Evaluating Water Resources

Unit Context

Unit: Energizing Survival: Nature's Resources
Lesson 14 of 20
Class: Year 11 Life Skills – PE
Class Size: 8 students
Duration: 60 minutes

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Lesson Overview

In this lesson, students will investigate local water resources by conducting small group experiments to assess water quality through practical, hands-on activities. Visual guides and clear instructions will assist differentiated learning to accommodate a range of reading and understanding abilities, including dyslexia-friendly options.

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Curriculum Alignment

Learning Area:

• Personal Development, Health and Physical Education (PDHPE) – Life Skills (Year 11)

Relevant NSW Curriculum Outcomes:
Since Life Skills curriculum for Year 11 is adapted for students with diverse learning needs, including low reading abilities, the lesson addresses the following general Life Skills outcomes adapted to PDHPE:

• PD11-3: Participate in activities to improve personal and community health and wellbeing.
• PD11-10: Demonstrate the ability to work collaboratively with others to achieve goals.
• PD11-13: Investigate factors that contribute to personal and environmental health including the role of resources such as water.
• PD11-15: Communicate findings using a variety of methods, including visual and practical demonstrations.

These general outcomes are interpreted through the lens of Life Skills and experiential learning.

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Learning Intentions (WALT)

We Are Learning To:

• Investigate and evaluate local water resources.
• Assess and discuss water quality through practical testing.

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Success Criteria

Students can:

• Follow clear, step-by-step instructions to conduct water quality tests.
• Use visual guides to support understanding of testing procedures.
• Record and discuss results of water tests in small groups.
• Communicate simple conclusions about water quality using visuals or verbal expression.

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Resources Needed

• Samples of local water (from local creeks, taps, rainwater tanks, or bottled for safety).
• Water testing kits (pH strips, turbidity tubes, test strips for hardness, nitrates or chlorine).
• Visual step-by-step instructional posters or laminated cards.
• Worksheets with dyslexia-friendly fonts, clear spacing, and pictorial prompts.
• Whiteboard and markers for group discussion.
• Gloves, hand sanitizer, and safe water handling guidelines.
• Timer or clock.

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Lesson Breakdown

Time	Activity	Description	Differentiation & Support
0–5 min	Introduction	- Welcome class and introduce topic: Why water quality matters. - State WALT and success criteria clearly. - Discuss safety and hygiene for handling water samples.	Use simple language with keywords displayed visually. Show short video clip or pictures of water sources if possible.
5–15 min	Demonstration & Instructions	- Demonstrate using visual guide how to test water samples (pH, turbidity, etc). - Show how to record findings with visual worksheets. - Check understanding with questions. - Assign students to small groups (2-3 students).	Visual aids with large, clear images. Use a ‘buddy system’ pairing stronger readers with peers. Instruction cards with bullet points and icons.
15–40 min	Small Group Investigation	- Students conduct water tests from provided samples. - Record results on worksheets using symbols and colours. - Rotate roles so each student tests or records once. - Teacher & aides circulate to support and prompt discussions.	Group tasks simplify reading requirements. Oral explanations supported by visual checklist. Provide extra time as needed.
40–50 min	Group Discussion & Reflection	- Groups share findings verbally or with pictures. - Discuss: Which water resource seems cleanest? Why might this be? What factors affect water quality? - Teacher note-taking for assessment.	Encourage speech and drawings if writing is difficult. Prompt with concrete questions.
50–60 min	Wrap-Up & Feedback	- Recap key points. - Collect worksheets. - Provide positive feedback. - Outline next lesson briefly.	Use checklist or thumbs-up/down to gauge understanding. Allow students to rest or engage in sensory-regulation quietly.

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Assessment and Feedback

• Ongoing formative assessment: observation of group participation and ability to follow instructions.
• Collection of visual worksheets to verify understanding and accuracy in recording test results.
• Teacher anecdotal notes on students' verbal contributions and ability to interpret results.
• Success criteria met if students complete tests and communicate findings with support.

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Differentiation Strategies

• Use of multimodal instructions: verbal, visual, tactile.
• Small, manageable group sizes for peer support.
• Dyslexia-friendly worksheets with bulleted text, minimal words per page, clear font, and plenty of white space.
• Allow oral responses or visual symbols instead of written responses where needed.
• Pre-prepared "cheat sheets" of common test procedures with pictures.
• Scaffold questioning with simple, direct sentences.

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Safety and Accessibility Notes

• Use safe, clean or treated water sources only.
• Students wear gloves when handling water samples.
• Ensure handwashing/sanitising before and after activity.
• Provide movement breaks if needed.
• Seating/sensory supports available for students who require them.

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Extension and Enrichment Ideas

• Explore water conservation tips after testing.
• Compare human impact on water quality in urban vs natural settings.
• Create a poster as a group about protecting local water resources for younger students or community use.

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This lesson plan supports life skills students through experiential and sensory learning aligned with the NSW Life Skills outcomes, promoting environmental health awareness within practical physical education settings.