All lessons › The Future of Water › Lesson 2
Australian primary science · Years 3–6 · differentiated · Lesson 2 of 2
The Future of Water · Years 5–6
Inquiry question: What could communities do if rainfall patterns change?
Marked no materials needed
Analysing secondary data
What students learn
Use possible futures and scientific evidence to compare possible responses to a real-world question.
Success criteria
- I can distinguish observations, simulated evidence and future assumptions.
- I can compare two solutions using evidence, trade-offs and uncertainty.
- I can design a repeatable check and revise a recommendation.
Preparation and materials
Before this lesson: Students have met the linked core science idea; model data-reading first if needed.
See the interactive lesson for preparation and material requirements.
Teacher setup
- Open the supplied simulated data; choose the year-band task.
- Plan two 30-minute sessions, or one 60-minute lesson. Optional local investigations require additional equipment and a school safety check.
Safety and adaptations
- Use supplied data indoors. Outdoor work requires teacher supervision and school approval. Never enter floodwater, light fires, touch hot surfaces or disturb wildlife.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Notice: What could communities do if rainfall patterns change?
- Understand: read the science and compare the simulated data. Model a wetter and a drier possible future, stating assumptions. Compare rainwater storage, mulching and different planting choices, including cost, access and maintenance. Explain why rainfall alone cannot determine garden water demand.
- Imagine: describe two possible futures, one with a change and one without. Say what you are assuming.
- Design: compare two solutions, including who benefits, resources needed and a disadvantage.
- Test: Compare the supplied scenarios. Plan how to measure water use before and after a change, keeping garden area and observation period comparable.
- Reflect: explain your recommendation, what is uncertain, and how your thinking changed.
Teacher modelling prompt
Think aloud: “The example table suggests a pattern. It is simulated, so it is not evidence about our school. I need further observations before making a local claim.” Model one comparison from the table.
Record and explain evidence
Recording question: What could communities do if rainfall patterns change?
| Option / trial | Evidence or measurement | Benefit and limitation |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Compare these claims and justify your answer.
Provided example or reference data
SIMULATED DATA — invented for practising reasoning; not measured at a real school
| Simulated year | Rainfall (mm) | Garden water used (L) |
|---|---|---|
| A | 600 | 900 |
| B | 420 | 1250 |
| C | 580 | 950 |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? Explain one science connection behind your proposal.
Explain with evidence: Which evidence influenced you, and what is one limitation?
Apply the idea: What would you investigate before a real decision?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.