All lessons › Where Does the Rain Go? › Lesson 1
Australian primary science · Years 3–4 · Lesson 1 of 1
Where Does the Rain Go?
Inquiry question: Which schoolyard surface produced the most runoff in our model?
Marked no materials needed
Analysing a supplied case file
What students learn
Compare equal-rainfall model results and explain runoff and infiltration.
Success criteria
- I can read the supplied evidence accurately.
- I can support an explanation using two details.
- I can identify a claim that goes beyond the evidence.
Preparation and materials
Before this lesson: Distinguish water running across a surface from water soaking in. Not-collected water includes possible storage.
- Charged iPad per individual or pair — One per student or pair
- Projector — One
Teacher setup
- Open the assigned lesson and present the slides.
- Show the lesson QR; students enter one or two names and start.
- Use the lesson timings: allow 45–55 minutes plus first-use sign-in time. Do not add copying to fill a full hour.
- All evidence is supplied in the lesson. No equipment, worksheets or external websites are necessary.
Safety and adaptations
- Screen-based evidence inquiry only. Do not perform physical experiments or imitate hazards described in the case files.
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.
- Predict the largest runoff result.
- Check that all trays received the same 100 mL starting amount.
- Rank the four surfaces from highest to lowest runoff.
- Explain why a permeable surface might reduce runoff.
- Keep a firm school path. Recommend one change beside it that could reduce runoff and name a limit.
Teacher modelling prompt
For paving, read 100 mL applied and 88 mL runoff. Work out 12 mL not collected as runoff; do not call all 12 mL infiltration.
Record and explain evidence
Recording question: Which schoolyard surface produced the most runoff in our model?
| Surface | Water amounts (mL) | What this suggests |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim is more strongly supported? Quote evidence and explain why.
Provided example or reference data
Fictional runoff model · 100 mL added per tray
| Surface | Runoff | Not collected as runoff |
|---|---|---|
| Sealed paving | 88 mL | 12 mL |
| Grass over soil | 34 mL | 66 mL |
| Mulched soil | 22 mL | 78 mL |
| Compacted soil | 67 mL | 33 mL |
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? What is runoff?
Explain with evidence: Which surface produced least model runoff?
Apply the idea: Why would you repeat the tray comparison after wetting the soil first?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.