NKIEECUnit Plan

Name: Unit 2 - Science Year Duration: 1 Week

Year Level/s: 7 Type: MasterClass:

Applicable SCIENCELearning Areas:

Unit OutlineWater - Waste not, want not - continued

In this unit builds on the concepts in Unit 1 and considers the application of these in the community. Students will investigate the application of filtration systems in water treatment and recycling processes. They compare and contrast artificial treatment process and the water cycle to understand how humans have impacted on and mimic natural processes.

This unit follows on from Unit 1 - Water - Waste not, want not.

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:- refer to WHS (Workplace Health and Safety) policy pertaining to schools- ensure students wear personal protective equipment

In addition to the teacher’s risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006). This document (p.10) contains information relating to theDepartment's online subscription to ChemWatch Gold. Detailed instructions are available to assist schools when registering for the first time.

For further information, view the unpacking video by clicking below. https://learningplace.eq.edu.au/cx/resources/items/e6e1ea6a-4d8c-bb52-a4dc-2cbe6ec7c6f5/0/Sci_Y07_U2_Unpacking.mp4

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Document Table of ContentsCurriculum Priorities• Australian Curriculum• Dimensions of teaching and learning

• Student ICT Expectations

Curriculum Summary• Curriculum Tracking

Teaching SequenceTeaching Sequence Summary• Water treatment• Assessment

• Water usage

Resources• Attachments• Plan Resource Bank

AssessmentAssessment Summary• Assignment/Project - Water issue

(Yr 07)• Monitoring - Construct a water filter

(Yr 07)• Monitoring - Formulating a school

water management action plan (Yr07)

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Australian Curriculum

Status: Master Duration: 1 Week

Science- Year 7

Year Level Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standards and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.

Over Years 7 to 10, students develop their understanding of microscopic and atomic structures. In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. Students make accurate measurements and control variables to analyse relationships between system components and explore and explain these relationships through increasingly complex representations.

Content DescriptionsScience as a Human EndeavourNature and development of science• Science knowledge can develop through collaboration

and connecting ideas across the disciplines of science (ACSHE223 )

Use and influence of science• Science and technology contribute to finding solutions

to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120 )

• Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121 )

Science Inquiry SkillsCommunicating• Communicate ideas, findings and solutions to

problems using scientific language and representations using digital technologies as appropriate (ACSIS13 3 )

Processing and analysing data and information• Construct and use a range of representations,

including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS12 9 )

• Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS13 0 )

Science UnderstandingChemical sciences• Mixtures, including solutions, contain a combination of

pure substances that can be separated using a range of techniques (ACSSU113 )

Earth and space sciences• Some of Earth’s resources are renewable, but others

are non-renewable (ACSSU116 ) • Water is an important resource that cycles through the

environment (ACSSU222 )

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Year 7 achievement standard

By the end of Year 7, students describe techniques to separate pure substances from mixtures. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real- world problem. They explain how the solution was viewed by, and impacted on, different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Curriculum Priorities - PedagogyDimensions of teaching and learning

Curriculum intent

Content descriptions

Status: Master Duration: 1 Week

What do visiting students need to learn?

Curriculum is the planned learning that a school offers and enacts.

Curriculum intent is what we want students to learn from the mandated curriculum.

Teachers decide how best to plan and deliver the curriculum to ensure all students have opportunities to engage in meaningful learning.

This unit provides opportunities for students to engage in the above Australian Curriculum Content descriptions.

General capabilitiesLiteracy• Comprehending texts through listening, viewing and reading• Composing texts through speaking, writing and creating• Text knowledge• Grammar knowledge• Word knowledge• Visual knowledge

Numeracy• Using fractions, decimals, percentages, ratios and rates• Interpreting and drawing conclusions from statistical information

Information and communication technology capabilityQueensland student ICT expectations• Inquiring with ICT• Operating ICT

Student ICT Expectations - by the end of Year 7 http://education.qld.gov.au/smartclassrooms/enabling-learners/ict-expectations/index.html

[accessed on 13 August 2012]

Australian Curriculum ICT Capabilities• Investigating with ICT• Managing and operating ICT

Critical and creative thinking

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

• Inquiring - identifying, exploring and clarifying information• Generating innovative ideas and possibilities• Reflecting on thinking, actions and processes

Personal and social capability• Self-management• Social management

Ethical behaviour• Understanding ethical concepts and issues

Intercultural understanding• Reflecting• Empathy• Respect• Responsibility

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will:• explore Kanomi peoples' knowledge and methods of how water was obtained on North Keppel Island• explore Kanomi peoples' connection of ideas across the disciplines of science to locate water• explore the respect for, and reliance on, water by the Kanomi.

The Embedding of Aboriginal and Torres Strait Islander perspectives into the curriculum requires more than addressing curriculum and pedagogy. To ensure holistic learning, teachers need to address the other realms of the Embedding Aboriginal and Torres Strait Islander perspectives in schools (EATSIPS) framework, these are: Personal and Professional Accountability, Community Engagement and Organisational Environment.

For further information refer to When delivering Aboriginal and Torres Strait Islander perspectives .

SustainabilityStudents will plan actions necessary to shape more sustainable futures relating to water management.

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status:

Relevant prior curriculum

Master Duration: 1 Week

Students require prior experience from Year 6 with:Science UnderstandingChemical sciences• Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and

rusting.

Earth and space sciences• Sudden geological changes or extreme weather conditions can affect Earth's surface.

Science as a Human EndeavourUse and influence of science• Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples' lives.• Science knowledge is used to inform personal and community decisions.

Science Inquiry Skills Questioning and predicting Planning and conductingProcessing and analysing data and informationEvaluatingCommunicating

Curriculum working towardsThe teaching and learning in this unit works towards the following in Year 8:Science UnderstandingChemical sciences• The properties of the different states of matter can be explained in terms of the motion and arrangement of particles.• Differences between elements, compounds and mixtures can be described at a particle level.

Earth and space sciences• Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over

a variety of timescales.

Science as a Human Endeavour

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Nature and development of science• Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly

changed people's understanding of the world.• Science knowledge can develop through collaboration and connecting ideas across the disciplines of science.

Use and influence of science• Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on

other areas of society and involve ethical considerations.• Science understanding influences the development of practices in areas of human activity such as industry, agriculture

and marine and terrestrial resource management.• People use understanding and skills across the disciplines of science in their occupations.

FeedbackWhat do visiting students already know? What do visiting students need to learn?

How do I teach it?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance. The aim of feedback is to improve learning and is used to plan what to teach next and how to teach it.

Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Supportive learning environmentBefore students arrive at NKIEEC teachers are consulted about pre and post camp activities and support certain students may require on camp. Individual needs and learning support are discussed.

DifferentiationWhat do visiting students already know and what do your students need to learn? Consider the individual needs of visiting students - including ESL, gifted and talented and student requiring additional support.

Start where students are at and differentiate teaching and learning to support the learning needs of all students.

The learning experiences within this unit can be differentiated by increasing:• the frequency of exposure for some students• the intensity of teaching by adjusting the group size• the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:• student groupings will offer tasks with a range of complexities to cater for individual learning needs• rotational groupings allow for more or less scaffolding of student learning.

Feedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:• what each student already knows and can do• how each student is going• where each student needs to go next.

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:• students thinking that water comes straight from reservoirs or dams. Ensure students understand that water moves

through water treatment plants to meet high standards of quality before being available for human consumption.• students thinking that artificial water treatment processes do not resemble the natural water cycle. Demonstrate the stages

where the artificial process mimics the natural water cycle.

Use feedback to inform future teaching and learning.

For further information related to water consult the lesson plans.

Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning. Reflection may include:• activities that worked well and why• activities that could be improved and how• monitoring and assessment that worked well and why• monitoring and assessment that could be improved and how• common student misconceptions that need, or needed, to be clarified• differentiation and future student learning needs.

AssessmentWhat do visiting students understand and can do? How well do they know and do it?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students' understanding.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learningneeds.

Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Specific monitoring opportunities in this unit may include:

Student response to activity - Construct a water filterCheck student responses to gauge their capacity to:• construct a working water filter• describe the effectiveness of filtration as a water treatment technique• compare artificial water treatment processes with separation techniques.

Student response to activity - Formulating a school water management action plan

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Check student responses to gauge their capacity to:• identify water use within the school environment• prioritise actions for intervention• present appropriate water management strategies.

Assessing student learningAssessment Name: Water issue

Assessment Description: Students will describe and compare natural and artificial water treatment processes and describe a solution to a real-world problem and the impact of this solution on society.

This assessment provides opportunities to gather evidence of student learning in:

Science UnderstandingChemical sciences• Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques

Earth and space sciences• Water is an important resource that cycles through the environment

Science as a Human EndeavourNature and development of science• Science knowledge can develop through collaboration and connecting ideas across disciplines of science.

Use and influence of science• Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on

other areas of society and involve ethical considerations

Communicating• Communicates ideas, findings and solutions to problems using scientific language and representations using digital

technologies as appropriate.

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

The Australian Curriculum: Science for Prep (F)-10 Version 3 www.australiancurriculum.edu.au/Science/Curriculum/F-10

[accessed on 17 August 2012]

Sequencing teaching and learningWhat do visiting students already know and can do? What do visiting students need to learn? How do I teach it? The relationship between what is taught and how it is taught is critical in maximising student learning. Start with what visiting students already know and set goals for the next steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiencesA suggested learning sequence is outlined below. For further information about learning focuses, refer to the teacher lesson overview and lesson plans.

Water treatment• Reviewing water as an important resource• Identifying water treatment processes• Comparing natural and artificial processes

Assessment• Water issue

Water usage• Exploring water use• Managing water use• Review, reinforce and extend learning - The water cycle

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Making judgments Achievement standard

Status: Master Duration: 1 Week

How do I know how well visiting students have learned?

Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgments against specified standards on evidence.

In this unit, assessment of student learning aligns to the following components of the Achievement standard.

By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth's gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences.

Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

Australian Curriculum: Science for Prep(F)-10 Version 3.0 http://www.australiancurriculum.edu.au/Science/Curriculum/F-10

[accessed on 13 August 2012]

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Student ICT Expectations

Status: Master Duration: 1 Week

Inquiring with ICTBy the end of Year 7 students:Use ICT in processes of inquiry and research.

• search for data, information and digital content using a range of information sources including online communication tools, such as blogs, wikis, RSS and data bases

Operating ICTBy the end of Year 7 students:Navigate insoftware and in virtual environments

• select and use navigation features within learning objects, software, simulations and websites

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Teaching Sequence

Status: Master Duration: 1 Week

Curriculum Plan TopicsDuration Topic4 Lessons Water treatment (NKIEEC)4 Lessons Assessment

3 Lessons Water usage (NKIEEC)11 Lessons Total Unit

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Teaching Sequence at NKIEECTopic Water treatment Topic Duration: 4 LessonsOverview

Students will review water as an important resource and explore water treatment processes

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 1

Reviewing water as an important resource

Lesson objectivesStudents will:• understand Kanomis' view of water's importance and

usage• understand the effect of human activities on water quality

Evidence of learningCan the student:• describe the values that Kanomi place on water?• identify ways in which water quality is affected by human

activities?Example learning sequence• Explore Australian Indigenous peoples' values about water• Review water as an important resource Keep a record of water use in cabins• Review separation techniques

Example resources• Sheet - Materials and equipment list• Website - Walking On Country With Spirits: Australian

Aboriginal Video Stories (United Nations University Channel)• Sheet - Indigenous Australians' water values• Sheet - Indigenous Australians' water values student

response sheet• Sheet - The story of a river (The State of Queensland,

Department of Environment and Resource Management2012)

Helpful information• Website - Preliminary study on Indigenous water values and

interests in the Katherine Region of the Northern Territory CSIRO (Commonwealth Scientific and Industrial Research Organisation, 2003-2012)

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Teaching Sequence at NKIEECTopic Water treatment Topic Duration: 4 LessonsOverview Students will review water as an important resource and explore water treatment processes

Lessons Teaching and Learning Sequence Resources Differentiation

Lessons 2-3

Identifying water treatment processes

Lesson objectivesStudents will:• understand the process by which water is treated for human

use and consumptionEvidence of learningCan the student:• describe the stages of the water treatment process?• relate water treatment processes to separation techniques?

Example learning sequence• Exploring filtration as a water treatment process• Review the water cycle• Exploring water treatment processes Explore the role of mangroves in filtering water • Discuss scientific and technological practices

Example resources• Sheet - Materials and equipment list• Sheet - Construct a water filter• Video - Waterways filter - Part A• Video - Waterways filter - Part B• Sheet - Mystery filter teacher instructions• Sheet - Reservoir contaminants• Stimulus picture - Total water cycle poster (Departmentof

Environment and Resource Management)• Learning object - Explore water pipes• Learning object - Making water drinkable - water treatment

(State of Victoria (Department of Education & Training),2000)

• Sheet - Water treatment processHelpful information• Sheet - Water filtration (EPA - United States Environmental

Protection Agency)• Video - Interactive Water filter instructions (EPA - United

States Environmental Protection Agency)

Attachments

• Independent Learning Materials• Independent Learning Materials

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Teaching Sequence at NKIEECTopic Water treatment Topic Duration: 4 LessonsOverview Students will review water as an important resource and explore water treatment processes

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 4

Comparing natural and artificial processes

Lesson objectivesStudents will:• understand how artificial water treatment processes mimics

the natural water cycle processes• understand how science and technology contribute to finding

solutions for the treatment of waterEvidence of learningCan the student:• identify similarities and differences between the natural

water cycle processes and the artificial water treatment processes?

• describe how science and technology contribute to the development of water treatment processes?

Example learning sequence• Reviewing water as a renewable resource• Comparing natural and artificial processes Examine health of the NKIEEC catchment and the role trees

play in filtering water• Exploring scientific and technological contributions to society• Examining water use

Example resources• Stimulus picture - Water cycle poster (Department of

Environment and Resource Management)• Video clip - Water Down Under - The Great Artesian Basin

Story (Department of Sustainability, Environment, Water, Population and Communities, Commonwealth of Australia2011)

• Sheet - The Great Artesian Basin Story questions• Sheet - How to write a compare and contrast report• Learning object - Compare and contrast map (ReadWrite

Think 2010 IRA/NCTE)• Sheet - Water treatment process• Website - Water Island game (Water secure)• Sheet - Water survey

Helpful information• Sheet - The Great Artesian Basin Story transcript• Sheet - Build your own aquifer (EPA - United States

Environmental Protection Agency)• Video - Interactive build your own aquifer instructions (EPA -

United States Environmental Protection Agency)

Attachments

• Lesson plan

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Teaching Sequence at NKIEECTopic Assessment Topic Duration: 4 LessonsOverview Students will complete the assessment task - Water issue

Lessons Teaching and Learning Sequence Resources Differentiation

Lessons 5-8

Water issue

Lesson objectivesStudents will:• Complete the assessment task - Water issue

Assessment purpose• To describe and compare natural and artificial water

treatment processes and to describe a solution to a real- world problem and the impact of this solution on society.

Example learning sequence• Introduce and review the assessment• Review the Guide to making judgments and understand the

standards A-E• Conduct the assessment

Example resources• Assessment task - Water issue• Supporting learning resource - Notes for Assessment -

Water issue• Learning Object - Graphic organiser toolkit

Helpful information• Assessment task - Water issue model response• Website - Water secure (Water secure)• Website - SA Water (Government of South Australia 2004)• Website - Water Science for Schools (U.S. Geological

Survey)

Attachments

• Lesson plan

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Teaching Sequence at NKIEECTopic Water usage Topic Duration: 3 LessonsOverview Students will identify home and school water use and propose strategies to manage water use at NKIEEC.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 9

Exploring water use

Lesson objectivesStudents will:• understand that water use can relate to circumstances especially on an island• calculate a water footprint

Evidence of learningCan the student:• describe water use related to NKIEEC?• calculate a water footprint?

Example learning sequence• Exploring how water is used at NKIEEC• Examining data and drawing conclusions about water use• Exploring water use at NKIEEC

Example resources• Completed water survey sheets• Sheet - Water footprint• Sheet - School water audit• Supporting learning resource - Conducting a school water

auditHelpful information• Website - The World Factbook (Central Intelligence Agency

CIA)• Website - Water: Learn it for life (Department of Environment

and Resource Management)• Learning object - Displaying data using a computer program

Attachments

• Lesson plan

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Teaching Sequence PostcampTopic Water usage Topic Duration: 3 LessonsOverview Students will identify home and school water use and propose strategies to manage water use.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 10

Managing water use

Lesson objectivesStudents will:• identify the degree of water used within the school grounds• formulate actions to manage water use

Evidence of learningCan the student:• complete a school water audit?• propose appropriate changes to reduce the schools water

footprint?Example learning sequence• Reviewing water use across the school• Exploring solutions to managing water sue• Formulating solutions for water management• Implementing solutions for water management

Example resources• Completed sheets - School water audit• Sheet - Water footprint

Helpful information• Website - Water: Learn it for life (Department of Environment

and Resource Management)• Learning object - Displaying data using a computer program

Attachments

• Lesson plan

Lesson 11

Review, reinforce and extend learning - The water cycle

Example learning sequence• Review, reinforce and extend learning

Example resources• Stimulus picture - Total water cycle poster (Department of

Environment and Resource Management)• Learning object - Explore water pipes• Learning object - Making water drinkable - water treatment

(State of Victoria (Department of Education & Training),2000)

Attachments

• Lesson plan

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Resources

Status: Master Duration: 1 Week

Unit Plan Section Resource

Plan Details Evidence of Learning Checklist - Sci_Y07_U2_ILM_Ph2_EOL.pdf

Overview - Sci_Y07_U2_ILM_Ph2_OV.pdf

Sequence - Water treatment

Sequence - Assessment

Sequence - Water usage

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP01.pdf

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP02.pdf

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP03.pdf

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP04.pdf

Lesson plan - Sci_Y07_U2_LP_01.docx

Lesson plan - Sci_Y07_U2_LP_02-03.docx

Lesson plan - Sci_Y07_U2_LP_04.docx

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP05.pdf

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP06.pdf

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP07.pdf

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP08.pdf

Lesson plan - Sci_Y07_U2_LP_05-08.docx

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP09.pdf

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP10.pdf

Independent Learning Materials - Sci_Y07_U2_ILM_Ph2_LP11.pdf

Lesson plan - Sci_Y07_U2_LP_09.docx

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Unit Plan Section Resource

Sequence

Lesson plan - Sci_Y07_U2_LP_10.docx

Lesson plan - Sci_Y07_U2_LP_11.docx

Assessment: Helpful information - Website - SA Water (© Government of South Australia 2004) http://www.sawater.com.au/SAWater/Education/OurWaterSystems/Filtration.htm

Assessment: Helpful information - Website - Water Science for Schools (U.S. Geological Survey) http://www.usgs.gov/water/

Assessment: Helpful information - Website - Water secure (© Water secure)http://www.watersecure.com.au/pub/

Assessment: Learning Object - Graphic organiser toolkit

Assessment: Sheet - Supporting learning resource - Notes for assessment - Water issue

Water treatment: Helpful information - Sheet - Water filtration (EPA - United States Environmental Protection Agency) http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_activity_grades_4-8_waterfiltration.pdf

Water treatment: Helpful information - Sheet - Build your own aquifer (EPA - United States Environmental Protection Agency) http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_activity_grades_k-3_aquiferinacup.pdf

Water treatment: Helpful information - Sheet - The Great Artesian Basin Story transcript

Water treatment: Helpful information - Video - Interactive build your own aquifer instructions (EPA - United States Environmental Protection Agency) http://www.epa.gov/safewater/kids/flash/flash_aquifer.html

Water treatment: Helpful information - Video - Interactive Water filter instructions (EPA - United States Environmental Protection Agency) http://www.epa.gov/safewater/kids/flash/flash_filtration.html

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Unit Plan Section Resource

Water treatment: Helpful information - Website - Preliminary study on Indigenous water values and interests in the Katherine Region of the Northern Territory CSIRO (© Commonwealth Scientific and Industrial Research Organisation, 2003-2012) http://www.csiro.au/resources/Indigenous-Water-Values-Katherine.html

Water treatment: Learning object - Compare and contrast map (Read Write Think 2010IRA/NCTE)

Water treatment: Learning object - Explore water pipes

Water treatment: Learning object - Making water drinkable - water treatment (State of Victoria (Department of Education & Training), 2000) https://learningplace.eq.edu.au/cx/resources/items/771c1271-fad1-0648-cb17-8f005fea74cc/1/viewIMS.jsp

Water treatment: Sheet - Construct a water filter

Water treatment: Sheet - How to write a compare and contrast report

Water treatment: Sheet - Indigenous Australians' water values

Water treatment: Sheet - Indigenous Australians' water values student response sheet

Water treatment: Sheet - Materials and equipment list

Water treatment: Sheet - Mystery filter teacher instructions

Water treatment: Sheet - Reservoir contaminants

Water treatment: Sheet - The Great Artesian Basin Story questions

Water treatment: Sheet - The story of a river (The State of Queensland Department of Environment and Resource Management 2012) http://www.derm.qld.gov.au/education/teachers/catchment/resources/catchment_resour ce_sheet_01.pdf

Water treatment: Sheet - Water survey

Water treatment: Sheet - Water treatment process

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Unit Plan Section Resource

Water treatment: Sheet - Water treatment process

Water treatment: Stimulus picture - Total water cycle poster (Department of Environment and Resource Management) http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_total_watercycle_post er.pdf

Water treatment: Stimulus picture - Water cycle poster (Department of Environment and Resource Management) http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_watercycle_poster1.pd f

Water treatment: Video - Waterways filter - Part A

Water treatment: Video - Waterways filter - Part B

Water treatment: Video clip - Water Down Under - The Great Artesian Basin Story (Department of Sustainability, Environment, Water, Population and Communities Commonwealth of Australia 2011) http://www.environment.gov.au/water/publications/agriculture/video-great-artesian- basin.html

Water treatment: Website - Walking On Country With Spirits: Australian Aboriginal Video Stories http://indigenouspeoplesissues.com/index.php? option=com_content&view=article&id=386%3Awalking-on-country-with-spirits- australian-aboriginal-video-stories&catid=68%3Avideos-and- movies&Itemid=96&lang=en

Water treatment: Website - Water Island game (Water secure)http://www.watersecure.com.au/pub/site-tour-and-education/water-island-game

Water usage: Completed sheets - School water audit

Water usage: Completed water survey sheets

Water usage: Helpful information - Learning object - Displaying data using a computer program

Water usage: Helpful information - Website - The World Factbook (Central IntelligenceAgency CIA) https://www.cia.gov/library/publications/the-world-factbook

Andrew Gill (NKIEEC)

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Unit Plan Section Resource

Water usage: Helpful information - Website - Water: Learn it for life (Department of Environment and Resource Management) http://www.derm.qld.gov.au/waterwise/education/index.html

Water usage: Learning object - Explore water pipes

Water usage: Learning object - Making water drinkable - water treatment (State ofVictoria (Department of Education & Training), 2000)

Water usage: Sheet - School water audit

Water usage: Sheet - Water footprint

Water usage: Stimulus picture - Total water cycle poster (Department of Environment and Resource Management) http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_total_watercycle_post er.pdf

Water usage: Supporting learning resource - Conducting a school water audit

Assessment Planner - Water issue

Assessment

Assessmen task - Sci_Y07_U1_AT_WaterIssue_ModelledResponse.docx

Assessmen task - Sci_Y07_U1_AT_WaterIssue.docx

Assessment: Assessment task - Water issue

Assessment: Helpful information - Assessment task - Water issue model response

* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Andrew Gill (NKIEEC)

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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Assessment

Status: Master Duration: 1 Week

Assessment Task Summary Type Learning AreasConstruct a water filter (Yr 07)

Students will:- construct a working water filter- describe the effectiveness of filtration as a water treatment technique- compare artificial water treatment processes with separation techniques

Monitoring SCIENCE

Formulating a school water management action plan (Yr 07)

Students will:- identify water use within the school environment- prioritise actions for intervention- present appropriate water management strategies

Monitoring SCIENCE

Water issue (Yr 07)

To describe and compare natural and artificial water treatment processes and to describe a solution to a real-world problem and the impact of this solution on society.

Assignment/Project SCIENCE

Andrew Gill (NKIEEC)

Assessment Task 3 - Criteria SheetAssessment Task Name: Water issue (Yr 07) Type: Assignment/Project

Date:Description: To describe and compare natural and artificial water treatment processes and to describe a solution to a real-world problem and the impact of this

solution on society.Learning Area SCIENCE

Criteria A B C D EUnderstanding science

Describes the processes of the water cycle and the treatment process and compares these.

Explains the relationships between the water cycle and the treatment process.

Describes the processes of the water cycle and the treatment process and compares these.

Identifies processes in the treatment.

Identifies parts of the water cycle.

Analysing and evaluating

Identifies where science has been used to solve a real-world problem.

Describes how the technique impacts on and is viewed by society.

Describes areas of science that contribute to a solution.Justifies reasons for sustainability decision.

Relates the perspectives of different groups.

Considers both societal and environmental impacts.

Identifies the areas of science that contribute to a solution. Identifies if the treatment process is a sustainable practice.Describes a view of members of society. Identifies an impact of the treatment process

States that science is involved.

States a viewpoint.

Communicating

Communicates using scientific terminology

Uses accurate scientific language and representations

Uses scientific and everyday language

Uses everyday language