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Water download - Coggle Diagram
Water 
Clean water
Exploration Activity: Testing water actual cleanliness (DISW LG2; L&L LG1, LG2 and LG3)
- Get children to test the tap water within the centre for its purity and cleanliness.
- Children are to test the water for its turbidity, as well for its dissolved oxygen.
- Simple instructions would be given to the children during the main activity
- A checklist would be provided for children to tick if the water is clean or dirty .
- Upon completion, for close-up and clean-up, children will discuss their personal findings through a simple show and tell
Extension activity: Fishies water. Safe or nah?
- Children to test the water within the fish tank of their discovery corner for its dissolved oxygen to see if the water in the fish tank is conducive for animals to live in.
Question: Why must water be clean?
- To ensure that water can be used in a safe manner.
- Only 0.4 percent of water in the world is usable; hence, limited supply
Awareness Activity: Who and what will use water? (ICTE; SEL LG2; DISW LG1: L&L LG2
- Use a KWL chart with children to find out what children Know about water.
- For main activity, under the "W" portion of the chart, ask the children what else do we use water for. Get children to ask the opinions of an educator (to be assigned two by the form educator) within the centre itself.
- Break them up into groups of four. As one child is asking their assigned educator, another child will use the school's iPad to record their interview. Children to rotate roles during each interview.
Awareness activity: How do singapore get their clean water (4 taps)? (DISW LG1; SEL LG3; L&L LG3; Num LG1)
- Use the KWL chart from the previous awareness activity to remind children on the relevant stakeholders of water
- Question children now on how do SG get their water.
- As there are four taps, break the children into four groups
- Children are to go around the centre to look for clues. A sticker would be placed on each of the four taps.
- Each group must collect all four stickers, before coming back to class to match it into the various baskets.
- First group to do so wins
- Closure: children to gather back or when they are done for educator to re-cap on the four taps and its usage
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Possible application activity: Filtration of dirty water to make it clean (DISW LG2; A&C LG1 and LG3; L&L LG3 and LG1)
- Get children to collect water that was used to cleanse rice from the centre's cook using a test tube
- Break children into groups of four. Provide an easy to read instructional sheet on how to create a filtration device for each group. Each group would receive different instructional sheets to create different filtration devices .
- For clean-up and closure, get all children to gather, and each group would share their filtration device.
Acquisition activity: How can we make our water clean! (MSD ?; Lally LG1 and LG3)
- Children are mythical water creatures
- Task for the children is that they must find ways to make our water clean. However, a water evil is not allowing them to do so!
- Skills used: Sliding and underarm throw
- Children must first slide through a section where teacher would utilize water guns and spray it at them. Upon sliding out a maze, children would need to use a ball before throwing it to a specific target on a board utilizing an underarm throw. There would be a few targets on the board - each respective targets would be on ways to keep our water clean
Application activity: Cooking with tap water! (DISW LG2; L&L LG1 and LG3)
- Use the KWL chart to remind us that the water on our tap is very clean and safe for consumption.
- Break children up into group of four. Children are to put the instant noodles into the pot. Get children to tick on the checklist what they observe about the noodles.
- Go to educator and educator to place it into a steamboat pot filled with water. Ensure children are not touching it and standing a safe distance away.
- As the noodle soften, get children to further observe and tick off the checklist.
- Closure: re-cap day one that people use water for cooking too, and reinforce that only clean water allows us to cook with it. Allow children to eat a little of the noodles.
Acquisition activity: Impact of clean and dirty water? (ICTE LG1; DISW LG3 and LG1; L&L LG1 and LG3)
- Tell a story on the effects on clean and dirty water on us when we use it and consume it
- Break children into groups of four. Give each group an iPad.
- Some groups to use google earth to look at the Ganges River; Some groups to look at the Singapore river
- Providing a checklist, which involves the various impacts of clean and dirty water (which will include pictures), get children to tick accordingly, relating back to the story they heard initially.
- For closure, get at least two group minimally to share their findings (one group to be sg; another group to be ganges river)
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how can water be used ?
Question: Why do plants need water to survive?
- It is necessary for photosynthesis
Activity: Do plants need water to survive.
[DOW LG 2; SEL LG 1(?)]
- Show children 2 identical potted plants (both plants should be of same conditions)
- Place both pots in the same area to ensure only 1 variable is altered, in this case is water.
- Water 1 pot regularly while not watering the other.
- After 1 week, get children to record the difference in growth, appearance and health of both pots. (Qn: What do you see? Which pot was not watered?)
Question: Why do different water levels in glasses makes different sound?
- vibration creating sound waves
Activity; Making music with water filled glass cups
[DOW LG2; ANCE LG 1 & 2]
- Show children the 5 - 6 glasses of water that has differing water levels
- using a spoon, hit each glass lightly and get children to observe the different sounds being produced.
- encourage children to experiment using different water levels to form melodies or songs
- can provide children with music sheets with corresponding water level glasses allowing them to create specific tunes.
Acitivty: Floating and Sinking
[EN LG1; DOW LG2]
- Show children the transparent tub that is filled with water along with the variety of objects that will be going into the water
- get children to guess if the object will sink or float before dropping it into the water
- when object is in water, get children to identify if it is floating or sinking
- get children to categorise the objects under 'sink' or 'float' on their own respective activity paper.
Extension Activity: Buoyant Builders: Let's Set Sail !
[DOW LG2; NUM LG2]
- Provide children with materials such as straw, tape, aluminium foil, bottle caps etc.
- Get the children to build a boat using the materials
- Place the boats in a container of water to see which design can float
- If the boat sinks / floats [Qn: Why does the boat sink / float?]
- Have the children place 10 cent coins in the boat.
- Compare which boats can carry the most number of coins.
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Activity: Ice Age Adventures: Digging for Liquid Gold
[DOW LG1/2 ; think later]
- Provide children with the ice blocks. [Ice blocks: Freeze waterproof small toys in a few containers]
- Provide children with toy tools to chip away the ice [Eg. mallet, hammer pick axe, fork, spoon]
- Children can use other methods to retrieve the toys inside the ice [such as using warm water, hands to warm the ice, or ice]
- Once the toys are out of the ice, have the children to discuss about how the ice which was solid melts and becomes liquid. [properties of water]
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Water in our body
Qn: Why is water important?
- helps keep us healthy & alive
- helps our body function properly
Activity: WaterBody
[DOW LG2; NUM LG1]
- Provide children with a variety of materials (Eg. sponge, cotton, paper)
- Prepare a tub of water
- Get children to place 1 material into the tub each time and give the material 1min.
- After a minutre, take out the material and squeeze the water out into a beaker to see how much water the material can hold.
- Repeat for the remaining materials
- After, get children to see the difference between the amount of water held by each material
- Link the materials to our own body and tell children that the different materials all absorb water just like our body.
Activity: Water Relay
[MSD LG1; NUM LG1; DOW LG2]
- set up a mini course using cones and hula hoops where the children will have to walk in a zigzag manner round the cones before jumping from one hoop to another.
- 2 tables will be set up at the start and end of the course
- on the starting table, there will be sponges and a tub of water.
- children will have to use the sponge to absorb the water and pass through to the other table where they will have to squeeze out the water from the sponge into the container
- continue until the container is filled
- After the race, discuss with children on how water is essential for us to stay hydrated and energized.
Activity: Blooming Colours
[DOW LG2 ; NUM LG2]
- Introduce the concept of osmosis to children by explaining that like humans, we can drink water. Plants can drink water too.
- Provide children with 2 cups of water, one with purple dye and one with orange dye.
- Dip the white petal flowers into the cups.
- While observing the coloured water going up in the flower, have the children observe the amount of petals the flower has.
- Have the children draw the flowers with the corresponding number of petals they can see.
- After the flower has absorbed a substantial amount of water, have the children observe the coloured petals. [Q: Why do you think the flower petals are coloured? How do you think they are coloured?]
- Link the concept of having to drink water to survive, plants need to drink and humans need too
water cycle
Activity: water cycle
[DOW, L&L, ICTE]
- provide a water cycle diagram for children to observe
- use KWL chart to discuss with children about their observations and what they know/want to know about it
- educator to teach children about the different stages in the water cycle
Activity: water cycle flip book
[DOW, ANCE]
- split children in small groups
- provide paper, colour pencils, marker
- allow children to do the flip books following the diagram discussed earlier
- they are to also label the stages and processes