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Copyright © 2007 Intel Corporation. All rights reserved.
Intel® Teach Program Thinking with Technology Course
Unit Title
Can the Murray Be Mighty Once More?
Unit Summary
This unit explores the geography of the Murray-Darling Basin and its importance to the health
and wealth of much of Australia. Students will investigate the many ways that people have
used and manipulated the Murray-Darling as a resource to satisfy human needs and the impact
that this has had at all stages of the river system over time.
Students will investigate, debate and form opinions about contemporary issues such as water
allocation, river regulation, strategies to keep the river healthy and the current conditions of
the lower lakes and Coorong in South Australia.
After completing this unit, students will have a better understanding of the importance of the
Murray-Darling system and river systems in general, becoming more aware of the difficulties in
balancing economic with environmental needs. They will be better equipped to critically
interpret current government and interest group initiatives to ensure the longevity of the
Murray-Darling and surrounding areas and suggest their own strategies.
Teaching and Learning Taxonomy – focusing on Higher-Order Thinking Skills
Bloom’s Taxonomy of Thinking Skills
Thinker’s Keys (Tony Ryan)
6 Thinking Hats (Edward De Bono)
Curriculum Framing Questions
Curriculum- Framing Questions
Essential Question
Does the end justify the means?
(ie. Manipulating resources like the Murray to suit our own needs).
Unit Questions
• How has the Murray supported living things over time?
• Should the river run free?
• Is the Coorong worth saving?
Content Questions
• Where does the Murray-Darling system begin and end and run through along
the way?
• How have humans impacted upon the flow and condition of the Murray River?
• How do locks / weirs and barrages work and how have they been used along the
Murray?
• How would you describe the ecology of the lower lakes and the Coorong?
• What is an estuary and what is its importance?
Accommodations for Diverse Needs
Students with
Special Needs:
Throughout the unit, students will be given choice in activities undertaken
(suiting different learning styles) and modes of presentation (using a range
of ICTs, multimedia, simulated and concrete models).
There will be many opportunities for collaborative learning allowing
Copyright © 2007 Intel Corporation. All rights reserved.
Intel® Teach Program Thinking with Technology Course
opportunities for peer support.
Because we have so many special interest groups and associated
interruptions to the classroom timetable, students will be supported by
activities and resources being made available on our online class Wiki which
can be accessed at all times.
English as a
Second
Language (ESL)
Student:
A range of multi-modal options will be available for students to present
information including podcasts, animation and video as alternatives or in
tandem with written tasks.
Much explicitly taught content will be delivered in a visual way using IWBs,
video clips, interactive maps, simulation games and learning objects.
Gifted
Students:
Because there is much flexibility in terms of the tasks students can choose
and methods they can use to present information, the unit will allow
opportunities for gifted students to extend their learning.
Indigenous
Groups:
I don’t have any indigenous students but the unit will benefit from
consulting Aboriginal educational support to give an indigenous perspective
about the Murray. (Phillip Clarke – curator of science at SA Museum).
Students’ Prior Knowledge – through recent discussions generated by news stories about
the River Murray I have found that my students’ knowledge about the Murray River and
associated issues is extremely limited. A few students have recently holidayed at Goolwa or
along the river and have expressed concern about current conditions but overall their
knowledge is quite basic. An introductory brainstorm using Inspiration software was a good way
of recording this and revisiting later.
Prerequisite Skills – students have developed skills to locate and interpret information and
many ICT skills to assist them in presenting information in a range of multi-modal ways.
Learning Environment – students in our class work in one of five groups. We have placed a
large emphasis on collaborative skills this year and students participate in weekly ‘Team Time’
sessions in which they work together on various literacy and ICT-related problem-solving tasks.
We have access to a range of laptops and class computers as well as an IWB and video
equipment.
Copyright © 2007 Intel Corporation. All rights reserved.
Intel® Teach Program Thinking with Technology Course
Standards/Syllabus Outcomes
� SACSA Framework http://www.sacsa.sa.edu.au/
� Middle Years 6-9
� Essential Learnings: Futures, Interdependence, Thinking, Communication, ICT
� Society and Environment:
o Time, continuity and change (3.1 - 4.1)
o Place, space and environment (3.4 – 4.4, 3.5 – 4.5, 3.6 – 4.6) o Social Systems (3.11 – 4.11)
� Science: o Earth and space (3.1 – 4.1) o Life systems (3.5 – 4.5, 3.6 – 4.6)
� English: o Texts and contexts (3.1 – 4.1, 3.4 – 4.4) o Strategies (3.11 – 4.11, 3.12 – 4.12)
� Design & Technology: o Critiquing (3.1 – 4.1) o Designing (3.2 – 4.2) o Making (3.4 – 4.4, 3.6 – 4.6)
Year Level
Year 6/7
Teaching and Learning Activities
I: Should the river run free?
A: Where does the Murray-Darling system begin and end and run through along the
way?
• Murray Darling Basin Into atlas task (see Resources)
• Watch River Murray water allocation BTN Story
http://www.abc.net.au/news/btn/story/s2214520.htm
• Watch BTN Water Licences story and student activities
http://www.abc.net.au/news/btn/story/s2219596.htm
• Use ArtRage 2 to create river scene in Art.
B: How do locks / weirs and barrages work and how have they been used along the
Murray?
• Murray River - Bloom's Taxonomy Tasks (see Resources)
• Showing Evidence Tool: Should constructions built to regulate the Murray be
removed to return it to its natural state?
Copyright © 2007 Intel Corporation. All rights reserved.
Intel® Teach Program Thinking with Technology Course
II: How has the Murray supported living things over time?
A: How and why have humans impacted upon the flow and condition of the Murray
River?
• Visual Ranking Tool: Rank the ways we use the Murray in order of
importance.
• River Murray - Thinkers Keys Tasks (see Resources)
• River Trade - Paddle Steamer Task & Learning Object (see Resources)
(See scootle.edu.au Learning path: UKPTIP)
• Research one threat to the Murray and create a campaign poster after
critiquing poster styles & purposes (see Resources)
• Seeing Reason Tool: Make and explain a flow chart showing how human
actions have impacted on the flow and condition of the Murray (assessment).
III: Is the Coorong worth saving?
A: What is an estuary and what is its importance?
B: How would you describe the ecology of the lower lakes and the Coorong?
• Watch BTN story 'Disappearing Lakes' and do activities (see Resources)
http://www.abc.net.au/news/btn/story/s2351693.htm
• Murray Mouth information report – genre writing.
• Play 'Catchment Detox' environmental game
http://catchmentdetox.net.au
• Read / view class novel ‘Storm Boy’ by Colin Thiele
• Class debate answering Unit Question with 6 Hat Thinking & ‘Talk Tokens’
• Murray / lower lakes in Crisis flow chart - assessment activity (see Resources)
Assessment Summary
Product assessment
• Visual Ranking Tool: Rank the ways we use the Murray in order of importance
(introduction).
• Bloom's Taxonomy Tasks – present using various ICTs
• Showing Evidence Tool: Should constructions built to regulate the Murray be
removed to return it to its natural state?
• Thinkers Keys tasks – students / groups to select 5 tasks to complete
• Campaign poster
• Seeing Reason Tool: Make and explain a flow chart showing how human
actions have impacted on the flow and condition of the Murray
• Murray Mouth information report – genre writing
• Murray / lower lakes in Crisis flow chart (conclusion).
Copyright © 2007 Intel Corporation. All rights reserved.
Intel® Teach Program Thinking with Technology Course
Assessment Timeline
Thinking Tools Projects
Visual Ranking Elements (Complete this section if Visual Ranking will be used in this project)
Visual Ranking Project Name (For the Visual Ranking workspace)
The Many Uses of the Murray
Project Description (For the Visual Ranking workspace)
Since humans have inhabited Australia they have used the Murray-Darling Basin as a natural
resource to satisfy many human needs. The Murray is not an infinite resource however and
restrictions have had to be put in place to control our use of it. You have been given the task to
rank the ways we use the Murray in order of importance.
(See: http://www.gtav.asn.au/VCE/Regional_resources/Murray-
Darling_Basin_water/Use_and_management/Landuses_MDB.pdf)
Prompt (For the Visual Ranking workspace)
Drag to rank aspects in order of preference. Explain what you know about each aspect in a brief
comment. Finally add a final reflection explaining your reasons for ranking them in the way you
did.
Sorting List (For the Visual Ranking workspace)
Aquaculture
Drinking water
Electricity generation
Environmental maintenance (eg wetlands)
Fishing
Irrigation of crops
Leisure
Transportation
Urban and Industrial use
Practice Ranking (For your future quick reference)
Teacher ID:
Practice Team 1 ID:
Practice Team 2 ID:
Password:
Password:
Password:
Before Learning Activities Begin
While Students Work on Learning Activities
Visual Ranking Tool: Rank the ways we use the Murray in order of importance.
Product samples Ongoing conferencing
Product samples
Murray / lower lakes in Crisis flow chart
After Learning Activities End
Copyright © 2007 Intel Corporation. All rights reserved.
Intel® Teach Program Thinking with Technology Course
Seeing Reason Elements (Complete this section if Seeing Reason will be used in this project)
Seeing Reason Project Name (For the Seeing Reason workspace)
Human impacts on the Murray.
Project Description (For the Seeing Reason workspace)
In preparation for your research on the Murray, brainstorm some of the effects (positive and
negative) that people may have had on the natural state of the Murray-Darling Basin.
Research Question (For the Seeing Reason workspace)
What effects have humans had on the flow and condition of the Murray?
Practice Map (For your future quick reference)
Practice Team ID: Team01 Password: Team01
Showing Evidence Elements (Complete this section if Showing Evidence will be used in this project)
Showing Evidence Project Name (For the Showing Evidence workspace)
Does the End Justify the Means?
Project Description (For the Showing Evidence workspace)
[To be done after having studied river regulation]
Since white settlement / colonisation / invasion we have used structures such as weirs / locks
and barrages to manipulate the natural flow of the Murray. There are those who point to the
benefits of maintaining a more consistent year-round flow and others who feel that this has
done harm to the natural order of the river system and advocate the removal of such
constructions.
Prompt (For the Showing Evidence workspace)
Should constructions built to regulate the Murray be removed to return it to its natural state?
Make claims to argue for against this question, adding evidence to support your opinion and any
information sources to help build your case.
Copyright © 2007 Intel Corporation. All rights reserved.
Intel® Teach Program Thinking with Technology Course
Practice Case (For your future quick reference)
Practice Team ID:
Reviewing Team ID:
Password:
Password:
Claims
If you are pre-populating the claims for your students, enter those claims here.
Evidence
If you are pre-populating the evidence bins for your students, describe the evidence you will use and/or
the source for those evidence items here.
Approximate Time Needed
6 weeks, 4 X 40 minute lessons plus some Computing lessons
Professional Learning
Thinkers Keys
http://www.kurwongbss.eq.edu.au/thinking/Think%20Keys/keys.htm
Blooms
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
6 Hats
http://www.mindtools.com/pages/article/newTED_07.htm
Copyright © 2007 Intel Corporation. All rights reserved.
Intel® Teach Program Thinking with Technology Course
Technology - Hardware
Camera Printer Video Camera
Computer(s) DVD Mobile technologies - laptops
Digital camera Scanner Interactive Whiteboard
Internet connection Microphones
Other:
Technology - Software
Inspiration Internet Web Browser Wikispaces
Image Editing – eg. Paint
Shop Pro
Programming – eg. Scratch Word processing
Desktop Publishing Multimedia – eg. iMovie,
Garage Band
Learning Objects - Scootle
West Point bridge simulator Animation software eg. Flash Phun Physics simulator
Printed Materials: textbooks, story books, manuals, reference materials etc.
‘Storm Boy’ by Colin Thiele, book & DVD
Unit Author
First and Last Name: Brad Edwards
School Name: Marryatville Primary School
City, State: SA
If your unit portfolio is chosen to be uploaded to the Intel® Teach Program database, do you
want your name displayed as the author? Yes
Copyright © 2007 Intel Corporation. All rights reserved.
Intel® Teach Program Thinking with Technology Course
Murray River – Bloom’s Taxonomy Tasks
Remembering:
List the states and major towns that the Murray-Darling River passes through, in order finishing with the Murray mouth
at Goolwa.
Understanding:
Describe the functions of locks, weirs and barrages. Include diagrams as
well as the location of any on the Murray in SA.
http://www.murrayriver.com.au/about-the-murray/locks-weirs-dams-barrages/
http://www.savethemurray.com.au/history/riverregulationintro
http://www.murrayriver.com.au/river-towns/barrages/
Applying:
Create an interactive River Murray quiz (using PowerPoint, Notebook or an
online quiz generator) to test your classmates' knowledge.
Analysing:
Compare life and conditions along the Murray before and after regulation using locks and weirs.
http://www.murrayusers.sa.gov.au/big_picture1.php
Evaluating:
Should the river run free? River regulation has had positive and negative effects. Investigate these and write an answer
to this question from the point of view of either: an irrigator / farmer, a resident of Loxton, a resident of Goolwa, a
Ngarrindjeri elder, a paddle steamer captain or houseboat operator, a Murray cod.
http://ncs.sunitafe.edu.au/tona/content/understa/codstory.htm
http://www.savethemurray.com/media/fact_sheet_1_indigenous_australian_occupation.pdf
Creating:
Construct a real or virtual (using Phun, Scratch, Flash or claymation) working model of a river lock system.
http://www.murrayriver.com.au/about-the-murray/murray-river-aboriginals/
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Threats to the Murray Thinkers’ Keys Based on Ryan, Tony. (198?). Thinker’s Keys for Kids . South Coast Education Region.
The Reverse Listing Key
List the names of 10 different river animals / creatures that are
NOT endangered.
The What If Key What if locks and weirs were removed from the Murray?
The Disadvantages Key What are some disadvantages of European carp? What are some ways of limiting or eliminating
these problems?
The Combination Key List the attributes of a paddle steamer and a pelican. Combine the attributes into a single object. Draw and label its important features.
The BAR Key Take a fishing rod and make it BIGGER, ADD something to it and REPLACE something on it.
Explain your changes on a labelled diagram.
The Alphabet Key Create an A-Z of words relating
to the Murray River.
The Variations Key How many ways could you help look after the Murray?
The Picture Key Work out what this picture could have to do with the Murray
River?
The Prediction Key
Predict what the lower lakes region will be like in 50 years.
The Different Uses Key Find 10 uses for the European
carp.
The Ridiculous Key What would happen if the
Victorian government blocked the Murray off from South Australia?
The Commonality Key What does a river have in common
with an airport?
The Question Key The answer is ‘SALINITY’.
Write 5 different questions.
The Brainstorming Key Brainstorm some effects of creating the Wellington Weir.
The Inventions Key Invent a way to prevent effluent run-off from dairy farms from
entering the river.
The Brick Wall Key Cotton farming is responsible for diverting a high volume of water from the Murray-Darling system’.
Break down the wall by coming up with different ways of dealing with
this situation. The Construction Key
Model and test bridge using the West Point bridge maker. Recreate your bridge using a limited range of materials (e.g. 50 straws, 1m of masking tape,
blob of plasticine).
The Forced Relationships Key How might a sock, a radio, a rope and a ball be used to trap / remove algae from the river?
Include a diagram.
The Alternative Key List some ways to move road traffic across the river without
using a bridge.
The Interpretation Key A new law is introduced stating that river water may not be diverted for cotton or rice production. Explain why this is so.
Label the parts of a paddle steamer and include one interesting fact for each.
View the ‘Three Rivers Map’ and record 3 interestin g facts.
Go to www.scootle.edu.au. Type UKPTIP in Student PIN Access.
View the Captain’s River Chart. What do each of these symbols represent?
Your task is to steer the Enterprise and deliver it s load of wool to Morgan in two days.
Were you successful?
Why / why not?
What factors made your task more difficult?