throughout, the pupils should assess their work using resource sheet 5. be making a clear distinction between fact and opinion, and might even challenge some facts, which could lead to a useful debate. The history of water and waste water services Activity 2 Learning intention Success criterion To help pupils appreciate the ingenuity of Pupils understand how the Romans came ancient peoples in solving problems up with their bridge and aqueduct designs by drawing and building examples themselves. Suggestions for teachers 1 Discussion 5 More suggestions Discuss the problem of bringing fresh water to A more controlled method is to cut a template. Roman towns and cities whilst showing If two concentric semicircles are drawn on card resource sheet 6. Resource sheet 7 shows with radiating lines drawn between the curved how this was done. There are many examples lines, these could be cut out as templates for of Roman aqueducts to be found in books and individual plasticine blocks. Another method is in Google Images, for example. Draw attention to lay a squared sausage of plasticine along the to the arches: used for aqueducts, bridges and semicircles and chop it up into blocks. buildings. 6 Water channel 2 Aqueducts When the pupils are setting up the arch, they Pupils could sketch aqueducts before the next may discover the need for a temporary tasks. They could each be given a start and semicircular support underneath. Those end point on the page, then once they have children using the template approach could completed their drawings, the pages can be make this, perhaps from two shaped pieces joined together to create an aqueduct frieze of cardboard glued together with a wood that can be displayed around the classroom block spacer between, and wooden supports wall. on either side for stability. Pupils then create a channel for water to travel along. 3 Build an arch Give groups of children cubes – preferably 7 Billy Goats Gruff challenge! good sized wooden cubes – and ask them to The most creative way is to frame the activity try to build an arch. It isn’t possible, so don’t as a challenge. See resource sheet 8. let them get too frustrated. Discuss ways they, and the Romans might have solved the 8 Recording the activity problem. Show pictures of some stone arch It would be useful to take photographs or a bridges (some good ones if you Google video as the children work. Apart from anything ‘stone bridges of Greene County’) and draw else, this would show which children were attention to the shape of the blocks.
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