How much water can you save?

What do I want to find out?

Assess pupils’ knowledge and understanding about water conservation, the connections between water conserving actions and environmental issues around the world, and pupils’ attitudes towards what’s realistic in terms of changes in behaviour.

What do I need?

Scrap paper, pens, scissors

What do I do?

Ask your class to imagine they are developing a board game (like snakes and ladders) about the importance of saving water.
In groups they will need to agree what score/move each of these actions should be worth and be able to explain why, when working towards a whole class consensus. They can choose from the following scores/moves
- Back 1 or 2 spaces – a negative score (these waste water)
- Forward 1 or 2 spaces – a positive score (these save water)
These scores should be allocated to each of the actions in the box below.

Actions which should be allocated a positive score

You fill up a container of water and put it in the fridge so you don’t have to let the tap run till it’s cold.
You collect rainwater in a water butt or bucket.
You convinced the head teacher to put a full bottle of water in each of the old toilet cisterns (holding more than 5-6 litres) to reduce water use.
You wash fruit and vegetables in a bowl of water instead of under the running tap.
You put a jug under that dripping tap to collect the water so it’s not wasted.
You water your houseplants with rainwater or bath water.
You use a watering can to water your garden plants because it enables you to direct water precisely where it is needed.
You time your showers so they are never more than 5 minutes.

Actions which should be allocated a negative score

You use sprinklers to keep your lawn green.
You prefer to have baths even though there is a shower in your house.
You leave the water running when you brush your teeth.
You drink bottled water rather than tap water because you prefer the taste.
One of your taps has been dripping for weeks but you forgot to get it fixed.
You use a dishwasher every day even though it isn’t full.
You wash up at the sink after every meal even though you have a dishwasher.
You wash your clothes even if they aren’t dirty.

Ask pupils: Can you think of any more ways people waste water, or ways they save water?
In turn, discuss each of the actions listed, record what score it has been given and why.
Make a note of any additional actions have pupils devised, the scores they have been given and the reasons.

How do I analyse the results?

Look for differences in the allocation of scores by pupils and the correct listing from the table above. Do pupils recognise which should receive a postive score and which a negative score?
Note whether pupils allocate scores by the amount of water this action saves, by the frequency the action takes place, by the likelihood of this change in behaviour taking place or by a combination of all three.
Note any other suggestions pupils have, or any real life water saving actions they think of during the activity.
Note whether pupils are able to discuss the wider implications of local actions to save water, do they make the connection between our behaviour with resources like water, and the impacts of climate change?

How do I measure the change?

You can either repeat the activity exactly, or use new cards. Alternatively you may want to create the board game. In making the board game, record pupils responses and look for an increase in pupils’ awareness of water saving actions and the connection between those actions and climate related issues around the rest of the world.
Note whether pupils are more able to discuss the pros and cons of different environmental actions, and whether they are better able to listen to one another’s ideas.
You may want to share the playable game with parents so it can be tested out in pupils’ homes, or it could be a feature at the school fete or fair, where pupils will need to be able to explain the scoring system to the wider community. When preparing their explanations for their scoring, listen for changes in their attitudes towards their own actions for the environment, and a deeper understanding of the impact of their actions on the lives of others. Are pupils more willing to persuade others to change environmentally damaging behaviour?