2020 Vision for Water Project - iwrm

2020 Vision for Water Project
A Resource Pack for Active Learning in Water and
Environmental Conservation in South African Schools and
Communities
For
Educators, Community Development Facilitators and
Environmental Health Officers
DEPARTMENT WATER AFFAIRS AND FORESTRY

2
Acknowledgements
Thanks go to all The the following people who organisations contributed are to gratefully the compilation acknowledged: of this Resource Pack:
Durban VistaUniversity, Metro Water; Soweto Umgeni Campus Water; in particular Sharenet; Ms SWAP;
review of the materials; City of Cape Town, Catchment Tracy McKay for
Management particular Tony Department; Shaide and National EDA Trust Botanical Institute, in
The schools particular: and teachers Wendy Jacobs who contributed of Rhodes to High, the Mr review Bean of of the Klipfontein activities in Primary this book. In
andLearnerFacilitators; MsSaras Pillay and Fadli Wagiet
Officials WesternCape of the Deparment Education Department, of Education. Free In particular State Education Learner Facilitators Department of and the
NorthWestEducation Department
Mrs Tammy Daniel and Ms Maria Chapman (IHS) for sourcing supporting materials
Publication Details
First published 2001. Department Water Affairs and Forestry.
A joint project with partners of the 2020 Vision for Water Project
Design and Layout: Gecko Design (021) 448 5439
Compilation team: Dept. Water Affairs & Forestry (Theo Manuel, Anastelle Solomon
and Nomxolisi Matyana)
and
Rainbow Valley (Dr Lungi Bodlani)
Original concept: Nomxolisi Matyana
Edited by: Theo Manuel, Anastelle Solomon and Dr Lungi Bodlani
Copies Department; of this publication Bloem Water sponsored Board; Sedibeng by: City of Water Cape Board; Town, Umgeni Catchment Water; Management
Water; North West Water, Amatola Water Board; Bi Water; Lepeli Water Board, Magalies
Metro, Rand Water and TheWorking for Water Programme Durban
Contributors
NickiMcleod, Mrs Leonora MrRandallAdriaans, Matyana, Mr Theo Manuel, Ms Tracy Ms McKay, Anastelle Angelique Solomon, Nagar, DrLungiBodlani,
, Mr Teddy Gouden , Tony Shaide, Ms Wendy Jacobs, Kim le Roux, K. Mr Bosch, Ryan Peters
Roneldo Manuel, Mr Mark Agra, Lerato Mokoena, Caroline Hanks, Frikkie and Irene Mr
Plessis
Du
Comments on this Resource Pack
ANY COMMENTS CAN BE COMMUNICATED TO:
THE PROJECT
WATER CONSERVATION,
MANAGER, 2020
DEPARTMENT
VISION FOR WATER
WATER
PROJECT:
AFFAIRS AND
ROOM
FORESTRY,
933, SEDIBENG
P/BAG X313,
BUILDING,
PRETORIA0001. FAX: (012) 336 8086. EMAIL: qto@dwaf.pwv.gov.za
2020
FAX (021)
VISION
425
FOR
7880:
WATER
EMAIL:
PROJECT,
solomoa@dwaf-wcp.wcape.gov.za
PRIVATE BAG X4390, CAPE TOWN 8000: TEL (021) 405 2200,
A Project led by Dept Water Affairs & Forestry

Foreword
Intergration of the 2020 Vision for Water Project into
Outcomes Based Education Curriculum
The
Environmental
Department
Education
of Water
has
Affairs
commissioned
and Forestry
this
Sub-Directorate
Resource Pack
for Community
as part of its
Development
commitment
and
support Environmental Education and Water Conservation linking directly to Outcomes Based
to
Education
community
(OBE).
development
Our ultimate
training
goal
and capacity
is to integrate
building
this
programmes.
project into the school curricula and
The
such
2020
is supporting
Vision for Water
Outcomes
Project
Based
has a
Education.
wide range of
The
activities
project
to
materials
cover Learning
presented
Areas
here
and
are
as
designed
conservation
to fit
activities
with OBE.
can
Environmental
be made into
Education
a Programme
is a Phase
Organiser.
Organiser
Activities
and
and
water
outcomes
audits or
of
water
water audits can be linked to the 8 learning areas which are:
the
1. Language, Literacy and Communication
2. Technology
3. Mathematical Literacy, Mathematics and Mathematical Sciences
4. Economics and Management Sciences
5. Life Orientation
6. Natural Sciences
7. Human and Social Sciences
8. Arts and Culture.
The project activities are intended to
a. sensitise learners about the importance of water
b. prepare them for careers in Water Management
c. create
water and
awareness
sanitation
on environmental and health related issues with special emphasis on
We
Curriculum
are serious
through
about
the
helping
National
teachers
Environment
integrate
Education
water
Programme
and Environmental
( NEEP).
Education
Some of you
into
may
the
know
Education
about
in partnership
NEEP. NEEP
with
is
the
an
Departments
inter-departmental
of Environmental
project that
Affairs
is driven
and
by
Tourism,
the Department
Water Affairs
of
and
implemented
Forestry.
as
The
an integral
programme
part of
is
all
intended
Learning
to
Areas.
make sure
In the
that
NEEP
environmental
teachers work
education
towards
is
better environment through active learning processes. This helps learners to acquire the
a
knowledge
factors. This
and
Resource
skills needed
Pack
for
should
understanding
help teachers
all the
and
social,
community
biophysical,
development
economic
facilitators
and political
the selection of activities that are contained in it.
with
We,
government
therefore,
development
invite all our
officers,
partners
local
right
government
from school
bodies,
children,
interested
families, development
NGO, Private
facilitators,
Local, National and International Agencies to help us take this challenge so that by year
Sector
2020 the
to
state of the environment and water conservation in South Africa is positively sustained.
Deputy Director – Community Development and Environmental
Ms Hayley
Education
Rodkin
A Project led by Dept Water Affairs & Forestry 3

4
Foreword 3
Message of Guidance to Teachers 5
Abbreviations and acronyms 6
Rationale and contents of the resource pack 7
PART FORWATER 1: BACKGROUND PROJECT OF THE 2020 VISION
SECTION 1: BACKGROUND
1.1 History of the 2020 Vision for Water Project 9
1.2 The Activities 13
1.3 The Launch 14
SECTION
AND MANAGEMENT
2: INSTITUTIONAL
STRUCTURE
ARRANGEMENT
VfW PROJECT
OF 2020
2.1 Partnerships 15
2.2 Stakeholder analysis 15
2.3 The organogram 18
2.4 Summary of roleplayers 19
SECTION 3: METHODOLOGY
3.1
Environmentas
Developing Learning
a Phase
Programmes
Organiser
with
20
3.2 Assessment 23
3.3
2020Activities
Outcomes Based Reference Guide for
24
3.4
NationalEnvironmental
Active Learning in Curriculum
Education
2005 and the
Programme(NEEP) 25
3.4.1 Active Learning Model 25
PART SCHOOLS 2: LEARNING AND COMMUNITIES ACTIVITIES FOR
SECTION
ENVIRONMENT
1: ACTIVE LEARNING FOR THE
1.1
Packasabasis
Using the Schools’
for
Environmental
active learning
Policy
29
SECTION
CREATION
2: WATER-WISE AWARENESS
2.1 Steps for introducing the 2020 VfW
Project 31
2.2 Awareness creation tools 32
2.2.1 Plays 33
2.2.2 Poems 37
2.2.3 Quotations 38
2.2.4 Posters 39
2.2.5 The Hydrological Cycle 41
2.3 Awareness Creation pack 42
CONTENTS
SECTION 3: WATER QUALITY STUDIES
3.1 River clean ups 44
3.2 Caring for our Rivers 46
3.3 Water life investigation 48
3,4 E-coli (germs in water) testing 50
3.5 SWAP Observational activity 52
3.6 Groundwater Awareness and Quality
Testing 54
3.7 Borehole monitoring 56
SECTION 4: WATER QUANTITY STUDIES
4.1 Water Audit: Urban Conditions 58
4.2 For Water schools Audit: Generalised Conditions 60
•
with
with
running
standpipes
water
•
without
using buckets
running water
4.3 Tap and leak repair 64
4.4 SWAP rural quantity audit - In Afrikaans 66
4.5 Water Harvesting 68
4.6 Developing a school water policy and
management plan 70
SECTION 5: WETLAND STUDIES
5.1 Wetland Health Check up 72
SECTION 6: WATER AND PLANT STUDIES
6.1 Water-wise Gardening 78
6.2
WaterProgramme
Weedbuster activity of the Working for
80
6.3 The Aqua-trap 82
PART 3: USEFUL RESOURCES 84
SECTION 1: CONTACT ORGANISATIONS 85
SECTION 2: GLOSSARY 87
A Project led by Dept Water Affairs & Forestry

Message of Guidance to
Teachers
South
focuses
Africa’s
on the
new
learners
education
in order
curriculum,
to encourage
OBE
them
is intended
to learn and
to transform
develop their
the
own
system
particular
of teaching
strengths
and
using
learning.
their God-
OBE
given
and debate
natural
real
desire
life
to
issues
learn
that
and to
are
discover
important
life.
to them
The learners
and to
are
the
expected
society.
to
This
actively
method
participate
of learning
in lessons,
and teaching
discuss
referred to as the " ACTIVE LEARNING MODEL". The learners must be engaged with issues and explore them and
is
finally
learning
make
experiences
decisions
and
about
these
what
experiences
they can
must
do about
result in
problems
outcomes.
and
You
take
as
action.
teachers
The
are
OBE
expected
curriculum
to devise
is based
learning
on
activities
should know
that
by
will
now,
result
these
in the
learning
critical and
experiences
specific learning
are organised
outcomes
into 8
through
areas of
the
learning
various
namely:
learning experiences. As you
1. Language Literacy and Communication (LLC)
2. Mathematical Literacy, Mathematics and Mathematical Sciences (MLMMS)
3. Human and Social Sciences (HSS)
4. Natural Sciences (NS)
5. Arts and Culture (AC)
6. Economic Management Sciences (EMS)
7. Life Orientation (LO)
8. Technology. (Tech)
This
your
Resource
learners in
Pack,
almost
therefore
all these
is
areas
intended
of learning.
to assist
It is
you
also
to
important
design some
to adjust
lessons
the
and
level
develop
of the issues
learning
to the
experiences
grade levels
for
of
Make
the
it
learners.
into a problem
For example,
statement.
take any
Pose
one
this
issue
problem
raised
to
here
the
about
learners
water
and
conservation
other teachers.
and
For
environmental
example, the
education.
may be the poor state of the toilets in the school, or that the learners are often getting sick and do not come to
problem
The following steps will help you to organize and develop an integrated lesson that will result in a cluster of critical
school.
specific outcomes across a number of the learning areas.
and
Step 1: Recognising the problem ( Poor State of Toilets)
Step 2:
on
Exploring
the school
the problem
and community?)
further ( What activities can we do to find out the causes of the problem and its effects
Step 3:
causing?)
Identifying and understanding the issues/facets of the problem ( What impact on quality of life is this problem
Step 4: Developing possible solutions to the problem ( What can we do to solve the problem?)
Step 5: Taking action to solve the problem
( Who will help? What will they do? How can they help? What are their skills?, etc.)
Under
to draw
Step
the
1
picture
the teacher
of what
can
they
arrange
see in
the
around
learners
the
and
toilets.
teachers
They can
to visit
use
the
comic
toilets
and
as
creative
groups and
styles
give
of
learners
presenting
papers
thoughts.
their
Upon
problems
return,
and
the
its
learners
effects on
can
the
then
school,
explore
community
the problem
and
further
environment.
by developing
Teachers
a research
can now
project
collaborate
as to
in
what
what
causes
outcomes
the
they
teacher
would
may
like
want
the
a
learning
statistical
experience
record on
to
the
generate.
average
The
number
LLC teacher
of sick children
may want
per
a
class
report.
over
The
a
Numeracy
period of one
and
month.
Maths
The
impacting
Human
on
and
the
Social
quality
Sciences
of life and
Teacher
lifespan
may
of
want
the infants
to know
and
how
families
the state
in the
of
community;
health in the
while
school
the
and
Natural
community
Sciences
is
and
of the
Technology
toilets can
Teachers
be done
may
to improve
want to
their
know
proper
the effects
use. The
on the
learners
environment
may even
and
design
what improvement
a prototype toilet
on the
they
technology
eliminate the problem. The Arts and Culture teacher may want to know the cultural behaviour patterns of the
think
learners
will
and the community that impact on the problem.
approach
Once the teachers
the issue
have
in order
clustered
to ensure
their
that
critical
the specific
and specific
outcomes
outcomes,
are realized.
the learners
The learners
need to
will
be
explore
aware how
the problem
they will
further,
they have
develop
gained
possible
experience
solutions
as a result
and embark
of engaging
on actions
with this
over
issue.
a set period and then produce tangible evidence that
lesson
The activities
plans for
contained
your learners.
in the Resource
It is very
Pack
important
are therefore
first to approach
designed
the
with
material
this plan
with
in mind
a broad
and will
mind
assist
and
you,
to select
to design
group the activities according to the year plan. We cannot over-emphasise the need to plan properly and to make sure
and
that this Active Learning is delivered in an exciting manner for your learners. Good Luck.
Dr Lungi Bodlani
A Project led by Dept Water Affairs & Forestry 5

6
Abbreviations and Acronyms
DWAF Department of Water Affairs and Forestry
DoE Department of Education
DoH Department of Health
Env Environment
NEEP National Environment Education Programme
NGO Non-governmental Organisation
NWCC National Water Conservation Campaign
OBE Outcomes Based Education
SEP Schools Environmental Policy and Management Plan
SGB’s School Governing Bodies
SWAP Schools Water Action Project
VfW Vision for Water refers to the 2020 Vision for Water
Project
A Project led by Dept Water Affairs & Forestry

RATIONALE AND CONTENTS OF
THE RESOURCE PACK
1. The Rationale
This
water
Resource
conservation
Pack
and
is an
environmental
easy reference
education.
for those who
It gives
will do
step
the
by
activities
step guidance
that are
for
necessary
educators
for
as
communities
well as community
to develop
development
local plans and
facilitators.
implement
It
them.
is a way
Sometimes
to kickstart
it is hard
action
to start
in schools
something,
and
but
people’s
with
actions,
this Resource
behaviour
Pack,
and
there
attitudes.
are actual
Some
success
people
stories
and school
of activities
children
that
have
have
gained
changed
knowledge of their environment. Read the letters and see what others have experienced in
better
2: Section 2 on Awareness Creation.
Part
2 . The Contents of the Resource Pack
The
been
Resource
used since
Pack
the
is
inception
a compilation
of the
of
project
many
in
years
1996.
of training
An attempt
and
was
educational
made here
materials
to extract
that
some
have
of
exhaustive.
the most widely
It is work
used
in
and
progress
tested
and
parts
a revised
of these
edition
materials.
should
The
be
Resource
done in about
Pack is
a
by
year.
no
That
means
why it is designed to be expandable.
is
3. The Arrangement of the Resource Pack
The
Background
Resource
information
Pack has
to
three
the
Parts.
project
Each
and
Part
gives
is
the
divided
user
into
a glimpse
Sections.
of
The
the
first
Project
Part
and
is the
beginning and how it is managed.
its
Part
packaged
2 is about
in sections
the learning
divided
activities
into
that can be done in schools and in communities. These are
•
Active
Water-wise
Learning
Awareness
for the Environment
• Water Quality Studies
Creation Activities and Tools
•
Water
Wetland
Quantity
Studies
Studies
•
Resource
Water
Organisations
and Plant Studies
Resource Pack also functions
and
as
a Glossary
a Manual.
of
This
terms
is because
are provided
it also
in
gives
Part
a step
3 of
by
the
step
Pack.
guide
The
how to do the activities.
on
4. The Activities
The
1.
activities
What is
are
it?
arranged
(A Description
in this
of
manner:
2. Aim? (The Aim of the Activity)
what the activity is all about)
3.
4.
Apparatus
Methodology
(The
( Method
Apparatus
or Steps
needed)
5. Results (Record of Outcomes of
to
What
be followed)
6. Action (Steps that can be Taken to Correct
Was Done)
7 Further Action (Ongoing actions that can be
Problems)
taken)
At
and
the
the
end
organisation
of each activity,
from
a reference
which the
box
pack/kit
indicates
can
which
be
pack/kit
obtained.
can
See
be used
contact
for the
details
activity
organisations in Part 3: Section 1.
of
A Project led by Dept Water Affairs & Forestry 7

8
Part 1: Background
PART 1
BACKGROUND OF THE 2020
VISION FOR WATER PROJECT, ITS
INSTITUTIONAL ARRANGEMENT
AND METHODOLOGY
Minister Kasrils encouraging young learners

Section 1. BACKGROUND
1.1 History of 2020 Vision for Water
Project
A NationÊs Dream Made Real by a Minister
The initiated 2020 by Vision Professor for Water Kader Project Asmal, is ex an Minister education of Water programme
and Forestry, as one of the projects of the National Affairs
Conservation Campaign (NWCC). Its purpose is to raise Water
levels of awareness of all South Africans on the value of water the
and important environmental because education South Africa in is order a water to conserve scarce country. our natural This resources. work is being This carried is vitally
by the current Minister, Ronnie Kasrils.
on
SOUTH AFRICA IS A WATER SCARCE COUNTRY
Research rainfall per year shows is almost that on half average that of other our
countries. water status Below when is compared a graphic picture to the rest of our
the world. South Africa receives about of
500mm world receive of rain on per average year. Other about parts 860 of mm the
Rainfall (mm)
500
450
400
350
300
250
200
150
100
50
0
460
Fig. 1: South Africa’s Projected Rainfall to 2020
per year.
By 80 mm year less 2020 than South at present Africa and will be our getting
will be about 380 mm which is inadequate rainfall
for shows our the needs. country’s The map rainfall on patterns. the next page
South Africa’s Projected Annual Rainfall
Part 1: Section 1– Background 9
400
380
year 2000 year 2010
Time ( years)
year 2020

Fig. 2: Map of South Africa With rainfall patterns
10 Part 1: Section 1– Background

HOW SOUTH AFRICA USES WATER
The rainfall we get is insufficient for our water use needs in South Africa. See below what
we need water for and how we consume it for domestic, commercial and other needs.
Gardening 35%
Fig. 3. South Africa’s domestic water use patterns
Irrigation60.6%
Bathing 19%
Stock Watering 1.7%
Fig. 4. South Africa’s overall water use patterns
The pie graph above shows that most of
South Africa’s water supply is used in
irrigation. Most of the time the methods of
irrigation used, waste a lot of water. Drip
irrigation is one of the best ways of
watering plants - it delivers water directly
to the roots, avoiding evaporation.
Laundry and dishes
14%
Nature Conservation 1%
Toilet flusing 29%
Drinking and cooking 3%
Municipal and Domestic 17.8%
Industrial 11.3%
Mining 3.3%
Power generation 4.3%
Part 1, Section 1– Background 11

Who Needs the 2020 Vision
for Water Project?
All water South scarce Africans and it because is envisaged their that country by the is
year constraints, 2020 unless it will something be facing is done water
to conserve water. now
Who Should Take the Lead?
1. The of this children project in because: schools are the focus
•. They are the next generation
• They their parents, are the best and best teachers people of
to families carry and messages communities through their
Local Government because:
• They communities are the leaders of local
The Teachers, Community Development Facilitators and Environmental Health Officers because they
work with school children and communities.
12 Part 1: Section 1– Background

1.2 THE ACTIVITIES OF 2020 VISION for WATER PROJECT
A WHAT ACTIVITIES CAN WE DO IN THIS 2020 VFW PROJECT?
The project involves various water conservation campaign activities such as water audits to
measure how much water is being wasted at home and at school. Other activities are:
1. to check how healthy the water is that we use
2. to take action by protecting the places where we get water
3, fixing to do fun and and repairing educational broken things pipes, like toilets cleaning and our taps rivers and the environment, harvesting water,
There behaviour. is so The much sooner we we can start do and with the so many young things children we the can better. learn Adults to change too have our a water-wasting
conserving water. Their water and electricity bills can be reduced and then they can use lot the to save money by
they save for other important things.
B METHODS TO FACILITATE THE PROJECT
THROUGH
PARTNERSHIPS
The Forestry Department believes that of Water partnerships Affairs with and
other development stakeholder of strategies groups is and crucial activities in the
that proactive will result society in a well around informed resource and
conservation. implementation of this That project is places why high the
value government in the departments collaboration especially with various
Department of Education, Health, the
Environment crucial stakeholders and Tourism. are the The Local other
Government Households District that stand Municipalities to benefit and
tremendously from environmental by conserving education. water Poverty and
directly linked to poor environmental is
preservation practices.
THROUGH USING ACTIVE
LEARNING STRATEGIES
FOR ENVIRONMENTAL
EDUCATION, WATER AND
SANITATION
Various children and methods their communities of engaging using school
learning models have been developed active
used, amongst which are the water quality and
and tried water and quantity are now studies presented that have in been
Resource Pack. They can be done this
schools and in communities both in urban in
and is pipe-borne rural areas regardless or river, dam of whether and spring there
water. communities It that is important have not yet that received even
pipe-borne water quality water activities should because be part they of the
save their lives and improve the quality will
their health by taking action when there are of
dangers This is the caused case by in the particular water with they water drink.
borne learn how diseases to use like Cholera. water well They when will they also
eventually environmental get it. protection Besides, the and activities water on
conservation use other means will also to teach increase them their how food to
production that leads to and illnesses therefore and early reduce death. poverty
Part 1: Section 1– Background 13

1.3 THE LAUNCH OF THE
2020 VISION for WATER
PROJECT
The launched 2020 in Vision 1996 for by Water the Department Project was
Water Affairs and Forestry in collaboration of
project with the then Department identified a of few Education. pilot schools The
all nine provinces of South Africa. in
substantial amount of money was allocated A
and tried various between implementation 1997 and the year strategies 2000. were
Project is now on its fifth financial year. The
Lessons testing of learned the successful are shaping strategies the continuing
new methods continue to be tried. while
Resource Pack is a result of some of those This
successful throughout the activities country. that have been tried
Various stakeholder publications bodies and sponsored DWAF have by various
developed and used throughout South been
Africa. this Resource Some extracts Pack as are reference presented and in
compiled in the Water for and easy Environmental access by practitioners
Programme. Schools and communities Education
therefore expected to select from these are
activities would be or in the devise best their spirit own. of collaboration However it
to These report will on be your included successful in the activities.
Resource Pack. Local contact details revised
provided in Part 3: Section 1 of this Pack. are
Consider support at yourself least one part 2020 of Vision the launch for Water and
Project activity in your area.
The Project was launched with
schools doing water quantity and
water quality audits
14 Part 1: Section 1– Background

Section 2. INSTITUTIONAL ARRANGEMENT AND MANAGEMENT
STRUCTURE OF THE 2020 VfW PROJECT
DWAF affected collaborates first and foremost with the Department of Education as an interested and
educators party. The 2020 Vision for Water Project targets school children. For that to succeed,
central must appreciate that this project is not an add-on to their school programme but is
project to into the school Learning programmes.
Areas. That is why DWAF stresses the need to integrate all activities of the
RESPONSIBILITIES
2.1 VALUABLE PARTNERSHIPS
Other the Departments most valuable of partnerships Health, Environment are with 1. among To build capacity to conserve water
and benefits Tourism of these and Water partnerships Institutions. are that The what community members and link
and happens in schools with homes
communities personnel that and have schools the ability receive to understand qualified teachers, community projects; support
communities learners and the
the sustainable life skills and resource value systems conservation that promote understand to ensure that they
benefit of the whole country. for the project the concept of the
protection as far as environmental
Through are promoted this project and schools international get recognition linkages concerned; and water conservation is
2,
for and their environmental efforts towards preservation. water conservation community To assist schools to conduct
and out-reach water activities
Private significant Sector aspect participation of collaboration. is also Private a school develop strategies to extend
policies into environmental community projects; plans and
Companies Water Project sponsor activities various throughout 2020 Vision the year. for 3, audit To assist reports schools for publication to compile and water use
These Day and events Environmental include Water Awareness Week, Arbor in campaigns;
Prizes and trips overseas, such as the Day.
Youth Water Prize, are sponsored by these SA 4, reports To prepare on submissions the state and of present the
private for details) sector partners. (See support pack environment behalf of and communities water quality when on
necessary to relevant Local
DWAF organisations also and engages consultants non-governmental Government Agencies;
as Service Providers. This is in a the benefit project
communities as these agencies provide to 5. conservation To lobby and and advocate environmental for water
employment opportunities. protection in their communities.
2.2 STAKEHOLDER ANALYSIS
COMMUNITY FACILITATORS
A giving facilitator support is someone to communities who is and assisting schools or
in Conservation developing and strategies implementing for Water
conservation activities. water
DISTRICT CO –
ORDINATORS
A commissioned District Co – ordinator by DWAF is and someone DoE working who is
closely Department with the of District Education Manager whose of the
responsibility district level. is This to can manage be a the private project sector at
agency Provincial sub-contracted Implementing to Agent. the Regional or
Part 1: Section 2– Institutional Arrangement 15

RESPONSIBILITIES
1. To local co-ordinate 2020 Vision the activities for of Water the
facilitators;
2. represented, To ensure that local involved role players and are
participating in the project.
3. Steering To establish Committees and convene District
4. progress To update of the district project managers about
5. steering To represent committee districts meetings at regional
6. smoothly To ensure in that the the district project is running
7. district To manage related crisis to the situations 2020 Vision in the
Water Project for
8. Implementing To liaise with Agent the Regional
9. Implementing To prepare reports Agentfor
the Regional
10. VfW To facilitate Project district such as events SA Youth of the Water 2020
prize, Water Week, Arbor Day, etc
REGIONAL/PROVINCIAL
IMPLEMENTING AGENTS
A is Regional/Provincial a Service Provider Implementing commissioned Agent
DWAF to work closely with the DoE by
manage the project in the whole to
region/province.
RESPONSIBILITIES
1. community To ensure that facilitators, district co teachers ordinators,
learners and all role players receive and
information training and and, capacity when building needed, get
2. Provincial To represent Steering the Committee region on the
3. are To ensure represented, that regional involved role players
participating in the project and
4. establishment To convene of and district facilitate steering the
committees
5. Director To update about the progress office of of the the Regional project
6. committee To establish a regional steering
7. steering To give committee report back to the regional
8. region To manage and crisis obtain situations advice in from the
provincial co-ordinator if possible
9. region To prepare a business plan for the
10. budget To manage the project activities
11. schools, To manage district ongoing managers, liaison provincial with
co-ordinator, committees regional and district
12. district To facilitate such as special Water events Week, of Arbor the
Day, SA Youth Water Prize
DISTRICT CO-ORDINATING
PROJECT STEERING
COMMITTEE
A Committee District Co-ordinating is a group of key Project stakeholders Steering
at Government the District Departments Level. They that collaborate comprise
with Co-ordinators. DWAF and it includes It has also an the Executive District
Committee Provincial/Regional that works Implementing closely Agent. with the
selected member of this body sits in the A
Provincial/Regional Steering Committee.
RESPONSIBILITIES
1. approved To ensure at that provincial strategic level plans
implemented are
2. communities To provide support to learn to about schools water and
and strategies environmental conservation
3. initiatives To contribute to policy and strategic
4. local To assist performance with the and development sustainability of
indicators
5. assessment To assist with of the reviews project of at impact
level
local
16 Part 1: Section 2– Institutional Arrangement

6. To managers support in educators the integration and school
project into the school programmes of the
and curricula
PROVINCIAL/REGIONAL
CO ORDINATORS
A Officer Provincial of DWAF Co ordinator whose is responsibility a Government
overall Project Management, Monitoring is
Evaluation in the entire Province. &
RESPONSIBILITIES
1. the To ensure success the of the smooth project running and
2. To develop implementation strategies
3. To do Project planning
4. To monitor the budget
5. service To capacitate providers; Convenors; and other facilitators;
players role
6. service To appoint providers Implementing Agents as
7. Offices To liaise with of DWAF Regional and and National various
Facilitators at a regional training workshop
Government role players Departments and other
8. National To represent Steering the Committee Province on of the
project the
9. Provincial To provide Steering a Secretariat Committeefor
the
10. materials To provide transport and water audit
11. events To co ordinate Provincial special
12. annual To compile reports provincial quarterly and
PROVINCIAL STEERING
COMMITTEE
It players: is a body Dept. that of comprises Water Affairs various and role
Forestry; Affairs, Environment Education; and Health; Tourism; Economic
Municipalities; Parastatals such as Eskom; District
Its implementation, responsibility is monitoring to oversee and planning evaluation and
of the project in the entire province.
Part 1: Section 2– Institutional Arrangement 17

2.3 The Organogram
The DWAF 2020 Chief Vision Directorate for Water for Water Project Resource is managed Management. at the highest The project level in is Pretoria located by in the
Directorate of Water Use and Water Conservation and is managed in the sub-directorate, the
Community Development and Environmental Education. Below is the organogram.
At the the Regional Provincial/Regional Directors. The Level, sub-directorates the 2020 Vision for for its Water management Project is vary the from responsibility province to of
province. The contact point is the Office of the Regional Director.
The 2020 Vision for Water Project Management Organogram
18 Part 1: Section 2– Institutional Arrangement

2.4 Summary of Roleplayers
A. National Level
1. National Project Managers
2. National Project Administrators/Communication Support Staff
3. National Project Steering Committee
B. Regional or Provincial Level
1. DWAF Provincial/Regional Co-ordinators/Implementing Agent
2. Provincial Project Administrators/Communication Support Staff
3. Provincial Steering Committee
C. District Level
1. Local Government Water & Sanitation Divisions
2. District Project Steering Committee
D. School Level
1. Principals of the schools & SGB’s
2. Educators
3. Learners
E. Community Level
1. Community Development Facilitators/EHO’s
2. Community Project Steering Committee
3. Households
Part 1: Section 2– Institutional Arrangement 19

Section 3. METHODOLOGY FOR IMPLEMENTING THE 2020 VfW PROJECT
The Based purpose of this section is to explain shortly how Outcomes Based Education works. Outcomes
is Education is based, not on knowledge, but on how we think learning takes place. The focus
own on the mind of the learner as an imaginer, an inventor, a creator of ideas. Learners construct their
can meaning in their local reality. Learners need to know exactly what is expected of them so they
provide take learners control with of their activity-based own learning. learning This opportunities. resource pack provides educators with the tools to
Reference: Adapted from - Journeying into Science. Grade 7. Roedurico Trust
you 3.1 Developing Learning learning should programme: remember when planning your
Programmes with • Critical Outcomes
Environment as a Phase • Specific Outcomes
• Activity Outcomes
The
Organiser
and content put together of each in such section a way is designed
educator can choose relevant content that an
form a Learning Programme relevant to to The Seven Critical Outcomes
local realities.
1. Communicate effectively
The shortly purpose how Outcomes of this section Based is to Education explain 2. Solve problems
works, Environment with as specific Phase Organiser. focus on We the
3. Organise and manage yourself
specifically looking at Environment as are
4. Work effectively with others
Phase Organiser. The Phase Organiser is a 5. Process information
6. Use science and technology to
like material. our lens through which we look at the address environmental problems
7. Understand relatedness
Suppose topic is "Wasting our Programme of Water", Organiser then we will or
see through everything the Environment about lens. Wasting We will Water The Critical Outcomes are the Outcomes,
example, look at the impact on the for which the Curriculum are valid for as all a whole. learning Areas and for
environment when we waste water. values The Critical of our Outcomes constitution are and based give on broad the
guidelines for assessment.
The 6 Phase Organisers In Outcomes the activities will be found used. in Part 2, all 7 critical
1. Personal Development
The or come Specific from Outcomes critical Outcomes are again based but they on
2. Society
3. Environment
are teaching. specific For to example; the Learning Arts Area and Culture’ you are
4. Communications
5. Entrepreneurism Life Learning Orientation Areas can or Natural be equated Science. to school The
6. Health and safety
To of the make Learning Assessment Programme, part of the you planning subjects.
choose the appropriate Outcomes right should
the beginning of planning your Learning at Each Outcomes Learning and Area therefore has its own gives Specific the
Programme. guidelines different aspects for the assessment of the Learning of the
There are three levels or kinds of Outcomes Programme (an insert giving all the specific
20 Part 1: Section 3– Methodology of Implementation

outcomes in the support for each pack). Learning Area is given
One good way understanding to make sure of that the learning Programme gets a
Organiser Programme is (or even to break single activities) the Learning
into three different stages: down
Stage 1: Introducing the
Programme "tuning in" Organiser or
This aware stage of the is aimed Programme at making Organiser the learners
our example – Wasting of Water. Activities as in
such videotapes as and reading discussions relevant could be articles,
To investigate local examples of water used.
wastage the educator is a good should idea. assess During what this stage
learners know about the topic. the
Stage the Programme 2: "Finding Organiser out" about
During explore stage and find 2 the out learners for themselves. get a chance This to
can experiments. be achieved They through could observation also conduct and
interviews to "Find Out"
Stage taking 3: action "Going further" or
This Activity is or the the active Learning part programme. of the learning
Learners might for example decide to draw The
up can a be plan assessed of action. for The practicality "plan of action"
success. Developing a school Water and
Policy would be an ideal activity.
Each Outcomes. of these These stages Outcomes has its own are Activity
more specific than the Specific Outcomes even
in stages that they with are its directed activities at and the individual
provide guidelines on how to assess therefore
learners’ performance, you are also the
assessing educator). your In the own Learning performance Programme as that an
follows, Outcomes each as well activity as Activity has it Outcomes. own Specific
An example of a mind map which educators can use to develop a learning programme
on water
Where
does our
water come
from?
Who is
responsible for
water
management?
Is our water
safe to drink?
Water Law
Visit to the local
waterworks Visit to a sewage works
How healthy
are our river
systems?
Why is
water
important?
Exploring the importance of water
in our community
Reference: Supporting Curriculum 2005
by Heila Lotz, Tshidi Tselane,
RazeenaWagiet
Look at South Africa as a dry country
How much
water do we
use?
Why is
water more
accessible to
some?
How is water used
Part 1: Section 3– Methodology of Implementation 21
By us
By agriculture
and Industry
By others in our community

Reference: EnviroTeach No.1 1999 – p. 6
22 Part 1: Section 3– Methodology of Implementation

3.2 ASSESSMENT
This section on assessment has been
adapted from: Journeying into Science:
Natural Roedurico Science: Trust in Grade 1999. 7 – published by
1. What is assessment?
Assessment collecting, is organising, the process of interpreting, generating,
recording gained from and learners, using a variety so that of judgements information
can achievements be made and about needs. their performance,
includes It should learners’ be an input. ongoing process that
All learning assessment process should and should be part enhance of the
learning
Assessment
• gives direction to learners
• sets for the outcomes learner / achievement targets
• allows expectations parents to have realistic
• allows for flexible approaches
This to make resource use pack of a variety encourages of assessment educators
methods, learner’s age, so that maturity, it takes background into account and the
needs. opportunities Such an for approach the will learner allow more
demonstrate their progress and the variety to
of competencies they have aquired.
Educators learners in the are development also encouraged of assessment to involve
tools can do (rubrics this by / suggesting mark schemes). criteria Learners
which their performance will be measured. against
As self- they and will peer-assessment understand the criteria will also better,
more reliable and fun. be
2. specific Assessment is context
Assessment should be appropriate strategies for and the context methods
which assessment is taking place in
3. Rubrics (Mark Schemes)
A rubric is a scoring tool that:
• lists components of an outcome
• expresses each criterion, the degree from of excellent quality for
incomplete to
• improves as monitor learner it performance as well
• Indicates clearly what is expected
• allows objective learners self- and to peer-assessments carry out more
• should an exercise be given is attempted to the learner before
Although developed rubrics for the will specific take local on the conditions, criteria
whatever must measure kind of assessment achievement is used, of it
OUTCOMES
4. Different purposes of
Assessment:
• Continuous Assessment:
It takes place over time
• Formative - Emphasis Assessment:
not so much is on on the the process productand
- It is developmental and not
judgemental
• Summative Traditional end-of-term assessment:
year tests or end-of-
5. Assessment options used
for this Resource Pack
Suggested been provided outcomes in this resource for each pack. activity has
Each an assessment activity has option. also been provided with
Assessment options used are:
1 Investigations
2 Co-operative group assessment
3 Group communication
4 Problem-solving: local issues / problems Identification of
5 Presenting data
6 Following instructions
7 Global Marking method
8 Project-based assessment
Part 1: Section 3– Methodology of Implementation 23

No ACTIVITY
WATER QUALITY STUDIES
3.1 River clean-ups I,S 1 # 5 * 6 * 6,7 4,5
3.2 Caring for our rivers I,S 3 # 1,2,3,4 * 7 * 6 depends on phase 2,3,4
3.3 Water Life investigation I,S 5 # 1 * 7 or # 2 depends on phase 2,4,5
3.4 E-coli (germs in water) testing I,S 1,2,5 # 1,5,9 * 7 * 6 depends on phase 2,4,5
3.5 SWAP observational activity I,S 5 # 1 * 7 or # 2 * 6 depends on phase 1,2,6
3.6 Groundwater awareness and testing F,I,S 7 # 1,4 * 2,7 depends on phase 1,8
3.7 Borehole monitoring I,S 4 * 7 # 5,6,9 1
WATER QUANTITY STUDIES
4.1 Water Audit: urban conditions F,I,S 5 * 7 # 5,6,9 and *1,6 1,5,6
4.2 Water Audit: Generalised approach F,I,S 1,2,4.5 # 2,3,4 * 5,6 or * 1 and 6 or * 1 depending on phase 4,6
4.3 Tap and leak repair I,S 6 * 4 or * 4 # 1 or * 5 1,6
4.4 SWAP rural quantity audit I,S 1,2,4.5 # 2,3,4 * 5,6 or * 1 and 6 or * 1 depending on phase 4,6
4.5 Water Harvesting I,S 5,6 or * 7 # 5,6,9 * 3 or *4 or * 5 depending on phase 1
4.6 Developing a school water policy
and management plan F,I,S 1,2,3,4,5,6,7 * 7 # 5,7 3,4
WETLAND STUDIES
5.1Wetland Health Check-up I,S 7 # 1,4 * 4 1,2,6
WATER AND PLANT STUDIES
6.1 Water-wise gardening F,I,S 1,2 # 4 * 5 2,6,8
6.2 Weedbuster activity of the
Working for Water Programme F,I,S 1,7 # 1,4 * 4,6 or * 1 depending on phase 4
6.3 The Aqua-trap I,S 1,6 # 1,2 * 1 2
PHASE (Foundation = F:
Intermediate=I; Senior = S)
CRITICAL OUTCOMES
Natural Sciences (NS)
Language, Literacy and
Communication (LLC)
Mathematical Literacy,
Mathematics and Mathematical
Sciences (MLMMS)
Technology (Tech)
Arts and Culture (AC)
Human and Social Sciences (HSS)
Life Orientation (LO)
Economic and Management
Sciences (EMS)
COMMENTS
ASSESSMENTS OPTIONS
# = MAIN FOCUS
Key:
*= CROSS-CURRICULAR LINK
24 Part 1: Section 3– Methodology of Implementation
L E A R N I N G A R E A S
3.3 OUTCOMES-BASED REFERENCE GUIDE FOR 2020 VfW ACTIVITIES

3.4 ACTIVE LEARNING IN CURRICULUM 2005 AND THE NATIONAL
ENVIRONMENTAL EDUCATION PROGRAMME (NEEP)
An holistic view of environment
In South keeping Africa, with in international the Bill of Rights, human provides rights provisions that everyone regarding has the environmental right to an rights, environment the Constitution which is not of
detrimental protected, for to his the or benefit her health of present or well and being. future It also generations provides through for everyone’s reasonable rights and to have other the measures environment
prevent pollution and ecological degradation, promote conservation, and secure ecologically sustainable that
development (Section 24 of and the use Constitution). of natural resources, while promoting justifiable economic and social development
The key element White paper at all on levels Education of the and education Training and (1995) training states systems that environmental in South Africa. education This should should be become done by a
integrating consider biophysical, environmental social, education economic processes and political into dimensions all facets of of the the environment curriculum. in We trying should to understand therefore
environmental subject or even problems. Learning Area. Environmental It should education form an integral should part therefore of all Learning not be Areas. implemented As a response as a separate
the Minister of Education, Kader Asmal established a National Environmental Education Programme (NEEP) to this
in (1995). 1999. Department The aim of NEEP of Water is to Affairs implement and Forestry the principle is one stated of the in main the White partners Paper in on this Education project and and has Training
actively involved in its processes. Since an active approach to learning should characterise environmental been
leaning the OBE in curriculum. the curriculum a framework has been proposed to enable teachers to plan for active learning in
3.4.1 Active Learning Model
The develop active illustrative learning learning model has programmes been used with to
an learners environmental to become focus. actively It aims to involved encourage
addressing and responding to environmental in
issues. used to Three guide active clusters learning of questions processes. can be
Learning our knowledge aboutand the environment understanding increases
biophysical, social, cultural, economic of and the
political enables us processes to make that informed shape decisions the world. about It
how to interact with the world.
opportunities Learning in the to practically environment investigate provides
environmental level.(Diag.1) problems experienced at a local
us Taking to make action changes forthe for environment a better world, empowers
respond to local issues and risks. and to
The develop active an learning active framework learning programme. can be used It to
important however, that with the introduction is
of What any do theme learners there already should know? be a At question the end of:
any Learning Unit, learners should be given of a
chance have learned to Assess and and achieved. Reflect on The what above they
activities types to can form therefore a Learning be grouped Programme into three
(Diag. 2) Unit.
The first part is called Tuning In, and
involves finding information activities.
The second part is called Finding Out,
and involves exploration and
questioning activities that focus on the
exploration of the learner’s own
environment.
The third and final part is called
Concluding Connections and Action,
and involves taking action and reporting
activities.
Following learning model is an can example be used of how to develop the active
active learning programme. (Diag. 3) an
Reference:
Active Learning NEEPBooklet through OBE -
Part 1: Section 3– Methodology of Implementation 25

Diag. 1. Active Learning, About, In and For our environment. (From Active
Learning through OBE - NEEP Booklet)
Learning Programme Unit with three different sections
What do my learners already know?
Tuning In
Finding Out
Concluding Connections and Actions
Assess and reflect on what learners have learned and achieved
Diag. 2 : Learning Programme Unit with three different sections
26 Part 1: Section 3– Methodology of Implementation

Diag. 3 : Example of an Active Learning Programme for Water Studies
Part 1: Section 3– Methodology of Implementation 27

PART 2
LEARNING ACTIVITIES FOR
SCHOOLS AND COMMUNITIES
28 Part 2: Learning Activities

Section 1. ACTIVE LEARNING FOR THE ENVIRONMENT
The 2020 Vision for Water Project (VfW) acknowledges the crucial importance of integrating their
environmental projects into the formal school curriculum. One way of achieving this is to support
the pack NEEP (SEP) process as a tool in for utilising promoting the Schools sound Environmental and sustainable Policy environmental and Management education Plan within resource schools
and communities. The 2020 VfW project will utilise the Schools Environmental Policy and
Management plan as a basis for the Aftercare programme with schools who have been with the
project the vehicle since for 1996. ensuring Utilising the holistic this SEP integration pack which of support “Water” as the an active important learning theme framework, in environmental provides
education.
1.1 Using the Schools Environmental Policy and
Management Plan, as a basis for Active Learning
Developing a school environmental policy
and management plan will help you to
develop with an environmental a range of learning focus. programmes The different
aspects environmental of developing policy and a school management
plan can provide many opportunities for
learners experiences. to be Active involved learning in active programmes learning
are action essential competence, if learners the are skills, to develop
understanding and will to participate in
addressing environmental immediate problems. and future
School and Management Environmental PlanPolicy
WHAT IS IT?
A statement school of environmental intentions and policy principles is for a
improving environmental a school’s performance. educational An individual and
teacher process may of initiate developing a school the policy, policy but must the
involve community learners, members educators, and other local
stakeholders. everyone should One be of involved the first in includes tasks that
audit of the school’s curriculum; its existing an
educational practices and activities, resource use, its environmental
element of the curriculum and that any is jointly other
decided upon.
A Management School Environmental Plan resource pack Policy has been and
developed teachers with by SHARE-NET guidelines to for provide the
development plan for their of schools. a policy This and resource management
contains many ideas for active learning pack
through most of OBE, the and Water can, Education therefore, Activities link all or
(within curriculum this Resource and individual Pack) to the learning school
programmes.
AIM
The environmental aim of policy developing and management a school
plan is:
1. and To create more a sustainable healthy, enriching, environment, happy
by-
Ensuring that school resources
(water, electricity, etc.) are
managed more wisely.
2. learning, To enable by- better teaching and
Ensuring that environment is integral
to each learning area,
Ensuring that the local environment
is central to the development of
active learning programmes,
Ensuring that learners actively
participate in all learning
opportunities/situations, for example,
in auditing water use and
subsequent decision making.
Part 2: Section 1– Active Learning for the Environment 29

APPARATUS
No Schools apparatus Environmental is required. However, Policy and the
Management found very useful. Plan resource It contains pack “Policy will be
Folders” curriculum on (see all diagram key elements below) which of may the
form part of a school environmental policy.
METHODOLOGY
The school different environmental aspects of developing policy anda
management opportunities for plan learners can to provide be involved many
active learning experiences, based around in
the an action framework/model project to celebrate below. For Water example,
(15-21 March) may lead to an active week
learning Active Learning programme programmes on Water are Auditing.
to be essential if learners are to develop believed
skills, understanding and the will the
participate in addressing immediate and to
future environmental problems.
School Calender
Enviro Information and
Community Knowledge
School Grounds
and Field Work
RESULTS
Results environmental of policy developing and management a school
plan:
A sustainable healthy, enriching, school environment happy and more
surrounding neighbourhood. and
TAKING ACTION
The framework active around learning which model teachers acts as cana
develop Importantly, any this model learning requires programme.
is undertaken. Such action will depend that action
which water education activity a teacher on
decides decisions to taken make by the use learners). of, and (upon
FURTHER ACTION
Further water education actions are activity dependent chosen upon and also the
upon decisions taken by the learners.
Curriculum
“the sum of all formal and informal
teaching and learning experiences”
Audit and Act
Evaluate
& Review
Resource Use
Healthy
environment
Clubs, Adventure
and Cultural
Activities
Action Projects
and Competitions
30 Part 2: Section 1– Active Learning for the Environment

Section 2. WATER-WISE AWARENESS CREATION ACTIVITIES AND
TOOLS
Water-wise in South Africa. awareness The purpose creation is is important to introduce if we the are project to achieve to various our objectives stakeholders of conserving using various water
methods in a creative, exciting and fun way.
2.1 Steps for Introducing the 2020 Project
Purpose - to introduce the project to
various stakeholders
Who are the stakeholders?
At Councils schools teaching they are and principals, non-teaching Governing
and school children. staff
In government the community representatives they are and local
households, the
Step Vision by for Step Water Guide Project To Introduce in Schools. the This 2020
a generic guide using schools as an is
example target group. – adapt this guide to suit your
VISIT 1
Contact APPOINTMENT the AND principal, THEN introduce SET AN
project briefly and arrange a meeting to see the
the FEW school SELECTED management LEAD TEACHERS. structure AND A
VISIT 2
a. Introduce the project
Give background of the
project
Explain the different types of
activities and timing of the
project (display materials )
b) Explain advantages benefits of participating and
in and the the project learners. to the school
VISIT 3:
Meet teaching with staff. all Explain the teaching the project and again non
and Then the explain various activities that can be done.
1. how it benefits the school
2. school how it will and affect then decide the running on suitable of the
timeframes for the various activities.
• Remember a National and that Provincial there is always Action
Plan must follow which since all stakeholders there are
important outcomes and results
that must be documented.
• School staff and learners must
be aware of the Action Plan and
plan their around activities it are to make in line sure with that the
expectations and deadlines.
Part 2: Section 2– Water-wise Awareness Creation 31

2.2 Awareness Creation Tools
2.2.1 Plays
2.2.2 Poems
2.2.3 Quotations
2.2.4. Posters
32 Part 2: Section 2– Water-wise Awareness Creation

2.2.1 Plays
Play No 1
LET S TAKE CARE OF OUR
WATER
A to short promote play water written awareness by Theo Manuel on:
The water audit at schools
Cleaning and testing the water in rivers
CHARACTERS IN THE PLAY
Narrator: Auntie Manzi.
She comments introduces on the play. the characters and
PROPS 1. Shower
2. water audit bucket
3. The standpipe
4. A bucket
5. A water quality test kit
6. Teachers table
7. Two desks
8. Two chairs
She audience introduces the characters to the
“Good and girls. morning, The story ladies you will and see gentle, happens boys
a classroom just like yours. Mr Adams, the in
teacher invited a planned guest speaker, a discussion old uncle on water Sam and
speak to his class. Listen very closely-I will to
ask you some question at the end.
“Let me introduce you to the characters”
Old Chief/Leader Uncle in Sam: the community. He is 65 years (Very wise old.
about the water situation in his community.)
Mr teacher.) Adams: He is 40 years old. (The
(Waste James: lots From of water) a rich family in the town.
Pumla: (Always use From water a poor sparingly) family in a village.
The Play Begins
Narrator: Adams is having It is Tuesday a lesson morning on and water Mr
conservation.
He has invited Old Uncle Sam to his class
to water. share with the children his knowledge on
Old came Uncle to tell Sam.Good you about the morning good old children days. I
We always had clean. plenty of Today water people and our waste rivers water were
and did . do People not take pollute care the of and our this rivers water like can we
make us sick. It is very disappointing.
Pumla:(putting up her hand, excitedly)
Uncle water which Sam, Uncle we fetched Sam: from Saturday the river. I drank
stomach felt very sore. My mother had My
take me to a doctor. It cost her R50. to
Mr many Adams: of us waste Uncle our Sam, water I agree. and do Today
take care of springs and rivers. South not
Africa is a water scarce country.
We half only of the get world about average 450mm of which 850mm is about
annum per
Pumla(putting up her hand )
If something water is to so save important, it !!! we must do
Mr you Adams: both tell You me are how right you Pumla. use water But can
school and at home. at
James:(bragging) with water. If I need it, I don’t I use have it. a problem
water with my hands and when I wash I drink
hands, I take my time. I had a nice bath last my
night. about This 25 minutes. morning My I had parents a long pay shower so why for
should I care.
Pumla: drink so Sir, that I I usually do not take waste my any cup water. along At to
home twenty every five litres person every in day. our family uses only
Old James, Uncle did Sam:That you know that is very you good could Pumla.
about 2000 litres of water every month save
you closed the tap as soon as you finishedif
washing another 60 your litres hands? every month You if could you drank save
from timer a [shows cup and shower not by timer] hand? Use a shower
The used water by Pumla’s that you are family wasting for about could be
month!!!! 1
James: Pumla)
(very ashamed and hugging
Part 2: Section 2– Water-wise Awareness Creation 33

Sorry all that Pumla. water. I did not think about wasting
Pumla: CAN WE DO !! It to is find OK out James. how we But are WHAT
water and we can save it? using
Mr water Adams: audit at I school. have read that It we will can help do us a
understand can save it. how we use water and how we
James do a water (excitedly): audit !! Please explain how to
Mr audit Adams: kit like this Well. We [he must shows use the a water
audit bucket] water
It team takes of 10 place learners over and just a one teacher day must A water
the project. We can start by reading run
water meter ( if there is one at the school). the
For uses the water, whole it is recorded. day, each The time total someone
used for the day is then compared with amount
meter reading for the day. the
If standpipe] a school has a standpipe, [points to the
The the wastage use at the noted. pipe must If a be school recorded fetches and
buckets How the of water water,[points is used for to the a bucket]
recorded. whole day is
James: team. I also I want want to to do be the part audit of the at home. water
I want to learn to save water.
Pumla:Sir team!! , Sir , may I also be part of the
can Mr Adams:Sure, help our school Pumla. to save You water. and James
We can do three projects:
Number 1: Do a water audit at school
Number 2: Clean our rivers
Number your home 3: Test to find the out water if it of made the river you sick. near
We kit) use the river kit for this (shows the river
Old himself): Uncle Sam (speaking aloud to
Yes, to save it is water. good if the children I feel good of today that want
will take care of care our water in the future. they
If enough we all for save all, some forever. everyday, there will be
Pumla(shouting schoolmates and aloud): form a Let’s water call team. our other
ALL TALK ACTORS QUIETLY GO TO INTO EACH A OTHER CORNER AND
AUNTIE AUDIENCE TO: MANZI ASKS THE
TAKE CARE OF THEIR WATER
FROM TODAY
HELP TO CONDUCT A WATER
AUDIT TO SAVE THEIR WATER
GIVE ACTORS AND WATER TEAM
A HAND
WAIT FOR THE PRINCIPAL /
TEACHER TO DISMISS THEM
AUNTIE ALL THE MANZI WATER TAKES TEAM MEMBERS THE NAMES OF
NOTE: PRESENTATIONS: NOW THERE ARE TWO
Presentation 1:
THE QUESTIONS NARRATOR: THE AUDIENCE AUNTIE MANZI ON WHAT NOW
THEY REWARD HAVE FOR LEARNED. EACH SHE CORRECT OFFERS A
ANSWER. QUESTIONS SHE ASKS:-
1. annum? How much water do SA get per
2. have About clean how drinking many water? people do not
3. long The water can Pumla’s that James family waste. use this? How
4. average About how town much school money save can after an
saving water?
Presentation 2:
PUMLA LEARNERS AND PLUS JAMES A TEACHER INVITE 8 TOOTHER
FORM A WATER TEAM
THEY FORM JOIN A WATER THEM TEAM. ON THE STAGE AND
THE ALSO PRINCIPAL INVITED ONTO AND THE CARETAKER TEAM. IS
34 Part 2: Section 2– Water-wise Awareness Creation

Play No. 2
KOM ALMAL! BESKERM ONS
WATERBRONNE
Translated: resources” “Let us all protect our water
Hierdie Manuel om kort ons drama bewus is geskryf te maak deur van: Theo
Grondwater en die belangrikheid
daarvan
Die beskerming van groundwater
Die herstel van lekke en besparing
van water.
KARAKTERS IN DIE DRAMA
Tannie vir 45jaar Toens:- op die dorp sy is 65 jaar oud en bly al
- sy vertel ook die storie
Mr onderwyser Adams - hy is 40 jaar oud en ‘n
Jakobus:van water: leerling ‘n ryk familie en mors baie
Anita: helpvol: sy leerling is baie mooi en is altyd baie
Jan: hardwerkend: hy bly leerling by sy ouma en is baie
Oom Klaas:jy is 60 jaar oud en baie wys.
DIE STORIE BEGIN
Tannie Die storie Toens: wat ek julle Goeie gaan vertel more vind kinders.
in ‘n klaskamer net soos julle s’n. plaas
Mr gee Adams oor groundwater is besig om ‘n les aan sy klas te
Hy kinders het te vir vertel Oom hoe Klaas hulle genooi water bespaar om die
het toe hy nog jonk was.
All Oom die Klaas kinders sit voor sit in by hulle die banke tafel in en die hy klas en
Mr dogters.Vandag Adams: More leer ons seuns oor die en
belangrikheid van groundwater
Het land julle gebruik geweet water dat wat nie ons alle kry mense van in riviere ons
nie. uit die Die grond meeste kom. mense gebruik water wat
Oom gebruik Klaas ons water Ja meneer. uit ‘n borgaat By ons vir huis
laaste 20 jaar al. Ek voel nog altyd perdfris die
en gesond. (hy strek himself uit)
Anita oe): (steek haar hand op met trane in haar
Meneer: ook on boorgaat Ek voel siek by ons op my huis. maag. Gister Ons het het
van die water gedrink. My Pa het gese dat ek
die en daarom boorgaat sal besoedel ek siek, was word. deur Ek die wou diere
luister nie. nie
Mr belangrik Adams: omdat Ja dit Anita, vir ons Boorgate water verskaf. is baie
As word ons van nie die daarna vuil water. kyk nie, kan ons siek
Daar beskerm is drie maniere hoe ons boorgate kan
Eerstens boorgat trek moet nieons
nie te veel water uit die
Tweedens om dit teen moet diere ons te beskerm ‘n heining daarom bou
Derdens 20m ver van moet die alle boorgaat buite toilette gebou ten word. minste
Jakobus brekerig): (staan op en glimlag- hy is
Ag, By ons ek het huis geen het ons probleem krane en met ek water draai nie.
hulle Een van oop die net krane wanneer het gelek en hoe en lank ek het ek wil.
daar verby gestap. Waarom moet net
“worry”. My Pa betaal. ek
Jan: min reen Jakobus, ontvang. weet Ons jy kry dat slegs ons land 400mm baie
reen die 800mm per jaar. reen Meeste per jaar. ander lande kry oor
In en die by 200mm Noord Kaap per jaar. kry Dink meeste jy nie plekke dat water om
kosbaar moet bewaar is nie nie? en dat ons elke druppel
Part 2: Section 2– Water-wise Awareness Creation 35

Johannes: het nooit daaraan Ek is jammer gedink Jakobus. nie. As Ek
vanmiddag huis toe gaan, gaan ek dadelik ek
my Pa vra om al die lekke te herstel.
Ek drinkwater het gehoor gemors dat kan meer word as as daar 500 ‘n liter
bestaan by die skool of by jou huis. lek
Oom drink water Klaas: vir Ja een Johannses, familie vir ‘n dit maand. is genoeg
water Mr Adams: kan kry Het uit ‘n julle put geweet of van dat ‘n fontein. ons ook
Maar die Noord sien dat Kaap, ons moet so min ons water dit baie kry hier goed in
op pas.
Oom bespaar? Klaas, vertel ons hoe ons water kan
Oom waterbronne Klaas: teen Maak diere seker beskerm. dat julle alle
Julle moet ook nooit krane oop los nie.
Maak alle lekplekke reg
Moenie het nie meer water pomp as wat jy nodig
Hergebruik die tuin. al jou afval water en gooi dit in
Anita: skoon Meneer, hou en ons oppas. moet Hoe ook kan ons ons toilette
doen? dit
Mr toilet Adams: as ‘n vuilisdrom Baie belangrik te gebruik is om nie. nie die
Moet jou hande nie in met die seep toilet nadat eet nie jy en,was in die altyd
was. toilet
Jan: omgewingsklub Meneer, stig kan nie sodat ons ons nie iets kan ‘n
doen nie? om water by die skool te bespaar
Mr ons Adams: ontmoet gedurende Dit is ‘n baie pouse goeie en idée. dan Kom
ons ‘n plan op stel om die klub te stig. kan
Ek Waterwese het ook en gehoor Bosbou dat ons die kan Departement
plakkate en ander bronne. help met
Anita, Johannes en Jan skree uit:
Dankie ander studente meneer, nou ook sal by ons ons begin klub te werk betrek. om
Ons skryf sal vir bronne. ook aan die Water Departement
Oom jong mense Klaas: nog Dit steeds is goed wil om omsien te sien na dat ons die
water.
Hulle water sal sal seker wees maak in die dat toekoms. daar altyd genoeg
Tannie groep Toens: begin. So Hulle het het die baie WaterKampioene
gewen en Anita en Jan is vandag kompetisies
met 4 kinders. Almal van hulle gaan getroud
dieselfde skool soos hul pa en ma hulle. by
(sy wink)
TOT SIENS ALMAL
AL DIE AKTEURE VERLAAT DIE
VERHOOG.
36 Part 2: Section 2– Water-wise Awareness Creation

2.2.2 POEMS
HENDRIK KANYISE SCHOOL :
TAKE GOOD CARE
LONG LONG AGO
I EXISTED BEFORE YOU DID
EVERYTHING HAS BEEN CREATED
ONLY I, WHO HAVE NOT BEEN CREATED
I WAS THERE WHEN NOTHING EXISTED
TAKE GOOD CARE OF ME
I AM THE COMPOSITION OF ALL LIVING ORGANISMS
I AM THE HOME TO MOST OF THEM
I AM THE FOOD TO MOST OF THEM
WITHOUT ME, THEIR LIVES WILL TERMINATE
TAKE CARE OF ME
WHERE THERE IS CLEANNESS, I AM THERE
I FIGHT DIRT IN ALL RESPECTS
DURING THIS PROCESS I SACRIFICE MY CLEANNESS
JUST TO MAKE YOU CLEAN AND HEALTHY
FOR WHERE I AM HEALTH IS MY COMMAND
TAKE GOOD CARE OF ME
PLEASE TAKE CARE OF ME
FOR YOU CAN’T LEAVE WITHOUT ME
ENGLISH MAN CALL ME WATER
XHOSA MAN CALL ME AMAZI
SCIENTIST RECOGNISE ME AS H20
I AM THE BASIC OF LIFE
TAKE GOOD CARE OF ME
LONG LONG AGO
I EXISTED BEFORE YOU DID
EVERYTHING HAS BEEN CREATED
I WAS THERE WHEN NOTHING WAS EXISTING
RIEBEECK EAST SCHOOL
WATER IS OUR DAILY NEED
WATER IS A PRECIOUS GIFT FROM GOD
WE CAN SURVIVE WITHOUT FOOD BUT WITHOUT
WATER NEVER
WATER IS LIKE THE SUN BECAUSE
WATER IS THE LIGHT OF HEARTS, SHINING THROUGH
OUR BODIES
NO HUMAN BEING CAN SURVIVE WITHOUT WATER
WATER CAN BE SMELT A HUNDRED MILES AWAY
ANIMALS AND PLANTS NEED WATER AS MUCH
WATER IS A CURE TO MANY OF DEADLY DISEASES
WATER ENTERS BODIES, ORGANISMS AND GLOWS
ARE OBSERVED
WATER LIVENS, FRESHENS,HEALTHNES,
CLEANS, ENTERTAINS, SATIFIES AND SAVES MANY
WATER IS LIFE
GEORGE JACQUES SCHOOL
WATER LIKE BLOOD
IS THE SOURCE OF LIFE
WE MAY USE IT
BUT NEVER EVER ABUSE IT.
AS BLOOD NATURES THE BODY
SO DO WATER THE EARTH.
IT LETS THE FLOWERS GROW
WHEN WE WASH IT LET OUR FACE GLOW.
WATER LIKE OXYGEN
WE CANNOT LIVE WITHOUT.
PHAKAMISA MTOSOLO GRADE 2
SINGAWALONDOLOZA NJANIAMANZI?
XASISENZAITIEMAKHAYA KUFUNEKA SIGALELE
AMANZI ALINGANEIIKOPI EZIZAKUPHUNGWA
XA SIBONAIITEPU ZIVU LEKILE EDALINI
KUFUNEKA SIZIVALE
XA SIHLAMBAIIMPAHLA KUFUNE KA
AMANZI SINGOWALAHLI, SIBENOKUSINDO
SITYABEKENGAWO, SINKA
NKCESHELE NEGADI
Part 2: Section 2– Water-wise Awareness Creation 37

2.2.3 QUOTATIONS
To have water is your right, To save water is your responsibility
Save water, Save life
Be waterwise
Water dark and green should be Water bright and clean
Viva water pure and clean, Viva forest rich and green
Groundwater, our hidden treasure
Save the water, save our nation
Some for all, forever
Every year is water year
If we don’t save water together we will die together
Water is a precious commodity
Water is more precious than gold and silver
Amanzi Ayimpilo, Water for life
Everything works with water, lets all work for water
DWAF 1998
DWAF 2000
DWAF 2000
A. Solomon 2001
Ronnie Kasrils
DWAF 2000
DWAF 2000
DWAF 1999
DWAF 1999
A. Solomon 2001
A. Solomon 2001
A. Solomon 2001
Ronnie Kasrils 2001
DWAF 2000
38 Part 2: Section 2– Water-wise Awareness Creation

2.2.4 POSTERS
Part 2: Section 2– Water-wise Awareness Creation 39

The 2020 Vision Project has close to 20 posters. However, learners
should be encouraged to develop and construct their own posters as
shown below
40 Part 2: Section 2– Water-wise Awareness Creation

2.2.5 THE HYDROLOGICAL CYCLE
Part 2: Section 2– Water-wise Awareness Creation 41

2.3 AWARENESS CREATION PACK ON WATER AND
SANITATION (From the Durban Metro Model)
WHAT IS IT?
In settlements townships previous and service in the providers informal
neglected sanitation services communities were as concerned. far as water and
In of these water areas wastage it was caused usual to through see high water level
leaks periods left of time unattended and high for level considerable
pollution of rivers caused of through sewage
overflowing sewers.
It Municipalities is among these must communities launch education that District
awareness programmes to inform people and
that must the be accompanied provision of improved by corresponding services
responsibilities.
AIMS
To importance provide of an water education conservation to highlight the
To and provide abuse of education the sewage to disposal limit the system misuse
To impact reduce on the the number health of of community blockages and and the its
environment
To hygiene provide awareness education to promote health an
APPARATUS
Series and classroom of posters, aids information as well as brochures
model. working
A learners cross and curricular educators resource guide for
Education Treatment Works centre at the Wastewater
Street possibletheatre
performance – where
METHODOLOGY
Delivery and members of initial of the programme community to schools
series of posters and a working model. using a
Implementation officers employed – by by a the team Department of education
Wastewater Management of
Activity 1
Using for learners the cross and educators curriculum in resource the classroom guide
context and Sanitation. to highlight issues related to Water
Aim: programme To build and on linkage the earlier between poster based
sewage disposal, health and hygiene. water,
Implementation:
Via a week a "School in which Sanitation the teachers Awareness and Week",
children work through the various activities school
in Treatment the guide Works. and take The part "Awareness in visits Week" to the
is from preceded the school by empowering through a of structured teachers
process conjunction of with training Environmental workshops Education run in
Centres. EDO’s can The facilitate Department the implementation of Education
"Awareness Week" by the school and of
provide activities. support and co-ordination of
Education Centre
The Works Educational must be Centre used by at school the Treatment
during "Sanitation Awareness Week". parties
a Centre must allow students to learn Such
role that the Treatment Works plays the
health and environmental protection, fromin
first hand practical experience.
Activity 2
Using for learners the cross to conduct curriculum Street resource Theatre guide
highlight issues related to Water and to
Sanitation.
Aims:
To created enhance by and the sustain previous the awareness
community education programme. schools/
42 Part 2: Section 2– Water-wise Awareness Creation

To and optimise adult members participation of the of community. school children
The recognisable play uses characters humour and such a variety as the of
"Minister" to illustrate (a problems politician) and caused Council through workers
misuse of sewerage systems. Behind the
humour is the important message that the
communities disposal system, must the take environment care of the and sewage
to waste water. not
Using message theatre is brought as an home educational to residents tool, in this
non-threatening interactive manner, whicha
also education links programme. into the on-going schools
RESULTS
Through a greater the awareness school – community is raised linkages
importance of conserving water – on water the
audit carried both out to at determine home and if any school behavioural can be
change has occurred.
Records database and of blockages this data is are measured stored before in a
and within after the an Metro education there intervention. has been Thus
significant reduction in blockages – hence a
an improvement in river water quality.
TAKING ACTION
Learners doing a water take audit a more both proactive at school role and at in
home reporting – by all taking water regular leaks meter and readings,
through to ensure something is done following
it.
about
• Identify overflows. and report all sewer
• Monitor by encouraging and report schools river water to "adopt quality
river". a
• Transfer members of knowledge the community. to adult
FURTHER ACTION
• Learners form environmental should be watch encouraged groups to
• Set centre up within an environmental school. resource
Reference: Water and Sanitation Pack
– DURBAN METRO
Part 2: Section 2– Water-wise Awareness Creation 43

Section 3. WATER QUALITY STUDIES
Water Quality Studies are activities investigating the status and condition of the water source.
3.1 RIVER CLEANUP
Phases: Foundation, Intermediate & Senior
WHAT IS IT?
A where river a cleanup group of is learners an outdoor undertake exercise
remove the dirt out of a river or waterbody. to
It of is a a subgroup water quality which study includes which (i) forms water part
investigation and (ii) E-coli testing - under life
the heading “River studies”.
AIM
To protection, introduce specifically learners to river environmental
allows learners to audit a protection. “stretch” or It
defined able remove section physical of a river. dirt Learners such as garbage are also
etc. and categorize from the river. different They kinds are able of litter to identify
in rivers and are able to make reasonable found
assumptions the river. The about overall different aim is to impacts restore the on
river back to its original state or beauty.
APPARATUS
Black bags
People to clean the river
Learning Area Specific outcomes
Main Focus Natural Science 5
CROSS CURRICULAR LINK HSS 6.7
MLMMS 6
Critical outcomes 1
Activity outcomes
Learners will be able to:
• Work effectively in a group
• Collect and organize litter into categories
• Identify what type of litter causes the greatest impact on the river
• Draw a bar graph to represent their findings
• Write a report on their findings giving their recommendations
METHODOLOGY
Identify Use the the map closest provided river as to a your guide. community.
a 50m river section. Remove Choose
garbage (litter) out of that river section. all the
Identify different and categories. sort the You garbage may also (litter) count into
how categories. many items Record there your are results in the into different
like the one below: a table
44 Part 2: Section 3– Water Quality Studies

RESULTS
Audit of 50m river section of _________________ river.
GARBAGE/LITTER CATEGORY NO. ITEMS/CATEGORY
Plastic 12
Paper 8
Glass 4
Metal 2
Other (eg. Tyres; builders rubble; etc) 5
TOTAL NO. OF ITEMS 31
A bar graph of the information can also be drawn like the one below:
12
10
86420Plastic
No.
Items
Paper Glass Metal Other
Types of garbage / Litter
TAKING ACTION
Take local municipality a record of your or local findings authority. and report it to a 2020 Vision facilitator, environmentalist,
FURTHER ACTION
Plan your future follow-up campaign and ongoing monitoring of the river.
Reference: River Cleanup Kit –
2020 VfW PROJECT
Part 2: Section 3– Water Quality Studies 45

3.2 Caring for our Rivers
Phases: Foundation, Intermediate & Senior
Learning Area Specific outcomes
Main Focus Natural Science 1,2,3,4
CROSS CURRICULAR LINK HSS 6
LLC 7
Critical outcomes 3
Activity outcomes
• Understand how rivers function
Learners will be able to:
• Collect and analyse information
• Interpret findings
• Communicate their findings using appropriate media and communication strategies
WHAT IS IT? grapple
“Caring education for and our training Rivers” in is a the contribution hope that all to challenges science, that catchments it’s application pose. and
Learners Environmental will become Education. active in The Science material and Why activity? should you do this project
consists about of catchments, units that deal pollution, with basic facts Our
vegetation, health and safety, legislation alien resources rivers in throughout South Africa are
the than can significantly enhance
and they the impact integration on our of daily all these lives. elements Units come as offer quality of life for all residents. Rivers
recreation, people wonderful opportunities for
complete transparencies with and assessment some of the sheets, However, enjoyment and economic gain.
resources needed. other with they are often polluted, infested
inappropriate weeds and subjected to the threat of
It and supports is organised outcomes-based around specific education people development that puts
which we hope will lead learners outcomes to and the ecology at risk. The battle
become more aware about what happens to be improve these river systems must never
river lost. Furthermore, as the condition of a
in to a solve catchment problems and concerning to improve water their quality, ability life improves, so will the diversity of animal
improves and micro-organisms which in turn
safety and risks associated with our rivers. These the environment in general.
be are goals to which all citizens should
Rivers, watercourses vleis, offer canals to our and learners other areas open than striving towards, but it will take more
opportunity to enjoy nature and experience of ideals. just passionate words to reach these
education, The key to change lies through
the wonders of water! of and the meaningful participation
catchments. all who want a say in improving our river
Caring resource for aimed our at Rivers learners is at a the refreshing
to 9 level, that creates an awareness Grade of 7 AIM
rivers good environmental and their catchment ethics areas, and encourages promotes Caring usage of for our our river Rivers corridors seeks by to optimise our learners the
action. Area provides The the Natural ideal Sciences context in Learning gaining increased understandings of rivers
which to and their improvement. their functioning and contributing to
46 Part 2: Section 3– Water Quality Studies

APPARATUS
learning In order facilitators to effectively would use need this copies resource,
the various units containing the relevant of
information, of the area worksheets showing the for learners, various a rivers, map
some overhead water transparencies quality testing kits used and in some
classroom. the
All Town’s these are Catchment available from the Management City of Cape
Department Rivers’ package. as part The of the transparencies “Caring for our
pre-printed and where they require are
changing be printed to from suit compact local conditions, disc, which they is may
available from the same department. also
METHODOLOGY
The to the methodology active learning employed model with links an strongly
questions provided that serve as a guide array to of
stimulate whilst learners thinking are and actively further engaged questioning
activity. Further activities are in an
probing stimulate deeper questions understandings posed to
and to the a range topic of activities of the pertinent
suggested. unit are
Learners guided by the are learning encouraged material and
gather information through to
research and further and question discussion, and explore
action whether it be through to take
letter to the local press as a forma
of investigation assessment on water or a quality scientific
pollution. and
The encourage assessment various options. worksheets
External that may resources enhance and the websites
are listed. learning
RESULTS
Units for data are collection, so structured data analysis, to allow
interpretation of findings and the
communication include problem of results. solving, Skills interpretation, developed
identification the application of of fauna, science communication to everyday life. and
TAKING ACTION
Project taking action ideas are through provided “Friends which groups”, include
investigations, history of the rivers interviewing and their people associated on the
environment, understand how building they catchments function and to
understanding lives of even students. how legislation impacts on
Assessment sheets accompany each unit.
FURTHER ACTION
Results for ongoing obtained monitoring. should be kept as a basis
Reference: Caring for our Rivers Pack –
CITY OF CAPE TOWN, CATCHMENT
MANAGEMENT DEPARTMENT
Part 2: Section 3– Water Quality Studies 47

3.3 Water-life Investigation
Phases: Intermediate & Senior
Learning Area Specific outcomes
Main Focus NS & Tech. depending on phase 1,2
CROSS CURRICULAR LINK LLC 7
Critical outcomes 5
Activity outcomes
• Complete the investigation step
Learners
by step
will be able to:
• Interpret their findings
• Communicate their findings using appropriate communication strategies and media
WHAT IS IT? STEP 2
Water organisms life in (all a Roros) river refers found to in the a river. biological your Scoop through the water with
organisms net floating to collect in the water. any
AIM
STEP3
To organisms/ test state animals of pollution living by looking in the at river, the trays Place these organisms on the
STEP4
learners the water can is. get an idea of how polluted the Also collect organisms under
brushing rocks in the river by
APPARATUS
container. them into your
1. Net rocks (to and scoop from animals the river from bed) under the STEP5 found Identify the organisms you have
2. Plastic in). containers (to collect animals SWAP using the test in the
glass if kit. necessary. Use the magnifying
3. identify White clear the animals) trays (on which you will STEP6 record Record sheet your attached. findings on the
4. Bug-viewer with magnifying glass STEP7 all After you have your findings, put
5. SWAP water quality kit with test slide or similar organisms water back body into the river
6. Record sheet
METHODOLOGY
Do (Refer the to following Diagram) at each of the three sites
STEP1 bed Disturb or the scrape bottom under of rocks the river
the river. in
48 Part 2: Section 3– Water Quality Studies

RESULTS
RECORD SHEET
___________________________________________________________
NAME OF RIVER:
DATE: __________________________________________
Circle the appropriate answer:
1. Is the water clear? YES NO
2. Is the river flowing? YES NO
3. Are there plants in the water? YES NO
4. Are there visible signs of pollution?
If yes, list them here:
___________________________________________________________________________
PRESENT WATER QUALITY
Mayfly nymph Clean water
Stonefly nymph Clean water
Flatworm Slightly polluted water
Caddisfly Slightly polluted water
Whirligig beetle Slightly polluted water
Dragonfy Slightly polluted water
Water snail Moderately polluted water
Blood worm Moderately polluted water
Water algae Moderately polluted water
Rat-tailed maggot Badly polluted water
Sludgeworm Badly polluted water
No life Toxic pollution
TOTAL ORGANISMS
TAKING ACTION
Copy Officer a from report DWAF, of your Environmental findings to the officer facilitator, from Department Water Service of Health, Provider, Local Water structures, Quality
Media.
FURTHER ACTION
Test the chemistry of the water to gain a complete picture of the health of the river.
Reference: Water Quality Testing Kit –
SOMERSET EDUCATION
Part 2: Section 3– Water Quality Studies 49

3.4 E-coli (Germs in water) Testing
Phases: Intermediate & Senior
Learning Area Specific outcomes
Main Focus Natural Sciences 1,5,9
CROSS CURRICULAR LINK LLC 7
MLMMS 6
Critical outcomes 1,2,5
Activity outcomes
• Complete the e-coli test step
Learners
by step
will be able to:
• Interpret their findings
• Make recommendations for a) immediate and b) longer term monitoring solutions
• Communicate their findings using appropriate communication strategies and media
WHAT IS IT? APPARATUS
A sources test to used determine in a community. the quality of the water 1. growing E-coli kit bacteria) (10ml tubes with powder for
A. CONTAMINATION BY: CAN BE CAUSED 2. Recording table
a. Faeces of humans and animals METHODOLOGY
which lands in water Follow
b. Pit properly toilets, built and which leak are into not below as these a guide: steps and then use the grid
the STEP 1.
water
community. Identify the closest river in your
c. Broken sewer pipes that leak STEP 2. Choose a 50m-river section
faeces into the river or dams STEP 3.
It testing is important because to do contaminated faecal contamination (25m); Mark it End off (50m). Start (10m); Middle
causes gastro-intestinal diseases such water STEP 4.
diarrhoea, fever etc. as three Take your samples at these
each points i.e. - 3 samples
AIM
9 samples. at 10m, 25m, and 50m =
• To water test and the river quality water, of the drinking STEP 5. sample Fill the to tubes the first with water the line. water
• To identify the pollutants in the water, STEP 6. Screw lids tightly on tubes
• To about raise water awareness quality and amongst health issues, people STEP 7. powder. Shake tubes to dissolve
• To improve assist the people quality in taking of their action water to STEP8. and Put in leave incubator for or warm 24 hours place
sources
(specimens for bacteria to must multiply). be kept warm
50 Part 2: Section 3– Water Quality Studies

STEP 9. results. Read table for colour change
STEP 10. facilitator, Report your Water findings Service to the
provider, from DWAF, Water Environmental Quality officer
Health Health Local Officer structures,Media. Department of
RESULTS
The sources quality will of be the available water from after the analysis various
the water testing results. The results should of
give quality an water indication and the of good causes quality for it. or poor
TABLE TO RECORD RESULTS OF E-COLI TESTS
Instruction: Circle the result of each sample at the different sites
site 1 site 2 site 3
Sample 1 yellow not yellow yellow not yellow yellow not yellow
Sample 2 yellow not yellow yellow not yellow yellow not yellow
Sample 3 yellow not yellow yellow not yellow yellow not yellow
Key: Yellow= bad not yellow= good
TAKING ACTION FURTHER ACTION
If reasons the water for it, is of poor quality, identify the The monitor water test can be done again to
Group immediate the solutions reasons (e.g. into organise categories a river of quality. the improvement of the water
clean-up, solutions (involving remove the litter) municipality, and longer put term The
information boards), up support community must be encouraged to
of the water the actions in the area. to improve the quality
Implement the solutions or actions
Reference: Water Quality Testing Kit –
SOMERSET EDUCATION
Part 2: Section 3– Water Quality Studies 51

3.5 SWAP Observational Activity
Phases: Intermediate & Senior
Learning Area Specific outcomes
Main Focus Natural Sciences 1
or Technology 2
CROSS CURRICULAR LINK LLC 7
HSS 6
Critical outcomes 5
Activity outcomes
• Complete the audit activities step
Learners
by step
will be able to:
• Work in a group to complete the chosen sub-sections of the audit
• Interpret the results of the total audit
• Make recommendations on the basis of the results
• Communicate their findings using appropriate communication strategies and media
WHAT IS IT? of a catchment river
of It is a water subgroup quality which study includes which forms (i) river part APPARATUS
cleanup heading of and “River/ (ii) E-coli catchment testing studies”. - under a SWAP which Water quality observational pack
It group is an of outdoor learners. exercise A series undertaken of 8 units by a items includes 2 Field record books and all
packed to in carry an A4 out plastic the sleeve. study all neatly
looking at:
METHODOLOGY
1. Nguni water collection Unit
2. Catchment history background 1: Learners read the Unguni story as
knowledge in their investigation areas. of local
3. Health risk in catchments Unit
4. Catchment conservation of indigenous 2:They then stories carry of out change. local interviews
5. River site quality Unit of their 3:Learners water in investigate their environment the health risk by
6. Water life looking at the water source; colour and
7. Water clarity and smell risks of the water and the possible health
8. Summarises the whole study Unit 4: Learners investigate the land-use
AIM
patterns if: in their catchment by interpreting
The (Grades aim 3 – is 7) to to do allow an observational younger learners
quality audit to report on the state water The catchment has become degraded
pollution of a river or water body. of over time, impact on the wetlands and how
provides a holistic assessment of the state It waste is managed .
52 Part 2: Section 3– Water Quality Studies

Unit The type 5: River of river site bed, quality depth is of investigated.
width and speed of flow are investigated. water; river
Visible river is observations polluted and are if the made river to banks see if and the
natural flood and vegetation erosion control. are intact to provide
Unit using 6:Learners the SWAP bug investigate dial and the water water quality life
test slide.
Unit tested 7: using ¨The the water turbidity clarity sighting (turbidity) disc and is
a 2 litre coke bottle
findings Unit 8: of A Units summary 2-7. is made of their
RESULTS
Learners Summary of ultimately audit scores come of each up of with these a
units.
They of: also come up, based on they findings
a. rating An overall community health risk
b. An rating overall catchment water quality
TAKING ACTION
Call meeting a school to report water results audit and project to plan (SWAP)
school water action project activities. further
a enviro-club and choose a SWAP water Form
team. human In and this ecosystem way they can health work to improve
FURTHER ACTION
The sharing SWAP their water findings team can with write the a report
Facilitator, water service provider, Water 2020
Quality Officer from officer the of Dept. DWAF, of Environmental
structures and the media. Health, Local
They catchment can also and continue continue monitoring reporting their the
findings to the relevant authorities.
Reference: SWAPWater Quality Audit
Pack – SHARENET
Part 2: Section 3– Water Quality Studies 53

3.6 Groundwater Awareness and Quality Testing
Phases: Foundation, Intermediate & Senior
Learning Area Specific outcomes
Main Focus Natural Sciences 1,4
CROSS CURRICULAR LINK Life Skills or Life Orientation 2,7
depends on Phase
Critical outcomes 7
Activity outcomes
• Identify the groundwater sources
Learners
in the area
will be able to:
• Identify similarities and differences with poster pictures
• Do the groundwater experiments correctly
• Identify the consequences of the unsustainable use of groundwater
• Show use and an protection understanding of the of groundwater the results obtained points
by developing logical options to improve the
WHAT IS IT?
water
A groundwater test to determine sources used the in quality a community. of the available and in river the area water if these are all
• Follow
AIM
instructions the step by step testing
• To utilised test the for daily quality household of the groundwater groundwater monitoring provided kitwith
the
activities • Record
• To in the identify waterthe
pollutant components worksheets the provided results onto the
• Analyse and interpret the results
• To about raise water awareness quality and amongst health people RESULTS
issues The quality of the groundwater sources will
• To improve assist people the quality in taking of action their to be teachers available analyse as soon and interpret as the pupils the results and
groundwater sources of the tested water. The results should give
APPARATUS an groundwater indication and of good the causes quality or of bad it. quality
A general groundwater kit to test monitoring the water sources kit-which is a TAKING ACTION
Copies of the worksheet • If the the reasons water is for of itpoor
quality, identify
METHODOLOGY • Group the reasons into categories of
• Identify sources and in the record area the groundwater immediate the pits) and solutions longer (e.g. term fencing solutions off
(involving the municipality)
• Test the drinking water, borehole • Implement the solutions or actions
54 Part 2: Section 3– Water Quality Studies

FURTHER ACTION
The monitor water the test improvement can be done again of the to
groundwater quality.
The community must be encouraged to
support the actions to improve the quality
of the groundwater in the area.
Reference: Groundwater Awareness
Pack – 2020 VfW PROJECT
Part 2: Section 3– Water Quality Studies 55

3.7 Borehole Monitoring
Phases: Intermediate & Senior
Learning Area Specific outcomes
Main Focus MLMMS 5,6,9
CROSS CURRICULAR LINK LLC 7
Critical outcomes 4
Activity outcomes
• Complete the audit activities as
Learners
described
will be able to:
• Interpret the results of the total audit and make recommendations on the basis of the reults
• Commincate strategies and the Media results and the recommendations using appropriate communication
WHAT IS IT? Show
The monitoring measuring purposes. of groundwater levels for water levels the children and the how abstraction. to measure the
Show
AIM
logbook them how to record these on the
To pumped, prevent hence the aquifer preventing from the being long over- RESULTS
depletion of groundwater in the entire term After
aquifer.
qualified the data has been analysed by a
detected person, over-utilisation can be
To pumping optimise rates. the individual borehole “drying soon to prevent the so called
pumping up” rate of can boreholes. be established. The efficient
To entering prevent the poor aquifer. quality groundwater from TAKING ACTION
Lower
APPARATUS recommended, abstraction rates can be
Dip water meter levels (100 m) - for measuring borehole over-pumping occuring. if there is a possibility of
Abstraction
Conduit LDPE) pipe for dip meter ( 100m 25 mm recommended of groundwater can also be
period, i.e. for 6 to hours be or doen more for per a day. certain
Flow abstraction. meter - for measuring borehole FURTHER ACTION
The children can be encouraged to tell their
Logbook at the borehole. - for recording the data collected parents of other about boreholes the possible in the area over-pumping
lead to the depletion of groundwater that might from
Graph the water paper- levelsto
record different trends of the all entire abstraction aquifer. boreholes Hence recommend should that be
Data collection and storage software properly monitored.
METHODOLOGY
Install adjacent a flow to the meter borehole on the pumping main,
Install the conduit pipe for the dip meter.
Reference: Borehole Monitoring – DWAF
EASTERN CAPE
56 Part 2: Section 3– Water Quality Studies

Part 2: Section 3– Water Quality Studies 57

Section 4. WATER QUANTITY STUDIES
Water quantity studies are carried out to measure the amount of water we use. Based on the results
of the initial assessments, we take appropriate actions to ensure more effficient use of our water.
4.1 Water Audit: Urban Conditions
Phases: Foundation Intermediate & Senior
Learning Area Specific outcomes
Main Focus MLMMS 5,6,9
CROSS CURRICULAR LINK LLC and 7
Arts and Culture 1,6
Critical outcome 5
Activity outcomes
• Complete the audit activities step
Learners
by step
will be able to:
• Use by each calculations activity as described to arrive at accurate estimations of the amount of water used
• Design their own practical methods to audit other activities mentioned
• Complete the above activities as preparation for the audit
• Complete the audit
• Calculate the results of the audit
• Interpret the results of the total audit
• Make recommendations on the basis of the results
• Communicate the results using appropriate communication strategies and media
WHAT IS IT?
posters, pamphlets, etc.
wasting It is measuring it in schools the water and at we home. use to avoid 2. to guide activities to measure
AIM
water i.e. teachers manual
• To different quantify activities how much at school water and/or used at in 3. save to give water guidelines after the on ways audit to is
home
done. e. g. A Guide to Water
• To identify where most water is used Saving ofUmgeni in SA Water - by Steve Camp
• To saving implement water measures in areas that where will start
much is used too 4. a to school keep a or record home of record findings sheet i.e.
• To otherwise) quantify of the saving savings water(financial
or (this pack) is found in the support
• To otherwise identify used where the savings can be b. Water measuring apparatus
1. measuring jug
APPARATUS
2. black plastic bags
A water audit kit comprising of: 3. stopwatch
a. Literature : 4. calculator
1. to create awareness such as
58 Part 2: Section 4– Water Quantity Studies

METHODOLOGY
• Gather students a into group a water of enthusiastic
coordinate the audit at school team to
• Conduct order to an raise awareness awareness campaign and gain in
participation your school or from at home all using water at
• Set aside a day to do the water audit
• Allow investigation the water to identify team to all conduct the things an
that use water
• The how water much team water should each activity then estimate uses
• On water the meter day of early the that audit, morning read the
8am, to see how much water will eg.
used over that day (24 hour period) be
• Students, staff count teachers the number and of non-teaching
use water in a day. This they times multiply they
by uses. the number if litres each activity
• Work class. out Add total all consumption class totals together for each
with gardens consumption to get a school of total. urinals and
• On meter the again following early day, that read morning, the water
8am, to see how much water will e.g.
used over that day (24 hour period) be
• Compare consumption the with school’s the metered total
consumption of the audit to see the effectiveness
RESULTS
You consumption can draw for each a bar class graph to show
You activity can so add that total you water can identify used in where each
savings can be made
TAKING ACTION
Based actions such on your as: findings, you can take
a. Fixing leaking taps
b. using cups to drink
c. flushing toilets less
d. closing over weekends urinals after school hours and
e. doing water-wise gardening
FURTHER ACTION
• Read weekly the basis water to meter see on whether a daily and
school or persons at home are using the
less water
• Calculate would be what and how the water much savings
would be saved for the next money
water is conserved year if
• Under you may the also guidance try a similar of the exercise teacher,
with electricity
Reference: Water Audit Kit – 2020 VfW
PROJECT
Part 2: Section 4– Water Quantity Studies 59

4.2 Water Audit : Generalised Approach
Phases: Foundation, Intermediate & Senior
Learning Area Specific outcomes
Main Focus Natural Sciences 2,3,4
CROSS CURRICULAR LINK MLMMS 5,6
or Technology 1
or HSS 1
and Arts and Culture 6
depending on PHASE
Critical outcome 1,2,4,5
Activity outcomes
• Complete the audit activities step
Learners
by step
will be able to:
• Use by each calculations activity as described to arrive at accurate estimations of the amount of water used
• Design their own practical methods to audit other activities mentioned
• Complete the above activities as preparation for the audit
• Complete the audit
• Calculate the results of the audit
• Interpret the results of the total audit
• Make recommendations on the basis of the results
• Communicate the results using appropriate communication strategies and media
PREPARATION IMPLEMENTATION ACTIVITIES OF WATER FOR THE d. District Co-ordinator
QUANTITY ACTIVITIES e. Principal of the school
STEP ORIENTATION 1: LIAISON AND f. Educators
g. Community Facilitators
• What is it? Steps in liaison
• Why is it important to do it? SESSION: 1
• Materials: Make an appointment with the principal,
• How to do it! introduce the project briefly and arrange a
Purpose various stakeholders - to introduce the project to meeting with other staff members.
a) Introduce the project
Liaison with: • Give background of the project
a. DWAF Provincial Co-ordinator • Explain the different types of activities
b. Department Manager of Education District and materials timing ) of the project ( display
c. Regional Convenor b) Explain participating benefits in the and project advantages to the of
school and the learners
60 Part 2: Section 4– Water Quantity Studies

• Project Based Education. is supporting Materials Outcomes
designed to fit to OBE. Environment are
is or a water phase conservation organiser, and activities water audits
be made a programme organiser. can
Activities audits can and be outcomes linked to the of 8 the learning water
areas communication, such as Language Technology, literacy and
Mathematical Management literacy, Science, Economic and
orientation, natural skills, Human and Life
Social can be Science, used Arts as a and programme Culture. It
organiser
• It importance will also sensitise of water and learners it will about
prepare them for careers in water also
management
• Create and health awareness education on environmental
emphasis on water and with sanitation special
and other water related issues.
Expected outcomes of the first session:
• Indication participate or whether not the school will
• Type of activity the school will do
• Participating class/es will be identified
• Teacher/s for the project co ordinator/s will be identified responsible
• Agree on date of audit
STEP IMPLEMENTATION 2 : PLANNING FOR
SESSION : 2
• GET appropriate materials
• Meet co-ordinating with participating educator/sclass/es
and
• Introduce explain the project benefitsto
learners and
• Display materials
• Establish (10learners) the water audit team
• Divide 2children children in a group into 5 groups of
• Explain their roles and responsibilities
• Introduce learners act the it out play (to by enhance having their the
participation) on the day Agree that the with play educator/s
presented to the school will be
• Identify working, water if not meter contact and Municipality find out if it is
• Check water leaks with water team
OUTCOMES
• Water teams will be established
• Roles clarifiedand
responsibilities will be
• Awareness learners regarding the project to
• Water meter will be identified
• Tell meter recording following team day to read water
STEP 3: IMPLEMENTATION
SESSION: 3
• Presentation of the play to the school
• Agree how the with audit school will management be conducted on
(approach hands/on approach) - class involvement or
• Orientation learners to: of water audit team and
- documents of the chosen
activity
Part 2: Section 4– Water Quantity Studies 61

Tools/materials to be used
• procedure activity (e.g. to what be to followed do on the for audit the
day)
-• reading including of audit water day meter (facilitator for 7 must days
ensure water meter that teacher reading will by monitor recording the
team for 5 days )
OUTCOMES
• Awareness will be created
• All know learners their responsibilities that will be involved and what will
will happen on the audit day
SESSION: 4
• learners Orientation to of the water documents audit team of and
chosen activity the
What to do on the audit day:
• Do averages for each activity
• Remind done on learners the water about day what will be
• Distribute team documents to water audit
OUTCOMES
• Awareness will be created
• All know learners their that responsibilities will be involved and will
what will happen on the audit day
• Averages will be recorded
STEP 4 : COMPLETION
SESSION : 5
• Compile school environmental report, develop policy action plan/
• Plan the school presentation and relevant day of structures findings to
• Evaluation of project by the teachers
SESSION : 6
Presentation Day of findings
Reference: Water Audit Kit – 2020 VfW
PROJECT
62 Part 2: Section 4– Water Quantity Studies

ACTIVITY GUIDE FOR EDUCATORS
SCHOOL WITH WATER FACILITIES SCHOOL WITHOUT WATER FACILITIES
1. Locate the water meter for the school. 1.Educator forms a water team
2.Educator to explain how to read the water meter 2.Water a) team how finds much out water comes onto the school
b)
every
How water
day
is used at the school
3.
the
Read
readings
the water meter over a period of 7 days and record 3. a) Water team finds out :
.
b) status Good of and all bad the water water points practices at the at the school school
4. Day
•
before
Follow
the audit:
up if water meter reading has been
4. Day
recorded.
•
before the audit:
responsibilities Remind the learners on the and audit audit day team of their
• responsibilities Remind the learners on the and audit audit day team of their • averages Prepare the on them class in audit 2nd last table line by placing
. . • averages Prepare on the them class in 2nd audit last table line by placing
5. The water audit day:
5. The water audit day:
Distribute
approach is
“Class
involving
water
all
audit
classes,
table”
audit
to
teams
water audit
distribute
team.
the
If Determine total litres of water brought onto the school
table
distributed
to each
to different
class. If approach
water points
is “hands-on,
to monitor water
audit team
use for
is Distribute
If
“Class water audit table” to water audit team.
the whole day.
the
approach is involving all classes, audit teams distribute
-
“Class
Depending
water
on
audit
the
tables”
approach,
and
water
hand
team
them
will
over
collect
to the
all
team
table to each class. If approach is “hands-on, audit
water
is
use
distributed
for the whole
to different
day.
water points to monitor
educator
-
“Class
Depending
water
on
audit
the
tables”
approach,
and
water
hand
team
them
will
over
collect
to the
all
educator
6. After the audit day:
6. After the audit day:
-
record
Facilitator
sheet
collects
from the
“Class
educator
water audit tables” and school •
school
Facilitator
record
collects
sheet from
“Class
the educator
water audit tables” and
Check and compile school record sheet with the audit team Check
team
and compile school record sheet with the audit
7.
school
Assist
poster.
audit team to develop the graph and make the 7.
school
Assist
poster.
audit team to develop the graph and make the
8.
involve
Facilitate
local structures,
a meeting
relevant
with school
govt.
management
dept’s such as
that
DWAF,
will 8.
Dept.
media.
Health, Env. Affairs, DOE, local authority, councillor/s,
involve
Facilitate a meeting with school management that will
DWAF,
local structures, relevant govt. dept’s such as
councillor/s,
Dept.
media.
Health, Env. Affairs, DOE, local authority,
Purpose
action plan
of
/
meeting
Way forward.
is to present the findings. To agree on Purpose
on action
of
plan
meeting
/ Way
is
forward.
to present the findings. To agree
Learners should do the presentation if possible Learners should do the presentation if possible
9. Publish findings in local newspapers with photo’s 9. Publish findings in local newspapers with photo’s
-
co-ordinator
Compile final
of DWAF
report/s and send them to the district -
co-ordinator
Compile final
of DWAF
report/s and send them to the district
Part 2: Section 4– Water Quantity Studies 63

4.3 Tap and Leak Repair Pack
Phases: Intermediate & Senior
Learning Area Specific outcomes
Main Focus Technology 1
CROSS CURRICULAR LINK Natural Science 4
or MLMMS 4
and EMS 5
Critical outcome 6
Activity outcomes
• Complete the assessment of all
Learners
taps at school
will be
following
able to:
the finding of leaks in the water audit
• Use wasted calculations by leaks as described to arrive at accurate estimations of the amount of water
• Follow step by step procedure on how to fix a tap
• Calculate how much water will be saved by fixing the leaks
• Work out the economic implications of saving water
WHAT IS IT? METHODOLOGY
The home three are main the three ways R’s. to REDUCE, save water REUSE in the 1. Identify water waste areas
and REPAIR. 2. Identify solutions to waste areas
This to cut activity water is losses, a focus and on save REPAIR money. in a bid 3. Group into categories the problems of REUSE, and REDUCE solutions
AIM
and REPAIR.
a. leaking To show tap the wastes. amount of water that a 4. repair Focus as in an on example. REPAIR and The practical use tap
component is crucial.
b. To taps. teach people how to fix leaking 5. there Determine are at how school many or leaking identify taps a
c. respond To get people to leaks as to and act pipe immediately breaks. in residential area to target.
6. Determine the amount of water that
APPARATUS
goes to waste.
The kit consist of the following: 7. Repair the taps
a. One tap 8. Determine the amount of water
b. One shifting spanner saved.
c. Threading tape RESULTS
d. Tap washers It every is said second that a amounts leaking tap to that 7000 drips litres oncea
e. cisterns) Flush-valve washers (for toilet year.
This activity will obviously save water.
64 Part 2: Section 4– Water Quantity Studies

The tap, children skill that learn will never how to be repair forgotten a leaking
always be applied. and
TAKING ACTION
1. Determine there are at how school many or leaking identify taps
residential area to target. a
2. goes Determine to waste. the amount of water that
3. Repair the taps
4. money Determine saved. the amount of water and
FURTHER ACTION
Regular leak-free inspections taps. can be done to ensure
Reference: Tap and Leak repair Kit –
2020 VfW PROJECT
Part 2: Section 4– Water Quantity Studies 65

4.4 SWAP Rural Quantity Audit - in Afrikaans
Phases: Foundation, Intermediate & Senior
Learning Area Specific outcomes
Main Focus Natural Sciences 2,3,4
CROSS CURRICULAR LINK MLMMS 5,6
or Technology 1
or HSS 1
and Arts and Culture 6
depending on PHASE
Critical outcome 1,2,4,5
Activity outcomes
• Complete the audit activities step
Learners
by step
will be able to:
• Use by each calculations activity as described to arrive at accurate estimations of the amount of water used
• Design their own practical methods to audit other activities mentioned
• Complete the above activities as preparation for the audit
• Complete the audit
• Calculate the results of the audit
• Interpret the results of the total audit
• Make recommendations on the basis of the results
• Communicate the results using appropriate communication strategies and media
2020 Water Oudit n
INLEIDING gebruik paar dae sonder water. Baie van ons
Die fasiliteerder onderstaande moet is verdere n lesvoorbeeld. naslaan werk Die word baie water elke dag. Ons baddens
vergeet vol om getap. verskuif Ons bad te word. 2 keer Krane per dag word en
doen moontlik om aan die te les bied. so Slegs interesssant belangrike as oop bome gelaat is ons nadat as mens water se suurstof gebruik fabrieke. is. Die
aspekte word uitgelig. t.o.v. Praktiese die belangrikheid toepassing van kan water Die suurstof wat hulle vrystel, asem on in
die buitelug of in a laboratorium geskied. in en gebruik die koolstofdioksied hulle weer. Ons is wat dus afhanklik ons uitasem van
BELANGRIKHEID VAN WATER plante. gebeur as Het ons julle een al oggend gewonder opstaan wat en die sal
Mens, lewe. AS dier is en n plante droe het land. water Ons nodig reenval om te krane het nie water nie? Ons moet
ongeveer 500mm per jaar. Dit meen as jy is skooltoe gaan, by die skool is daar ook nie
drom laat staan op n plek wat 500mmn
water die toilette nie. Dink kan nie bietjie gebruik wat sal word gebeur. nie. Ons Ja
reenval drom om kry half sal dit vol n te volle word. jaar 2/4 neem van vir die die sal water moet is terug nie. huistoe Dit waar beeld daar uit ook die nie
menslike kan n paar liggaam weke sonder bestaan kos uit lewe water. maar Ons noodsaaklikheid van water. Ons moet
net besef dat water kosbaar is en nie gemors
66 Part 2: Section 4– Water Quantity Studies

moet SA wat word nie nie. water Daar by is hulle nog baie huise mense het nie. in
Hulle aandra moet huistoe. sover Gewoonlik as 10 km is hul dit water
vrouens, want die mans moet bedags die
werk. by ons Ons huise is te dus he. baie Daar gelukkig is ook mense om water
grondwater gebruik m.a.w windpompe. wat
Waar riviere, tref ons ondergronds. water aan? Reen, Hoe see, mere,
kondensasie plaas? Kom ons neem vind
volgende as n voorbeeld. Wasem teen die
koue ruit. Die water in n’ pot wat gekook n
word. die water Water laat in n kook? ketel wat Hitte. kook. Wat Wat is ons het
belangrikste Hitte/warmte, m.a.w. bron die son. van Die energie?
die son uitstraal laat die water in hitte die see, wat
riviere, waterdamp mere styg en in damme die lug verdamp. op. Daarbo Hierdie
yskoud. Gevolglik vind afkoeling plaas is die
(kondensasie). uiteindelik reen Wolke dit. So word word gevorm die riviere, en
mere waterbronne en gevoed. ook ons ondergrondse
Praktiese Uitvoering
APPARAAT BENODIG:
a. Groot emmer (10L)
b. Swart sak
c. Maatbeker
d. Horlosie /uurglas
e. Prente met illustrasies
Ons doen gaan net om drie vir eenvoudige julle bewus eksperimente
hoedat ons daagliks water vermors. te maak
moet neerskryf hoeveel water by Julle
eksperimente verlore gaan. elke
Oopdraai van kraan vir 1 minuut:
Opleier kraan op sit emmer terwyl onder hy/sy kraan tyd hou. en draai Daarna die
word die water in die emmer gemeet.
Was van hande:
Opleier terwyl tydgehou vra een leerling word om en sy afval hande water te was
swart sak loop. Die afval water word in
gemeet.
Drink met die hand:
Een afval leerling water drink word met in emmer sy hand laat water loop. en
Hierdie water word weer gemeet.
Leerlinge doen n paar gaan somme terug klas in samewerking toe en die opleier
die leerlinge op die bord. met
Bv. Drink met die hand
600ml verlore water
x 600 leerlinge op skool
360 000 ml
= 360 L water wat verlore is.
Gestel water kos 2c/L
Dus 360
X 2c
720c = R7.20
x 2 pouses
R14.40
X 20 skooldae
R288.00 per maand
Julle daardie moet water aan kan maniere bespaar. dink Leerlinge hoe ons
opleiers praat daaroor. en
Opleiers help om besparingsmaatreels kies waterspan wat toe by die te pas skool
die skool water oudit te doen. Hy/sy kies en
ook die huis die leerlinge gaan doen. wat die huiswateroudit by
Reference: Rural Water Audit Kit – 2020
VfW PROJECT
Part 2: Section 4– Water Quantity Studies 67

4.5 Water Harvesting
Phases: Intermediate & Senior
Learning Area Specific outcomes
Main Focus MLMMS 5,6,9
CROSS CURRICULAR LINK Technology 3
or HSS 4
or LLC 7
and EMS 5
depending on PHASE
Critical outcome 5,6
Activity outcomes
• Follow and complete the audit
Learners
activities
will
step
be
by
able
step
to:
as described
• Do the calculations and record your results accurately
• Interpret results accurately
• Make recommendations on the basis of the results
• Use results to develop an action plan
• Work out the economic implications of harvesting water
• Communicate the results and ideas using appropriate communication strategies and media
WHAT IS IT? APPARATUS
Water and wise harvesting use of precipitation, is the collection, mainly storage
form of rainfall. Water can be harvested in the 1. Garden
many ways, using several techniquesin
spade tools such as rake, hoe and
2.
rainwater example, tanks and swales from roof and gutters contours is one weeds, Mulching old material newspaper, (dry etc) grass or
agricultural lands is another means, where in 3. Roof guttering
rainfall rather than is captured carrying and the soil sinks away into as the run-off soil, 4. PVC or zinc water tanks, or a clean
and erosion.
drum for collecting water
AIM
METHODOLOGY
a. To harvesting understand as a the means concept of conserving of water a. Roof harvesting
• Calculation based on
water can be by collected calculating from how your much school water roofsizexannual rainfall
roof.
• Getting required resources
locally
b. To water learn in practical order to optimise means of on harvesting • Installing gutters
rainfall and reduce the time spent available Installing tanks
fetching water in buckets on • Keeping a record of water used
68 Part 2: Section 4– Water Quantity Studies

. Harvesting for plant production
• plot setting preparation up an experiment involving and a
control
RESULTS
a)___________________________________
____________________________________
b)___________________________________
____________________________________
TAKING ACTION
• There can harvest are many water, ways even that without a school
to purchasing water tanks. The funds
direct and effective way to harvest most
water your school is to collect roof, into the a rainfall tank or from
drum. Remember that your collectiona
pipes storage or container gutters, must as be well clean as and the
covered water. If you if you do intent not have to drink a sealed the
water gauze tank, over you the could drum put a to layer keep of
mosquitoes, barrel. rats and dirt out of the
• Used ‘grey water’ water can from also the be home, recycled called
used in the garden for vegetables and
trees, and for washing cars. ( See and
EDA poster)
• If your you school have or young village, trees you planted can help at
them catchment to get walls water to channel by building rainfall small
the roots of the tree. This will save to
lot of time and effort fetching water ina
buckets, well. ( see and diagram help below) the tree to grow
FURTHER ACTION
• You relatives can encourage to harvest your water families using and
above methods the
• A could group assist of yourself elderly people and your to install friends a
drum vegetables to collect and roof runoff, to make to mulch
catchments for trees. v-
• Erosion runoff and control provide activities more to water reduce
grassland for
Reference: Water Harvesting Kit – EDA
TRUST OR 2020 VfW PROJECT
Part 2: Section 4– Water Quantity Studies 69

4.6 Developing a School Water Policy and Management Plan
Phases: Foundation, Intermediate & Senior
Learning Area Specific outcomes
Main Focus Life Orientation 5,7
CROSS CURRICULAR LINK LLC 7
Critical outcome 1,2,3,4,5,6,7
Activity outcomes
• Interpret and communicate
Learners will be able to:
a) the results of the audits and b) the suggestions for action
• Decide on simple practical actions to be executed
• Develop a simple, practical and detailed Water Management Plan
(which should be added to by the school management)
• Commit themselves to the School Water Policy
WHAT Assuming IS IT?
Water Audit, that follow you these have simple completed steps the be
the development of a School Water Policy for your the task of the educator. By making
you Water Policy part of the cirriculum,
and management plan. extra are ensuring that you are not creating
tend work for yourself. Learners will also
Divide your learners into small groups. seriously to take the Water Programme more
education if programme. it forms part of their general
One results group of the of learners Water should Quality work audits on and the APPARATUS
another Quantity work audit, on provided the results you of the did Water
audits. (It is not always possible to do both The
Water Quality Audit on your own water a Pack. Resource-Use Component of the SEP
The
source, from a source since water quite far may away). be piped to you the support Schools’ pack Water Policy Record Sheet in
METHODOLOGY
There important are in two the development things, which of are a Water very Step 1: Interpret the results of the audits
Policy:
and the whole prepare school. a presentation This presentation for the class should or
An either appropriate the learners management or yourself as structure educators – also Action, include that is, suggestions things you and for your Water learners Wise
should management be responsible of the project for the to ensure overall can at school do to and cut at on home your and water also consumption things you
proper administration and co-ordination can do to help improve the quality of you
A implementation plan on how of the the development policy and water source, if that was included in your
continuously from part of can audit.
implementation of the cirriculum. This the Step 2: After the presentation of the
will suggestions development you of your can School carry Water on with Policy. the
70 Part 2: Section 4– Water Quantity Studies

Firstly, have to you decide and the which learners suggestions as a group are will
practical too much and trouble. could If the be tasks executed you choose without
for learners yourself will be are demoralised. too difficult, you and the
RESULTS
A School Water Policy
ACTION
The Management next step is Plan. to develop You a can School use Water
following table for this. the
School water management plan
Planned
or Tasks
action Responsibilities Responsible
Who will be
List
actions
all the
you have
or task
Responsibilities
for each of Who
decided
out in step
to
2
carry
these tasks responsible
will be
completing
for
Be specific! tasks (Have
these
Be practical
learners
in groups)
working
FURTHER ACTION
After Management completing Plan, the write School a summary Water
stating are committing what actions to, you how and long your you learners
planning to take to complete these actions are
and you what have your completed long term your goals summary are. When
and your learners can all sign it to show you
your This document commitment is then towards a written the statement project.
of your your year School plan for Water the Policy. following Include year. this in
Reference: School Environmental Policy
and Management Plan - SHARENET
Part 2: Section 4– Water Quantity Studies 71

Section 5. WETLAND STUDIES
Wetlands water quality. differ Plants in size in and the wetland location trap and particles are areas of with soil poor in the drainage. water so They that the store water water becomes and maintain
Marshes, bogs, swamps, vleis and sponges are examples of wetlands. Wetlands can be used for clear.
farming and can provide raw materials for people to use, as well as store water. A wetland audit can fish
help learners in understanding what a wetland is, how it functions and the value of maintaining it.
5.1 Wetland Health Check-up
Phases: Intermediate & Senior
Learning Area Specific outcomes
Main Focus Natural Science 1,4
CROSS CURRICULAR LINK HSS 4
Critical outcome 5,6
Activity outcomes
• Understand what a wetland is
Learners will be able to:
• Show a positive attitude towards the conservation of wetlands
• Do a step by step audit of a wetland
• Understand how a wetland functions
• Build a complete and working model of a wetland
• Understand the value of wetlands and why we must conserve them
WHAT IS IT? mind
A over unit a couple of learning of weeks. designed The to educator take place reading mapping, model making, auditing,
decide how much detail will be covered can on for understanding. The emphasis is
principles fun orientated learning that follows the
and to do. select The activities which activities vary from they wetland would food like experimentation. of self exploration and
webs, and a to mind full wetland mapping, audit. to model Additional building, APPARATUS
Most
information all cases, the of wetlands emphasis is has also been provided. on the In provided of the equipment that is needed is
EnviroTeach in No1 the 2000 form and of an a audit copy grid. of
learners conducting finding hands on out audits for and themselves, Both of these are obtainable from your
their own knowledge. The unit has creating DWAF 2020 regional co-ordinator.
successfully implemented by both primary been Additional the wetland equipment model, but is needed all of it to is create either
and high school educators. easily obtainable “kitchen” materials or
AIM
items that would be thrown away.
The understand aim of the what unit a is to wetland enable is, learners how to METHODOLOGY
functions and the value of maintainingit
All detailed of the set activities of instructions, come complete which with area
wetlands. built into the Additional unit, such skills as have puzzle also building, been included edition. in the EnviroTeach No1 2000
72 Part 2: Section 5– Wetland Studies

RESULTS
If following all the items activities should are have completed, been made: the
a complete wetland food web game; (2) (1)
complete set of mind maps based on key A
aspects working model of wetlands of a wetland (3) A (4) complete a complete and
audit of a wetland.
TAKING ACTION
Based EnviroTeach on the No1 information 2000 edition, provided and in the the
information audit grid, the gathered learners using should the be wetland
decide on what type of action should able be to
undertaken. Actions can include adopting
the importance wetland, of educating wetlands, cleaning others on up the
wetland, fencing the wetland off, removing the
alien plants etc.
FURTHER ACTION
After audit can the initial be undertaken round of to actions, ascertain a new
effects of the remedial actions. Further the
additional action can then be taken.
Reference: Wetland Observation Kit–
TRACY MC KAY AND RAND WATER
Part 2: Section 5– Wetland Studies 73

74 Part 2: Section 5– Wetland Studies

Part 2: Section 5– Wetland Studies 75

76 Part 2: Section 5– Wetland Studies

Part 2: Section 5– Wetland Studies 77

Section 6. WATER AND PLANT STUDIES
Plant than indigenous are not able plants. to survive It is without therfore water. important However, for us invading to plant alien and use plants indigenous generally plants use more wherever water
possible in order to conserve water.
6.1 Water-wise Gardening
Phases: Foundation, Intermediate & Senior
Learning Area Specific outcomes
Main Focus Natural Science 4
CROSS CURRICULAR LINK MLMMS 5
Critical outcome 1,2
Activity outcomes
• Understand what a water-wise
Learners
garden is
will be able to:
• Work effectively as part of a group
• Do a step by step plan and implementation of a water-wise garden
• Monitor water use of the water-wise garden and a conventional garden of the same size
• Compare water consumption of the water-wise garden and a conventional garden
• Explore other methods of saving water at school
WHAT IS IT?
Gardening and arranging with them plants in suitable a way to which your area
reduce the amount of water required will Water-wise gardening handbook
maintain the garden to Plant list
Greening handbook
AIM
METHODOLOGY
To school develop a water-wise garden at your Teacher that the rest and of Groundsman the staff is in need support make of sure the
APPARATUS project
1 dedicated teacher Round up a core group of 10 students as a
1 dedicated groundsperson gardening club
10 members of the school gardening club Get 2020 the VfW Water-wise Project gardening pack from
Interested parents Make sure that you have all the equipment
Spade
required
Hose pipe/ watering can Work through the checklist and allocate a
Items Vision provided VfW in gardening pack by 2020 9m2area for the garden
Decide as a group if your site is suitable for
Checklist to get you started a garden
Environmental education directory Consult compost and contact 1m3mulch lists to for your source project 1m3
Contact plants list for resources eg. Compost and
78 Part 2: Section 6 – Water and Plant Studies

If builder’s it is suitable rubble, start etc. clearing it of alien plants,
Refer plants to the the club plant would list like provided in the garden to select
Use contact list to source plants
Make the soil sure to a that depth the of compost at least is 50cm worked before into
planting
Plant just before your rainfall period
Make after planting sure that the garden is well watered
Give least less 10mm frequent – refer good to waterings the Water-wise of at
gardening handbook
Apply surface a around 10cm the layer plants of mulch after planting on the soil
Weed the garden at least once a week
RESULTS
A math, living literature educational at school resource for science,
Established contacts for future projects
Established visitors demonstration garden for
In-house for future collection projects of water-wise plants
Reduced water bill
Reduced water usage
School beautification
Working gardening club
TAKING ACTION:
• Compare water-wise water garden consumption and conventional of the
garden areas of the same size
• Explore water at school other methods of saving
• Grow garden-refer more plants to greening from plants handbook in the
• Invite lessons other in the classes garden or school for
• Make water-wise plant characteristics labels with of details plants of
• Test compared soil moisture to bare soil in mulched area
FURTHER ACTION
• Develop school new garden areas at your
• Involve gardening community projects by trading members plantsin
• Make donate cuttings to other to raise schools funds or or to
community organizations
• Start feeding a vegetable scheme garden to support a
Reference: Water-wise Gardening Pack –
NATIONAL BOTANICAL INSTITUTE
AND 2020 VfW PROJECT
Part 2: Section 6 – Water and Plant Studies 79

6.2 Weedbuster Activity of the Working for Water Programme
Phases: Foundation, Intermediate & Senior
WHAT
The Working
IS IT?
been designed for to Water train induction trainers and training workers pack in has
Working for Water programme. The course is made the
up manual, of a series a workbook, of workshops, a field guide which and are a guided video. by a
There broad are application aspects of (for the course schools and and workshops concerned with
community and 14 would members). have special Workshops relevance 2, for 10, schools 11, 12
and Workshops communities. relevant to Educators them. should choose the
AIM
After able to the understand Induction training all components course, trainers of the course, will be
plan environment, and organise and have a an idea conducive of the learning
activities and methods in the course. different
APPARATUS
There kit: are different components that make up this
The train Induction participants Training in each Manual workshop. is the guide The to Manual use to
contains and the Workbook. all the information that is in the Field Book
The workshop Induction participant Field Book receives. is the This book book that includes each
Learning Area Specific outcomes
Main Focus Natural Science 1,4
CROSS CURRICULAR LINK HSS 4,6
EMS 1
depending on PHASE
Critical outcome 1,7
Activity outcomes
• Understand the history of invading
Learners
alien
will
plants
be able to:
• Know the differences between invasive vegetation and other plants
• Identify different alien plants in the classroom and in their local environment
• Understand biodiversity why invading alien plants are a threat to our water resources and botanical
• Understand aspect to it via that the removal Working of for invading Water Programme alien plants involves management and has a social
• Understand a “secondary that industries” the wood programme obtained from alien plants is used for entrepreneurial activities in
relevant field. It is information used in training, that participants but it is also need a reference in the
book to when that they participants are in the can field. carry with them and refer
The participant Induction receives. Workbook This is book another contains book that exercises each
and
The
activities
Induction
and
Training
is used
Video
during the
as
workshops.
posters, brochures, etc are an integral well part as of other
training package. The Training Manual will tell you the
when
The Manual
you need
outlines
to use
and
them.
form) the content and flow explains of 14 (in workshops step by step
approximately two hours each. of
METHODOLOGY
The
Workshop
workshops
1; Introductions
area outlined
and
as
overviews.
follows;
Objective; Contract and To Conditions understand, of in Employment. vary broad terms, the
Clarify Employment. goals and expectations. Conditions of
Workshop
Objective: Understand
2: What is Working
the vision
for Water?
the programme, and why its work and is so objectives important. of
Explain environment. what invasive alien plants do to our land and
80 Part 2: Section 6 – Water and Plant Studies

Video
Workshop
– part
3:
1
A
(10
typical
minutes)
Understand the kind of
day
work
at work
have to do. Understand the that nature the VfW of the workers
contract job.
first
Video
Workshop
– part
4:
2
Working
(10 minutes)
Understand Working for
for
Water
oneself
is one
and
of
for
the
all
Public Works Programmes in South Africa. Special
Workshop
Know what
5:Your
a contract
contract
task-based work. is. Understand the concept of
Understand system. how payment works in a task-based
Workshop
Know what
6:
Conditions
Conditions of
of
Employment
SPWP. Employment are for a
Workshop
Identify the
7:
social
Important
programmes
social issues
and understand why these are important. that are part of VfW
Workshop
Understand
8:
the
Health
importance
and Safety
of Health
at work
work. and safety at
Workshop
The five common
9:The common
safety issues.
dangers
Workshop
Follow seven
10:
basic
Know
steps
your
of
plants.
The most widespread invasive
plant
alien
identification.
Categories of declared invasive alien
plants
plants.
in SA.
How
Workshop
to identify
11: Plants
different
in the
plants.
Follow the seven basic
field
identification in the field. questions for plant
Compare
Understand
alien
the
and
uses
indigenous
of indigenous
plants.
Practice plant identification.
and alien plants.
Comparing
Useful indigenous
alien and
plants.
indigenous plants.
Uses
Workshop
of cut
12:
down
Ways
invasive
of controlling
alien plants.
plants invasive alien
Know used in the the names VfW programme. and uses of the common tools
Understand different tools the that health are used. and safety issues around the
Understand is used in the the programme. different mechanical equipment that
Understand or near mechanical the safety equipment. implications of working with
Using
Workshop
the right
13: Using
techniques
herbicides
and methods.
Understand what herbicides are and how they work.
Understand using herbicides. the advantages and disadvantages of
Take
Workshop
the proper
14: Caring
precautions
for our
when
resources.
using herbicides.
Understand water, land and why environment. and how we need to look after our
Understand
Know how to
the
purify
dangers
water.
of polluted water.
Describe or dirty water. some diseases that are caused by polluted
Know home how remedy. to make Oral Rehydration Therapy or the
Caring
Littering
for
and
our
sanitation
land, environment
issues.
and water.
Make
THE STRUCTURE
the Oral Rehydration
OF THE
Therapy.
The workshops are planned in such
WORKSHOPS
follow naturally from one to another. a way that Earlier they
workshops information, ideas explain and and words cover that are core needed concepts,
workshops. The Induction Training Video follows in later
structure of the Manual so that it is easy to find clips the
for information viewing. either Each from workshop the Field consists Book or of Induction input or
Training actively involved Video, and all the activities time and so that do not participants get bored. are
ADDITIONAL
The course material
RESOURCES
could be supplemented
FOR SCHOOLS:
following:
by the
Working posters (for for the Water southern Invasive and northern species regions). identification
Weedbuster vegetation story comic in light-hearted (which outlines comic style) the alien
Weedbuster Subtropical regions) directories with 10 (for species Fynbos, per directory. Arid and
Reference: Weedbuster Pack–
WORKING FOR WATER PROGRAMME
AND THE 2020 VfW PROJECT
Part 2: Section 6 – Water and Plant Studies 81

6.3 The Aquatrap
Phases: Intermediate & Senior
Learning Area Specific outcomes
Main Focus Natural Science 1,2
CROSS CURRICULAR LINK Technology 1
Critical outcome 1,6
Activity outcomes
• Use process skills to classify soil
Learners
types
will be able to:
• Use technical skills to construct improvised apparatus
• Measure “planted” and calculate with confidence and competence how many aquatraps need to be
• Calculate informed judgements growth rates about of plants the effectiveness using the aquatrap of the aquatrap. and those not using it, and make
WHAT IS IT? METHODOLOGY
The old car Aquatrap tyres, which is a dish is used device to retain made water from Step
and garden soil or just vegetable under patch. the surface It saves of water your garden 1: Determining the soil type in your
benefit you / patch to see if the aquatrap will
and shrub feeds or tree the root or vegetable system of to any promote plant , There loam are three basic types of soil: Sand,
growth. components It is are simple available to free make of charge and the type by and doing clay. a You simple can test. determine the soil
all that is required is the time to make it. – Squeeze roll it into some a sausage. damp soil in your hand and
Where capacity, soil by planting has a the low aquatrap water you holding Sandy soil will fall apart
retain the water in the collected area for can Loamy
longer time. a easily soil will hold together but crumble
Clay
AIM
without soil breaking will mould apart into different shapes
To of soils understand and that that each there type are various of soil has types Step 2: Using practical technologies make
different water holding capacity a the aquatrap
Take your “doughnut”(side wall) of the tyre
To make learn the how aquatrap to use to practical collect water technologies wash and clean the area on the inside edge
to optimise plant growth in order – inside the tyre
Take coarse sand paper and rub a strip 30-
APPARATUS 50cm around the inside edge and make
Used to form car round tyres “doughnuts”. where side walls are cut off sure it’s rough and clean
Take the inner tube and cut it in half
Used inner tubes of car tyres Then cut the inner tube around the inner
Strong glue / contact adhesive edge
Coarse sand paper - a strip 30-50cm Now lay the “doughnut” on top and mark it
a pen / koki with a pen/koki
82 Part 2: Section 6 – Water and Plant Studies

Cut 60 mm outside – now your clean mark and – allow sand ±40mm paper the to
inner and clean. tube as well. Make sure it is rough
Take to the contact tyre inner adhesive edge or and similar the inner and apply
edge. tube
Allow (±10minutes) both surfaces time to dry
Now together carefully – push push down the hard two and check surfaces
there are no gaps in your new aquatrap at
dish. If there are gaps, fill with a little glue.
Let hours the aquatraps dry in the sun for 6-12
Re-check bonded them to see if the surfaces have
You are now ready to plant your aquatrap
RESULTS
a) which Learners type will of be soil able type to they determine
their garden have in
b) Learners making the can aquatrap conclude would whether
the soil benefit
c) own Learners aquatrap will be for the able school to make and their their
communities
TAKING ACTION
Planting your aquatraps:
1) For: Community Vegetable gardens patch / Trench /
Dig aquatrap a strip – about just wider 60mm) than and the
length you require (up to 10 m) the
Plant aquatraps next to each other
Now compost fill / your soil mix trench / sow with your organic
/ water seeds
2) For a Compost Trench
Dig trench trench with width, aquatraps height – and bottom line and the
sides
3) For Plant beds
Prepare beds and plant aquatraps
4) For fieldsGrass
verges, lawns or sport
Lay other your as close aquatraps as possible next to for each
results best
FURTHER ACTION
The following educator experiments and learners can do the
Make one with two trenches aquatraps next and to one each without. other –
Check basis by and using monitor a moisture the soil metre levels which on a daily
can obtain from any plant nursery you
See record which this trench uses the most water –
Check which you the have growth planted rates in of each plants/ trough veggies
Compare water in each how trough. much water was used by
Reference: The Aquatrap Kit – MARK
AGRA AND THE 2020 VfW PROJECT
Part 2: Section 6 – Water and Plant Studies 83

PART 3
USEFUL RESOURCES
84 Part 3: – Useful Resources

Section 1. CONTACT ORGANISATIONS
As in the this resource next edition. Pack Organisations is under review, are a comprehensive invited to submit list of their contact contact organisations details if will interested be included
participating in the project.
in
Department Water Affairs and
Forestry (DWAF)
Head Office
Rm Private 933, Bag Sedibeng X313 Pretoria Building, 0001 Water Conservation, DWAF,
Tel: e-mail: 012 qto@dwaf.pwv.gov.za 3367273 Fax: 012 336 8086
4th P/Bag floor x4390, c/o Working Cape Town for Water
Tel: 021 405 2200 • Fax 021 8000
e-mail: solomoa@dwaf-wcp.wcape.gov.za 425 7880
Regional Offices
Eastern
Tel: 043 642
Cape
Free State:
1045 Fax: 043 642 1737
Tel:
Gauteng
051 430 3134 Fax: 051 430 8146
Tel:
Kwazulu-Natal
012 336 7273 Fax: 012 336 8086
Tel:
Mpumalanga
031 336 2702 / 2700 Fax: 031 304 9546
Tel:
Northern
013 755
Cape
1674 Fax: 013 752 1678
Tel:
Northern
053 831
Province
4125 Fax: 053 831 5682
Tel:
North-West
0152 959
Province
410 Fax: 0152 953 250
Tel:
Western
018 843
Cape
270 Fax: 018 384 0913
Tel: 021 950 7100 Fax: 021 946 3666
Other Water Partners
EASTERN CAPE:
Amatola
P/Bag X5,
Water
Techoma,
Board
Tel: 043 721 0814 Fax:
5214
043721 0813
EDA
PO Box
Trust
Tel: 039
135,
737 3591
Pope
Fax:
Lane,
039
Matatiele
737 3409
4730
e-mail: nicky@edamatat.org.za
Nelson
Box 116,
Mandela
Port Elizabeth,
Metropolitan
6000
Council
Tel: 041 506 3111 Fax: 041 506 3336
Rainbow
27 Beatty Selbourne
Valley
Tel: 043 726 4063 Fax:
Rd,
043
East
726
London,
4063
5201
e-mail: lungi@yebo.co.za
Rhodes
Rhodes University,
University
P.O
EE
Box
Unit,
Tel: 046 603 8390 Fax: 046
94,
636
Grahamstowm,
1495
6140
FREE STATE:
Bloem
P/Bag X11,
Water
Wepener,
Board
Tel: 051 583 1917 Fax:
9944
051 583 1917
Magalies
P/Bag X 82327
Water
Rustenburg
Board
Tel: 014 597 4636 or 5555811/3
0300
Fax: 014 597 4635 or 5555230
North-West
P.O. Box 4500
Water
Mmbabatho,
Supply
Tel: 018 3822047 /50 Fax: 018
2735
3922827
Sedibeng
P.O. Box 1014
Water
Hartswater,
Board
Tel: 053 474 0103 Fax: 053
8574
474 0334
GAUTENG:
Delta
P/Bag
Environmental
X6, Parkview 2122
Centre
Tel: 011- 888 4831 Fax: 011- 888 4106
Rand
P.O. Box
Water
Tel: 011 682
1127,
0911
Johannesburg
Fax: 011 682
2000
0733
Trees
P.O Box
&
2035
Food
Gallo
for Africa
Manor
&
2052
Eduplant Competition
Tel:
e-mail:
011
trees@cis.co.za
803 9750
http//www.trees.co.za
KWAZULU-NATAL:
Durban
49 Lambert
EE
Road,
Centre
e-mail: wez@mweb.co,.za
Morningside, 4001
Durban
P.O. Box
Metro
1038, Durban
Water
Tel: 031 302 4911 Fax:
4000
031 302 4646
Kwazulu-Natal
Contact: Rob O’
Nature
Donoghue
Conservation Services
P.O.
Tel: 0331
Box 662
845
Pietermaritzburg
1468 Fax: 0331
3200
845 1499
Mhlathuze
P.O. Box 1264
Water:
Tel: 035 902 1028
Richards
Fax:
Bay
035
3900
e-mail: mgray@mhlatuze.co.za
7511362
Share-net
P.O.
Tel: (033)330
Box 394
3931
Howick 3290
e-mail: Sharenet@futurenet.co.za
Umgeni
P.O. Box
Water,
, Pietermaritzburg
External Education
3200
Services:
Tel: 0331 341 1111 Fax: 0331 341 1167
Part 3: Section 1 – Contact Organisations 85

Wildlife
National
and
Office
Environmental
Tel: (0332) 30391
Society
Fax: (0332)
of SA
304576
(WESSA)
Wilderness
P.O. Box 49,
Leadership
Desainagar,4405
School
Tel: 032 941 5843
MPUMALANGA:
Bi-Water
16 Branders
Operation
Street,
(Pty)
Nelspruit
Ltd.
Tel: 013 752 6839 Fax: 013 755
1200
e-mail: biwater@lantic.net
2618
Bushbuckridge
P.O. Box 363 Mafemani,
Water Board;
Tel: 013 799 1130 Fax: 013
1285
e-mail: bbbwater@mweb.co.za
799 1129
Rand
32 Eeufees
Water
Street,
Board
Tel: 017 647 4360
Bethel, 2310
NORTHERN
North-West Water
CAPE:
P.O. Box 4500 Mmbabatho,
Supply
Tel: 018 3822047 /50 Fax: 018
2735
3922827
NORTHERN PROVINCE:
Bushbuckridge
P.O. Box 363 Mafemani,
Water
1285
Board;
Tel:
e-mail:
013
bbbwater@mweb.co.za
799 1130 Fax: 013 799 1129
Lepelle
Pietersburg
Northern
Tel: 015
Water
Phalaborwa Tel: 015 781
295
6823
4918
Water
University
and
of
Sanitation
the North
Training Institute (Dr. Shaker)
P.O.
Tel: 015
Box
268
3101,
3266
Sovenga,
Fax: 015
Pietersburg,
268 3263
0727
NORTH-WEST PROVINCE:
Magalies
P/Bag X 82327
Water
Rustenburg
Board
Tel: 014 597 4636 or 5555811/3
0300
Fax: 014 597 4635 or 5555230
Midvaal
P.O. Box
Water
Tel: 018 482
31 Stilfontein
1241 Fax:
2550
018 482 1110
North-West
P.O. Box 4500
Water
Mmbabatho,
Supply
Tel: 018 3822047 /50 Fax: 018
2735
3922827
Sedibeng
P.O. Box 1014
Water
Hartswater,
Board
Tel: 053 474 0103 Fax: 053
8574
474 0334
WESTERN CAPE:
Centre
9 Aliwal
for
Road
Conservation
Wynberg 7800
Education
Tel:
e-mail:
762
postmaster@cce.wcape.school.za
1622
City
Environmental
of Cape Town:
Management
CMC Adminstration
P.O. Box 16548, Vlaeberg 8018
Department
Tel:
e-mail:
478
enviro@cmc.gov.za
2284
http//www.cmc.gov.za/peh/enviro/index/.html
Edith
Contact
Stephens
CMC Administration
Wetland Park
EE centre and programmes will (EMD) open. to find out when the
Environmental
University of the
Education
Western Cape,
and Resources Unit
P/Bag
Tel: 021
X17
959
Bellville
2498
7535
http//www.botany.uwc.ac.za/eeru/
Khayelitsha Information Centre Environmental (KERIC) Resource and
P.O.
Tel: 361
Box
1668
269 Khayelitsha
or 361 5980
7784
e-mail: keric@wcape.school.za
Kirstenbosch Botanical Institute National (NBI) Botanical Garden & National
Private
Tel: 799
Bag
8800
X7, Claremont 7735
http//www.nbi.ac.za
Roedurico
P.O Box 810,
Trust
Tel: 852 3104
Somerset
Fax:851 6874
West, 7129
Rondevlei Zeekoeivlei Nature EE Programme Reserve & EE Centre &
Fisherman’s
Tel: 706 2404
Walk, Zeekoeivlei 7945
e-mail: rondevlei@sybaweb.co.za
Tsoga
P.O. Box
Environmental
254 Langa 7455
Centre
Tel: 694 0004
WORKING OFFICE) FOR WATER CAMPAIGN (HEAD
P/bag
Tel: 405
X4390
2200
Cape
Fax:
Town
425 7880
8000
wfwcpt@dwaf.pwv.gov.za/dwaf/projects/vfw/
http://www-dwaf.pwv.gov.za/dwaf/projects/vfw
86 Part 3: Section 1 – Contact Organisations

Section 2. GLOSSARY OF TERMS
Active themes Learning– in learning Using areas activities to learn
Awareness programme Programmes is aimed - at Awareness
general information through sharing
workshops; various community distribution points; of literature organising to
Talks and Poetry.
Canal– channel of water
Catchment collects–
an area where the water
Contagious– from one to disease another that can be spread
Ecosystems species in – the a community environmentof
different
Endangered– being killed species off that under threat of
Extinct– no longer existing
Evaporation absorption – by heat water or air loss through
Fecal– body waste
Global– the whole world
Habitat and – species environment exist in where a natural organisms way
Indicator– a sign
Organism– any living thing
Parasites– feed on living othersorganisms
that live and
Pilot something Project – in Test order project to learn for trying from itout
Resources– nature provides any and for all animal kinds and of supplies
consumption human
River rivers Studies – activities related to the
School that Governing help manage Bodies schools – Councils
Species organisms – various in nature kinds of animals and
Strategy– a method of doing something
Sustainability something to – last that a long which timeenables
Threatened being killed – species off that are at risk of
Vlei– water flows slowing
Waterborne– carried by water
Water life – animals that live in water
Water audit Quantity is a process Audit-Water of determining quantity
amount of water used and wasted. the
water audit kit is supplied to do A
water quantity audit a
Water is Quality a process Audit- Water of investigating/ quality audit
studying, determine done how at healthy the water the source water is. to
There group of are people various can do: activities removing that dirt a
from water the contamination; river or catchment; examining testing
water specific life instruments in the river. that are There used are
each activity. The 2020 VfW Project for
supplies them.
Part 3: Section 2 – Glossary of Terms 87

2020 Vision for
Water Project
Department Water Affairs and Forestry
V i s i o n
To heighten the awareness of the water crisis in South
Africa and develop life skills and value systems that will
promote the efficient, equitable and sustainable use of
water by all South Africans
Goals
1. Integrate curriculum water education into the formal
2. Develop water and appropriate water conservation resource materials about
3. Train persons teachers, to conduct water water inspectors audits and in other schools relevant
homes
and
4. Facilitate partners energy audits with Eskom, and other
5. Facilitate partners waste audits with DEAT, and other
6. Establish resource audits and international in schools and collaborative homes network of
7. Maintain per province a database and which of type schools of water who project participated
undertook.
they
88 A Project led by the Dept of Water Affairs & Forestry