World Water Day

Every Drop Counts

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What’s Inside This Lesson

In this lesson, students learn that because our water supply is limited, we need to make wise choices. Through “The Water Wallet” simulation, they’ll experience the challenge of balancing essential needs with daily choices.

Lesson Outcomes

  • ACARA Version 9.0

    Students will:

    • Understand that fresh water is a limited resource requiring sustainable management (AC9HS4K06).
    • Explain how scarcity forces individuals and communities to make trade-offs (AC9HS5K08).
    • Differentiate between essential water needs (survival) and luxury water wants, and how these influence resource allocation (AC9HS5K07).

     

    Students can:

    • Manage a limited “Water Wallet” to meet basic needs over a simulated week (AC9HS5S05).
    • Propose individual actions to reduce water “spending” (AC9HS4S06, AC9HS5S06).
    • Justify a trade-off made during the simulation based on priority of needs (AC9HS5K08).
  • Victorian Curriculum Version 2.0

    Students will:

    • Understand that fresh water is a limited resource requiring sustainable management (VC2HG4K09, VC2HG6K04)
    • Explain how scarcity forces individuals and communities to make trade-offs (VC2HG4K01, VC2HG6K01)
    • Differentiate between essential water needs (survival) and luxury water wants, and how these influence resource allocation (VC2HG4K03, VC2HG4K09)

     

    Students can:

    • Manage a limited “Water Wallet” to meet basic needs over a simulated week (VC2HG4S05, VC2HG6S06)
    • Propose individual actions to reduce water “spending” (VC2HG4S05, VC2HG6S06)
    • Justify a trade-off made during the simulation based on priority of needs (VC2HG4S04, VC2HG6S05)
  • NSW Curriculum

    Students will:

    • Understand that fresh water is a limited resource requiring sustainable management (HS3-GEO-01)
    • Explain how scarcity forces individuals and communities to make trade-offs (HS3-GEO-01)
    • Differentiate between essential water needs (survival) and luxury water wants, and how these influence resource allocation (HS3-GEO-01)

     

    Students can:

    • Manage a limited “Water Wallet” to meet basic needs over a simulated week (HS3-GEO-01)
    • Propose individual actions to reduce water “spending” (HS3-GEO-01)
    • Justify a trade-off made during the simulation based on priority of needs (HS3-CWT-01)

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