Lesson Plan SINGAPORE

G. Singapore
G.1.
G.1.1.

Water and environmentally sustainable development

Overview and Background Information

The proposed lesson of 35 mins duration is on the sub-topics of distribution of water

on earth and the hydrological (water) cycle in the topic of Rivers in Sec 1 Geography.
It is part of the theme of the Physical Environment.

Learners would already have some knowledge of concepts of evaporation,

transpiration and condensation from their science lessons in primary school.

The proposed lesson is on the strand of water, environmentally sustainability

development.

Teachers notes: This lesson may be reinforced with a field trip to the Newater Centre
or any other waterworks in Singapore.

G.1.2.

The Lesson Plan

Subject Matter area

Geography

Topic

Hydrological (water)
cycles

Grade

Specific concepts covered in the lesson

Evaporation,
transpiration,
condensation,
precipitation, runoff,
hydrological cycle

Human values addressed

Right conduct
(responsibility,
resourcefulness)

Time
duratio
n

Lesson objectives

Materials needed

At the end of the lesson,

learners will be able to:

describe the
processes in the
hydrological
cycle

apply knowledge
of the
hydrological
cycle to suggest
some solutions to
the water
shortage problem
in Singapore.

demonstrate
resourcefulness
and social
responsibility

A bottle
containing salt
water (very
salty) and 8
empty cups

Teachers
Resource A

A geography
textbook
relevant chapter
on the
distribution of
water on earth

Worksheet 1:
How can we get
freshwater?

8 sets of the
following: flasks
of hot water

(near to boiling
point), salt,
spoon, ice cubes,
plastic bag, 2
jam jars/glasses,
wire mesh, large
bowl

Worksheet 2:
Creative solution
to water
constraint in
Singapore

Handout 1:
Rubric

Teaching-Learning Steps:
Introductory or Motivational activities

35 mins

Divide the class 5 mins

into 8 groups.

Fill 8 empty cups

with salt water.

Give each group

a cup of salt
water and get
learners to taste
and guess its
content.

Elicit responses
from learners
about the content
of the cup.

Tell learners that

the water
contains salt.

Pose the
following
questions and
elicit responses.

Lesson proper

Can we live by
drinking this
water everyday?

What will
happen to us if
we continue to
drink this water
everyday?

What type of
water is
drinkable?

Exposition &
Investigative
Task

Introduce the
topic to the class:
Distribution of
water on earth
and the
hydrological
cycle

Write down the

following focus
question on the
board:

Will the world

run out of water
supply?

How can we
increase the
water supply in
Singapore by
using the concept
of the
hydrological
cycle?

Pose the

25 mins

following
questions and
elicit responses.

What are the

processes that
make up the
hydrological
cycle?

How is the
hydrological
cycle formed?

How can we
increase the
water supply in
Singapore by
using the concept
of the
hydrological
cycle?

Show Teachers
Resource A (See
Attachment
6.G.1.1) and
highlight the
following main
points:

70% of the
earths surface is
covered with
water;

97% of the
earths water
consists of ocean
saltwater;

remaining 3% is
freshwater but
most of which
(2%) are frozen;
and

only 1% of the

water that comes

from streams,
rivers and lakes
can be used for
drinking,
farming and
industry.

Instruct learners
that they are to
conduct an
experiment and
pose the
following
question: Will
salt water always
remain as salt
water after you
have heated it up
and allow the
water vapour to
cool?

Distribute
Worksheet 1
(See Attachment
6.G.1.2) to each
group and get
learners to
complete the
investigative
task.

Get groups to
present their
observations in
Worksheet 1 and
elicit responses
from the class
after the activity.
Provide correct
answers to the
wrong
observation and
interpretation.

Use Worksheet 1
(Q7) to explain

the hydrological
cycle by teaching
the following
main points:

Water
evaporates from
the seas, oceans,
rivers, lakes and
land and
transpires from
vegetation;

In the atmosphere, water

vapour cools and
condenses to form
clouds which precipitate
rain (or snow). The
rainwater falls onto the
ground as runoff, seeps
into the soil as
underground water and
flows into
rivers/lakes/seas/oceans.

Closure

Assessment / Evaluation

Summaries the
5 mins.
processes in the
hydrological cycle and
human role and
responsibility when
modifying the
hydrological cycle.

Distribute
Worksheet 2 and
alert learners to
the focus
question: How
can we increase
the water supply
in Singapore by
using the concept
of the
hydrological
cycle?

Attachment 6.G.1.1
Teachers Resource A

Explain the
rubric in
Handout 1 and
remind learners
to bear in mind
the rubrics when
completing
Worksheet 2.
Ask learners to
assess their own
performance
using Handout 1.

Collect
Worksheet 2 for
teacherassessment.

Attachment 6.G.1.2
Worksheet 1
Name: ______________________ (
)
Class: ___________ Date: ____________
How can we get freshwater?

B. Record your observations based on the following questions:

1 What process has taken place to form the steam?
This means that water has been ________________________________
2 By adding salt to the water, what have you created that best represents a physical feature
(i.e. a water body) found on the Earths surface?
______________________________________________________________
3a What can you find on the surface of the plastic cover?
______________________________________________________________
3b Based on your answer in 3a, what process led to the formation of the substance on the
surface of the plastic cover?
______________________________________________________________

______________________________________________________________
3c Using your knowledge learned earlier in the topic of weather and climate, what does the
plastic cover best represent in the real world?
______________________________________________________________
______________________________________________________________
4a Taste the substance found on the surface of the plastic cover. Is it salty? What is it?
______________________________________________________________
______________________________________________________________
4b Based on your answer in 4a, explain how is this substance formed?
______________________________________________________________
______________________________________________________________
5a. Observe the substance found on the base of the jam jar in the bowl. Where does the
substance come from? Is it salty? What is it?
______________________________________________________________
______________________________________________________________
5b. Based on your observation in 5a, state the process that best describe the formation of the
substance on the base of the jam jar.
______________________________________________________________
______________________________________________________________
6. What have I learned from this activity?
______________________________________________________________
______________________________________________________________
7. In the boxes provided in Figure 1, write down the processes in the water cycle.

Figure 1
Worksheet 1: Suggested Answers

Worksheet 2

Name: ______________________ (
)
Class: ___________ Date: ____________
Creative Solution to Water Constraint in Singapore

You have been appointed by the Singapore government to look into ways to increase the
supply of water in Singapore. Based on your understanding of the water cycle, identify one
process within the water cycle which could be used to increase water supply in Singapore and
explain how this can be done.
1. The hydrological cycle process that I would like to select is ___________________
2. Explain how the selected process in the hydrological cycle can be used to increase the
supply of water in Singapore?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Handout 1
Name: ______________________ (
)
Class: ___________ Date: ____________

Performance
Level

Just Starting
1

Getting There

Got It!
3

Criterion
I am able to apply
limited knowledge
of the hydrological
Apply knowledge of cycle to solve a
the hydrological
problem in
cycle to solve a
unfamiliar setting.
problem in an
unfamiliar setting

My
assessment
of my
performance
level

Teachers
assessment
of my
performance
level

G.2.
G.2.1.

I am able to apply I am able to apply

some knowledge of adequate
the hydrological
knowledge of the
cycle to solve a
hydrological cycle
problem in
to solve a problem
unfamiliar setting. in unfamiliar
setting.

Water, social equity, and human dignity

Overview and Background Information

1. The proposed lesson of 35 mins duration is on the sub-topic of water uses in the topic
of Water Resources in Sec 2 Geography. It is part of the theme of Managing the
Changing Environment.
2. Learners would already have some knowledge of general uses of water (e.g. water for
irrigation, hydro-electric power and transport).

3. The proposed lesson is on the strand of water for health, sanitation and recreation as
well as the strand of water, environmentally sustainability development.
4. Teachers notes: This lesson is the first lesson on the topic of water resources for Sec 2
learners. It may be conducted before or after an assembly talk on Water for All
Conserve, Value, Enjoy by the Public Utilities Board of Singapore.
G.2.2.

The Lesson Plan

Subject MatterGeography
area
Topic

Time
duration
Uses of water in Singapore

Grade8
Specific concepts
covered in the
lesson

Scarce resource, domestic and non-domestic usage,

conservation

Human values
addressed

Right conduct (responsibility)

Lesson objectivesAt the end of the lesson, learners will be able to:
1. describe the uses of water in Singapore.
2. explain why water is an important resource in
Singapore
3. adopt good water saving habits
Materials needed

1. A glass of water
2. Worksheet 1: Water, Me and My Country
3. Pencils

1. A geography textbook relevant chapter on

water supply in Singapore

2. Worksheet 2: Help save

Teaching-Learning Steps: 35 mins
Introductory or
Motivational
activities

1. Show learners a glass of water and ask Is a

glass of water enough for your days needs?

5 mins

2. Follow up with the following questions:

3. Why is water important to life on earth?
4. How do people in the world use water?
Lesson proper

Worksheet 1 Part A (10 mins)25 mins

1. Based on some answers provided, explain the
term domestic and non-domestic usage of
water.
2. Get the learners into groups. Give each group
a copy of Worksheet 1 and a pencil. Ask
learners to take turns to write the domestic and
non-domestic uses of water in Singapore on
Worksheet 1. They are to pass the worksheet
and pencil around in a clockwise direction.
3. Elicit responses from learners.
4. Highlight the following main points for Part A
of Worksheet 1:
5. Consumption of water is on the rise in
Singapore
6. Uses of water may be categorized into
domestic and non-domestic uses
Worksheet 1 Part B (15 mins)
1. Next ask learners to read their Geography
textbooks and discuss where Singapores water
supply comes from and why it is important to
manage water supply well.
2. Get learners to record their discussion points

on Part B of Worksheet 1.
3. Highlight the following main points for Part B
of Worksheet 1:
4. Singapore is not self-sufficient in water even
though water is collected from local reservoirs
and storm water collection centres. About
50% of Singapores water supply comes from
Johor, Peninsular Malaysia.
5. Water is precious and limited in supply in
Singapore. It is therefore important to
conserve water.
With proper management of our water resources, we
can have enough water for domestic and non-domestic
uses for the present and for generations to come.
Closure Summarize the main domestic and non-domestic uses5 mins.
of water and remind learners of the need to conserve
water.
Assessment /
Evaluation

Assignment (Home)
1. Ask learners to complete Worksheet 2 at
home. They can refer to their textbooks and
the PUB website at http://www.pub.gov.sg.
They are to reflect on the measures that they
can take to conserve water at a) home and in b)
school and c) community. They are to submit
Worksheet 2 for teacher assessment. Learners
are also asked to surf the web and read up on
the Marina Barrage, which will become
Singapores 15th reservoir and first
2. reservoir right in the heart of the city. Besides
boosting water supply, it will also control
flooding and help create a new lifestyle
attraction.

Attachment 6.G.2.1
Worksheet 1: Water, Me and My Country

Name: ______________________ (
)
Class: ___________ Date: ____________

Part B: Sources of Water in Singapore

Write down the sources of water in Singapore in the water droplet provided below.

Why is it important to manage our water supply well?

Worksheet 2
Name: __________________________ (
)
Class: ______________ Date: ______________

In the boxes provided below the pictures, write a few sentences on how to save water.

My reflection on ways to conserve water

My reflection on actions/measures which I can take to conserve water
a. at home

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
b. in school

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
c. in the country

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
G.3.
G.3.1.

Water for health, sanitation and recreation

Overview and Background Information

The proposed lesson of 35 mins duration is on the sub-topic of Case Study of Water
Supply in Singapore in the topic of Water Resources in Sec 2 Geography. It is part of
the theme of Managing the Changing Environment.

Learners would have already have knowledge of weather and climate, the
hydrological cycle and uses of water.

The proposed lesson is on the strand of water, environmentally sustainability

development.

Teachers notes: Distribute the two worksheets to all learners before this lesson. Ask
certain groups of learners to do research on the water supply and demand condition in
Singapore. Learners are to bring the two worksheets and relevant research materials
and illustrations to class for the lesson. This lesson is preferably conducted after a
water rationing exercise in school.

G.3.2.

The Lesson Plan

Subject Matter area Geography

Time
duration

TopicCase Study of Water Supply in Singapore

Grade8
Specific conceptsScarce resource, water constraint, technology
covered in the lesson
Human valuesRight conduct (responsibility, resourcefulness)
addressed
Lesson objectivesAt the end of the lesson, learners will be able to:
1. describe the constraint of water supply
confronting Singapore
2. appreciate water as a strategic and scarce
resource in Singapore
Materials needed

1. Worksheet 1: Water Situation in

Singapore
2. Worksheet 2: Case Study of Water
Rationing in 1963
3. Handout 1: Beginning of the longest
water rationing
Teaching-Learning Steps:35 mins

Introductory orRecapitulate the possible solutions to water

Motivational activities shortage in Singapore proposed by learners in
the previous lesson.
Lesson proper

5 mins

1. Ask learners to get into groups and ask 15 mins

one of the groups assigned to do research
on water situation in Singapore to
explain the water situation in terms of
human factors like growing population,
urbanization and industrialization and
physical factors like limited land and

small catchment area.

2. Stress that water is a scarce resource
though Singapore has an equatorial
climate characterized by high
temperatures and high annual rainfall.
3. Invite learners to share their experience
about the water rationing exercise in
school or their feelings about the water
rationing exercise in Singapore in 1963
described in Handout 1. Elicit from
learners that water rationing is disruptive
and brings about a lot of inconvenience.
To prevent such situation in the future,
water conservation should be taken
seriously because water shortage would
have dire consequences on our economy
and daily life.
ClosureGet learners to appreciate the need to allocate 5 mins.
water through rationing during the water
shortage in 1963. Inform learners that the water
rationing exercise in 1963 serves to remind
Singaporeans that water supply is limited but
there is high demand for water. Stress to
learners the need to conserve water.
Assessment /Assignment (Home)
10 mins.
Evaluation
1. Get all learners to complete Worksheets 1
and 2 and submit to teacher for marking.

Attachment 6.G.3.1
Handout 1
BEGINNING OF THE LONGEST WATER RATIONING
Introduction
The ease by which we can obtain clean, piped potable water in Singapore at any time

of the day masked the fact that water is a precious and scarce commodity. The public
do not often remember that Singapore has already set aside 41% of land in Singapore
for water catchment purposes; yet, we still have to import water from Malaysia
under two water agreements which expire in 2011 and 2061. To remind
Singaporeans of the need to conserve water, many publicity campaigns have been
launched. In late 1997, water rates and water taxes were also increased to reflect its
scarcity value. Our strategic vulnerability in water was brought home in Apr 1963
when Singaporeans underwent the longest period of water rationing in history.
Water Rationing in 1963 and 1964
Water rationing was necessitated by the severe drought which affected Johor and
Singapore from early 1963. Water stocks were down to dangerously low levels at the
Tebrau waterworks in Johor, and the MacRitchie, Seletar and Pierce reservoirs. The
rainfall for Mar and Apr 1963 was in fact a quarter of the average rainfall for the two
months, the lowest in ten years.
On the other hand, the hot and dry weather encouraged Singaporeans to use more
water to cool themselves. There was also heavy demand on our water sources as
more factories were set up in Jurong as part of our drive to industrialize. In addition,
water was needed by the expanding population who increasingly lived in HDB flats
with piped water.
On the afternoon of 23 Apr 1963, water rationing began. Singapore was divided into
seven zones. Each zone is supposed to get no water six hours a day four times a
week either from 8 a.m. to 2 p.m. or from 2 p.m. to 8 p.m. However, despite the
water rationing and the appeal for the voluntary reduction of water usage, the
amount of water saved proved inadequate as the drought became more serious and
the water stocks fell further. A week later on 30 Apr

1963, a 12-hour rationing was imposed from 8 a.m. to 8 p.m.; each zone gets no
water for 12 hours three times a week. When this too did not produce any significant
result, an island-wide 12-hour rationing from 8 a.m. to 8 p.m. was finally introduced
on 7 May 1963. The severe water rationing remained throughout the rest of 63 and
was relaxed only in Jan 1964. Water rationing only completely ended on 28 Feb 64
with the return of heavy rainfall and when water stocks returned to an overall
average of 75.1% in both the water catchment areas in Singapore and South Johor.

Water rationing inconvenienced many Singaporeans. They needed to be aware of the

zone they were in and what the rationing hours were. To beat the rationing hours
they had to wake up early or stay up late to store the water they needed. The
containers they used were often also bought at inflated prices. The dry weather dried
many wells in the more rural parts of Singapore, thus badly affecting the livelihood
of the farmers. As consumers, Singaporeans had to pay more for the vegetables they
bought. Roadside hawkers however, had very good business since more had to eat
out with such long rationing hours. The water rationing also meant that PUB officers
had to move round the country shutting off and turning on the valves controlling
water supply.
To ensure that production at our factories did not halt and jobs not lost, the major
industries were exempted from water rationing. The hospitals and bigger hotels were
also able to operate without any disruption to their water supply. The public sectors
were asked to determine how they could save unnecessary loss of fresh water. It was
decided then that seawater, for instance, was to be used to flush the public drains.
Conclusion
A similar disruption to our water supply now could not be ruled out. Our demand for
water is increasing each year. With increasing affluence, Singaporeans enjoy a good
standard of living and now own many modern appliances which demand ever greater
use of water. Water consumption is also increased by the setting up of more nuclear
families and households.
On the other hand, Singapore is still not self sufficient despite the construction of 11
more reservoirs since 1964. The stability of our water supply from Malaysia depends
very much on the state of relationship between Singapore and Malaysia, with or
without the water agreements. Malaysian politicians have always brandished the
threat of cutting off water whenever there is a spat between the two countries.
Singaporeans have to recognize that our shortage of water is one of our key
constraints. It is up to all Singaporeans to make sure that we put whatever water we
have to good use and not waste a single drop unnecessarily.

Attachment 6.G.3.2
Worksheet 1
Name: __________________________ (
)
Class: ______________ Date: ______________

The water situation in Singapore: Demand

The water situation in Singapore: Supply

Problems faced by Singapore

Based on the research findings (from internet/library/books/magazines), do a brief write-up

on:
Note: We have to take water conservation seriously because water shortage would have dire
consequences on our economy and daily life.

Attachment 6.G.3.3
Worksheet 2
Name: __________________________ (
)
Class: ______________ Date: ______________

Based on Handout 1, give a brief write-up on the following:

Conditions that led to water rationing

How water rationing was carried out

Problems caused by water rationing

Note: The water rationing exercise in 1963 serves to remind us that water supply is limited
but there is high demand for water.
G.4.

Water in culture, traditions and religious practices

G.4.1.

Overview and Background Information

The proposed lesson of 1 hr 10 mins (2 periods) duration is on the sub-topic of Case

Study of Water Supply in Singapore in the topic of Water Resources in Sec 2
Geography. It is part of the theme of Managing the Changing Environment.

Learners would already have knowledge of uses of water, the hydrological cycle,
rivers in Singapore and water demand and supply condition in Singapore.

The proposed lesson is on the strand of water, environmentally sustainability

development.

Teachers notes: Distribute all four worksheets to all learners before the lesson. Divide
the class into 4 groups and assign each group to do research on one way to increase
water supply (i.e. construction of more reservoirs, recycling water, international water
agreements and desalination). Learners are to bring relevant research materials and
illustrations to class for the lesson. This lesson may be reinforced with a follow-up
visit to the Newater Centre.

G.4.2.

The Lesson Plan

Subject MatterGeography
area
TopicCase Study of Water Supply in Singapore
Grade Level8
Specific conceptsCatchment areas, vulnerability, international
covered in theagreement, technology, recycling, desalination

Time
duration

lesson
Human valuesRight conduct (responsibility, resourcefulness) and
addressednon-violence (cooperation)
Lesson objectivesAt the end of the lesson, learners will be able to:
1. name and locate the main rivers and reservoirs
in Singapore
2. describe some solutions to the water shortage
problem in Singapore
3. appreciate international cooperation and
resourcefulness in increasing water supply in
Singapore
Materials needed

1. Wall map of Singapore

2. Worksheet 1: Increasing Water Supply by
Constructing Reservoirs
3. Worksheet 2: Increasing Water Supply by
Recycling Water
4. Worksheet 3: Increasing Water Supply by
Buying Water
5. Worksheet 4: Increasing Water Supply by
Desalination
6. Vanguard sheets for assignment after class
Teaching-Learning Steps:70 mins

Introductory orRecapitulate the water constraint in Singapore learnt 5 mins

Motivationalfrom the previous lesson and then state the objectives
activities for this lesson. Inform learners that Singapore has to
actively find ways to increase its water supply.
Lesson proper

1. Ask learners to name the main rivers and

60 mins
reservoirs in Singapore and locate them on a
wall map of Singapore. Introduce and explain

the term water catchment and inform learners

that about half of Singapores total land area is
used as water catchments.
2. Ask learners to get into their groups and invite
those who did research on increasing water
supply by increasing the catchment area like
building more reservoirs to present their
findings.
3. Stress that there is a constraint faced in
increasing the size of water catchment areas
and constructing new reservoirs due to land
shortage and competing land use.
4. Inform learners that another way to increase
water supply is to buy water from neighbouring
countries. Get the next group of learners to
present their research on Singapores water
agreement with its neighbours.
5. Stress to learners the importance of peaceful
way of ensuring water supply through
cooperation and having good bilateral
relationships.
6. Inform learners that Singapore is looking into
high-technology methods to increase its water
supply. One method is through recycling.
Invite learners to share their views/experiences
about using recycled water e.g. newater. Next
ask the group of learners who did research on
recycling water to share their findings.
7. Inform learners that another high-technology
method to increase water supply is
desalination. Ask the next group of learners to
share their research on desalination.
Closure

1. Remind learners that Singapore is not self5 mins.

sufficient in water. Besides exploring hightechnology methods to increase our water
supply, we also have to maintain good bilateral
relationships with other countries. Water is
precious and it is important to manage our
water supply well.

Assessment /Assignment (After class)

Evaluation
1. Using vanguard sheets provided, each group to
submit a 150-200 words write-up on their
assigned method to increase water supply based
on the outline provided in the worksheet. The
leader in each group would divide out the
tasks. Learners will do different sections of the
write-up. Each group will be awarded an
overall grade based on comprehensiveness and
accuracy of the write-up as well as layout and
illustrations.

Attachment 6.G.4.1
Worksheet 1
Name: __________________________ (
)
Class: ______________ Date: ______________

Based on the research findings (from internet/library/books/magazines), give a brief write-up

on the following:

Location

Quantity of water supplied

Problems faced in constructing reservoirs

Note: We have to conserve water as there is a limit to increasing the size of catchment areas
in Singapore.

Attachment 6.G.4.2
Worksheet 2
Name: __________________________ (
)
Class: ______________ Date: ______________

Based on the research findings (from internet/library/books/magazines), give a brief write-up

on the following:

Sources of water

Advantages

Disadvantages/Problems

Note: It is important cooperate and maintain good relations with our neighbouring countries
to ensure a steady supply of water.

Attachment 6.G.4.3
Worksheet 3
Name: __________________________ (
)
Class: ______________ Date: ______________

Based on the research findings (from internet/library/books/magazines), give a brief write-up

on the following:

Advantages

How it is carried out

Problems faced

Note: We have to be resourceful and enterprising in using technology to ensure a diversified

and sustainable water supply.

Attachment 6.G.4.4
Worksheet 4
Name: __________________________ (
)
Class: ______________ Date: ______________

Based on the research findings (from internet/library/books/magazines), give a brief write-up

on the following:

Process

Advantages

Disadvantages/Problems

Note: We have to be resourceful and enterprising in using technology to ensure a diversified

and sustainable water supply.