AC9S4U02 • Homework

Water Sources and the Water Cycle worksheet

Complete eight separate written and practical homework tasks. Ask an adult to inspect your observations and explanations.

Open practice

Eight written and practical homework tasks

Use safe small quantities of water and adult support. Record what actually happens; no result needs to be invented.

  1. Sketch three nearby or pictured water stores. Label one visible store and one hidden store; explain how water could move between two of them.

    Working: ____________________________________________________

  2. From a safe dry place, record the same puddle or wet patch at two times. Note weather and draw its boundary. Explain one possible cause of any change and one other cause to consider.

    Working: ____________________________________________________

  3. Draw ocean, cloud droplets and a river. Add labelled arrows for evaporation, condensation and precipitation. Add another route into groundwater.

    Working: ____________________________________________________

  4. With an adult, use your local water provider information to trace tap water from its source. Separately draw where shower water goes. Label anything you could not verify.

    Working: ____________________________________________________

  5. Compare a dry cold sealed drink container with a dry room-temperature one. Observe without opening them. Draw any drops and explain where they came from.

    Working: ____________________________________________________

  6. Use two matching shallow containers with equal water in the same safe place for the same time. Cover one. Record starting and final amounts, compare losses and state a limitation.

    Working: ____________________________________________________

  7. With an adult, read ACARA Teacher Background Information AC9S4U02_E7 at https://www.australiancurriculum.edu.au/support-resources/background-information/science_teacher_background_information_AC9S4U02_E7 . Explain how the Baiyungu covering example conserves water. Then explain why caring for upstream water can matter downstream.

    Working: ____________________________________________________

  8. Design a three-action water-saving plan for home or school. Explain each action and distinguish water suitable for drinking from water treated for another use.

    Working: ____________________________________________________

Worked answers and adult review guide

  1. Accept a creek, dam, puddle, soil water, ocean or groundwater. Require a valid labelled connection such as rain collecting in a creek or water infiltrating into the ground; groundwater is hidden and may be salty or fresh.

  2. Adult inspects two dated observations, not a completion tick. A smaller patch may support evaporation; infiltration or runoff may also remove water. Rain may add it. Accept no change with a truthful record; do not invent results.

  3. Evaporation carries liquid water into air as vapour; condensation forms liquid droplets; precipitation falls to land or ocean. Infiltration enters soil/groundwater. Check arrow directions and oral explanation. The drawing is a model, not the only route.

  4. Require a named local source and evidence link or provider name. Accept reservoir, bore, tank or other confirmed supply; treatment and delivery should be identified as applicable. Shower wastewater route is separately checked. Unverified steps must remain labelled uncertain.

  5. Adult checks actual observations and conditions. Drops on a cold surface can form from water vapour in surrounding air by condensation, not water passing through the container. No droplets is a valid observation under some conditions; do not force a result.

  6. Adult checks matching conditions, readings and losses. A smaller loss under the cover supports reduced evaporation in this comparison, not proof of zero evaporation. Accept unexpected results with honest records; consider spills, leaks, reading accuracy and repeat trials.

  7. The cover reduces water-surface exposure and slows evaporation. Connected waterways support people and ecosystems downstream. Identify this as a specific documented example; do not invent a story or describe every First Nations community as identical.

  8. Accept fixing leaks, avoiding unnecessary running taps and using appropriately treated recycled water for an approved use. Each action needs a reason. Irrigation or toilet-flushing approval does not by itself mean water is safe to drink.