WATER WARRIORS

DESIGN BRIEF
Lesson Sequence
LESSON ONE: THE WORLDS WATER
Read 'The Waterhole' by Graeme Base. Brainstorm ideas on how we all use water in our everyday lives.
Discussion: where does our water come from?
Using physical representation of the worlds water on a smaller scale to conceptualise just how much of our water is
drinkable and how much is saltwater by dividing 1L of water into appropriate amounts to represent the scale of the
earth’s water (rivers, dams, ice, groundwater, oceans).
Learn about desalination and what into the process needed to make ocean water drinkable.
Resources: Book: The Waterhole - Graeme Base

LESSON TWO: WHERE DOES OUR WATER COME FROM?

Watch the Water Corporation - Rainfall B-Ball Youtube video. (Prior knowledge/link to previous lesson)
Use Water Corporation website to compare water usage in the home, school and communities with other homes,
schools & communities. Use website to find out where water in Perth is sourced from.
Compare how this has changed. Discussion: how has climate changed?
Link into Sustainable Development Goal 13: Climate Action
Resources:
Video: Water Corporation - Rainfall B-Ball https://www.youtube.com/watch?v=nswxfzr9gSk
Website: Water Corporation https://www.watercorporation.com.au/water-supply/perths-water-supply

LESSON THREE: WATER WARRIORS INTRODUCTION

Prior knowledge/review of what they learned about how Perth’s water source has changed over the years.
Watch BTN Cape Town Water Crisis video. Do you think Perth will ever hit ‘day zero’?
Brainstorm ideas on how we might save water in our school.
Introduce ‘Water Warriors’ design brief
Resources:
Video: BTN Cape Town Water Crisis- https://www.abc.net.au/btn/classroom/cape-town-water-crisis/10521876

LESSON FOUR: BEGINNING OF DESIGN PROCESS

How do we use water in our school? Where are we wasting water?
Class investigation into how we use/waste water in our school.
Students are to create individual designs on how we might save water in our school.
Explain to students that we will be starting a draft design today, and over the next four weeks will be creating a poster
of their designs and presenting them to the MLA of the district.

LESSON FIVE: FINAL DRAFT OF DESIGNS

Students to answer evaluation questions about own design. In small groups students will then have the opportunity to
hold their design up and describe their design, identifying the problem/issue they found while researching, and
explaining how their design creates a solution.
Using De Bono’s thinking hats, students will have the opportunity to peer evaluate designs.

LESSON SIX: CREATING A POSTER

Students are to begin to create a poster that will be used to present their design ideas. Posters are to explain the
problem they found, show their design, and describe how their design will help fix the problem.
Students can draw a draft of the poster and then begin to create it.

LESSON SEVEN: FINISH POSTERS

Student's posters will be hung around the room. Each student will have the opportunity to write 2 Stars and a Wish
(2 things they like about the poster and one thing they would like added/think could be done even better) on a post-it-
note of each design. This could also be done in small groups, depending on the class dynamic.
Students will have until the end of the lesson to complete their posters.

LESSON EIGHT: PRESENTATION OF POSTERS

Finished posters to be hung around the classroom. Local MLA can come in and look at designs.
If class planning permits, during prior English lesson students can write a speech about their designs which can then be
read out to the MLA.