Example of water eco-audit

Objectives:

• To value one of the vital elements of our planet, water, emphasizing its importance for the life of both human beings and other living beings.
• To get to know water as a natural element, its characteristics, properties and processes, and its relationship with the rest of living beings.
• To value water as an essential resource for life on the planet, favouring attitudes and behaviour of respect, care, and conservation towards the water in particular and, by extension, towards the environment in general.
• To find possible ways for participation, collaboration and involvement in the good management and use of water.
• To offer behavioural guidelines in relation to good water use and consumption.
• To determine the coherence of the centre's environmental practice with its educational objectives.
• To combine in practice the acquisition of knowledge, environmental awareness and direct participation in actions to protect and improve the environment.
• To raise awareness of the problem of water deterioration and to become aware of the responsibility we all have in this problem.

Contents and activities:

• Organise groups and distribute the work according to levels and prior knowledge: motivational activities according to levels, experiments, workshops, etc.

Collect those aspects to be audited and divide them into cycles according to level. For example:

Aspects to be audited

• Irrigation systems. Calculation of water use.
• Source of the Centre's water.
• Wastewater from the Centre.
• Water consumption.
• Assessing the correct use of water.
• Existence of water-saving plans.
• Existence of pollution plans.
• Water saving in cisterns.
• Dripping taps and fountains.
• Number of fountains and needs.
• Maintenance policy for facilities.
• Waste is discharged into toilets.
• Rainwater collection.
• Existence of rain gauge or weather hut.
• Disposal of toxic waste.
• Ecological or non-toxic purchases of materials.
• Pupils' water use habits.
• Type of cleanliness of the Centre.
• Campaigns to reduce the use of water both in the centre and in the population.
• Economic expenditure on water.
• Number of times that the cisterns, taps and fountains are used.
• Amount of water used for each use.
• The number of taps and fountains in the centre.
• Treatment that the water receives before arriving at the centre.
• Is the quality of the water we receive?
• Problems of supply.
• Existence of wastewater collection.
• Treatment of wastewater discharged from the centre.
• Existence of treated water for irrigation.
• Existence of trees and plants that do not require a lot of water.
• Are the cleaning products environmentally friendly?
• Are there any informative activities or courses on water management?
• Are the soaps used phosphate-free?

• Carrying out all kinds of experiments, the youngest ones counting taps, measuring the capacity of cisterns, counting the number of times they are pressed and the water used each time, etc.
• The older ones carry out more complicated activities, experiments on the state of water, its characteristics, properties, analysis, mixtures, use and pollution, purification, research into its origin, Archimedes' theorem, temperature differences and quantifiable and measurable aspects.
• Visit a nearby river, the municipal sewer, the pumping and water extraction area or any other place related to water in the centre.
• Build our own sewage treatment plant, with a small water pump, to see how it works, even with the application of solar energy, as a way of saving energy production and the beginning of the study of renewable energies.
• Visit the wastewater treatment plant to which our town belongs and in which our wastewater is treated.
• Suggest costumes for the carnival party, related to water: fish, fire, fires, trees, marine scenes, environmental traffic signs…
• Label the different rooms in the school where water is used: toilets, fountains, sinks, etc. and put up posters with information about saving and reducing water.
• Water the playground and trees at times when there is little sunlight in order to minimise water evaporation.
• Drawing up murals on the European Water Charter, World Water Day, water uses, pollution, etc.
• Carry out studies on the use of water as an energy source, hydroelectric power stations, etc.
• Draw up a list of positive attitudes towards water and its waste, advice applicable both at school and in private homes. Carry out an awareness campaign, both at the school and local level, on water saving, non-pollution and purification.
• Use the field notebook, if we have a river nearby, to see the current situation of the river and the possible variables.
• Analyse the treatment of the same news item in different media on the subject of sustainability.
• Carry out calculations on average water consumption in the population, school and private homes, subsequently producing graphs and statistics in the area of mathematics, taking advantage of ICT. Produce graphs and analyse the results using computer media. Preparation of different units for Infants and Primary School, with experimental activities on the characteristics of water and its behaviour.

Survey to be carried out among the local population

1. - How many litres of water do you usually use per day?

• 15
• 30
• 40
• I don't know

2.- Do you turn off the tap when you brush your teeth?

• Yes
• No
• Sometimes

3.-Do you turn off the tap while soaping up in the shower?

• Yes
• No
• Sometimes

4.- Do you drink tap water or buy bottled?

• Tap
• Bottle
• Both

5.- How many times a week do you bathe?

• One
• None
• More than two

6.- How many times a week do you shower?

• One
• Two
• Three or more

7.- Do you think you could save more water?

• Yes
• No

8.- How many times a week do you do the washing machine?

• Two
• Three
• Four
• More

9.- How often do you water your plants?

• Every 2 or 3 days
• Every week
• Every 10 days

10.- When buying cleaning detergents, do you check whether they are environmentally friendly?

• Yes
• No
• Sometimes

11.- Do you sort your rubbish at home and then throw it in the bin?

• Yes
• No
• Sometimes

12.- Do you think there is a need for more plastic or yellow bins in the town?

• Yes
• No

13.- Is there a need for more public fountains in the town?

• Yes
• No

Distribution of elements to be audited per water cycle

Infant

• Dripping taps and fountains
• Water savings in cisterns
• Daily water consumption

First Cycle

• Number of sources and needs
• Pupils' habits
• Economic expenditure on water
• Cisterns and fountains usage calculation
• Amount of water in each use
• Number of taps and fountains

Second Cycle

• Daily water consumption
• Waste in toilets
• Assess the correct use of water
• Toxic waste disposal

Third Cycle

• Daily water consumption
• Irrigation system
• Existence of saving plans
• Facilities maintenance policy
• Rainwater collection
• Rain gauge and weather hut
• Ecological or non-toxic purchases in the centre
• Type of cleaning of the centre
• Existence of treated water for irrigation purposes
• The existence of trees and plants that do not require a lot of water
• Are the soaps used phosphate-free?
• Source of water in the centre
• Wastewater from the centre
• Existence of pollution plans
• Campaigns to reduce water use both in the centre and in the community
• Treatment of water before it arrives at the centre
• Is the quality of the water we receive at the centre?
• Problems of supply
• Existence of wastewater collection
• Treatment of wastewater discharged from the centre
• Are there any informative activities or courses on water management?
• Are the cleaning products environmentally friendly?

European Water Charter

1. There is no life without water. It is a precious commodity.
2. Freshwater resources are not inexhaustible. They must be preserved and controlled.
3. Do not alter the quality of water.
4. Return water to its natural environment, once used, without endangering further uses.
5. Preserve vegetation cover as an essential means of conserving water resources.
6. Water resources should be inventoried.
7. Proper water management.
8. Carry out continuous scientific research.
9. Water is a common heritage.
10. Water has no borders, it is a common resource.

Water saving (WC)

• Make information posters, to be distributed around the school, on the need to save water.
• Does paying for water give us the right to waste it?
• Does everyone on the planet have the same amount of water?
• Why do we need to rationalise water consumption?
• How can we rationalise water consumption at home?
• Analyse and compare the school's water consumption data.
• Calculate the amount of water consumed at home by each member of the family.

1. toilet flush 10 litres
2. fill bathtub 50 litres
3. shower 30 litres
4. washing machine 200 litres
5. dishwasher 200 litres
6. washing dishes by hand 10 litres per person
7. hand washing 1.5 litres

• Measure the water using test tubes.
• Turn off the taps while brushing your teeth.
• Put a full bottle of water in the cistern.