Week Six Lesson TwoResource Development

“How will you present this to council?”

Queensland Curriculum (Senior Science)

Aquatic Practices (2014) E1.2 Oceanography and riparian processes shape aquatic

environments and river processes E2: Ecosystems Concepts and ideas E2.1 Aquatic ecosystems include biotic and abiotic

components. E3.1 Marine and freshwater pests and threats, including

pollution, impact on aquatic environments, ways aquatic industries impact on their environment, e.g. overfishing, agricultural runoff and human erosion activities

Student Activities Students will develop their proposal and related materials depending on

their direction of project. The teacher will observe and provide direction or the students to consider

in their proposal documents.

Depending on the direction of the proposal the document may require the development of a planting schedule, this planting schedule document will cover; the plant species, key locations for suggested planting sites, identification of local stakeholders and aboriginal land hold groups, a maintained plan to the management of the planting sites (weeding and

watering), identified issues and suggestions for the mitigation of identified issues

The development may require fencing or other designs, if students have developed a plan in line with this proposal the document will need to consider, Designs and community involvement

Processes involved in the development of proposal

Report

Key locationsPlanting

designs and identification

On going managemen

t and mitigation of

issues

Assessments

All images sourced from (google images 2015)

Student Activities Cont.. Identifying resources and issues, develop way to mitigate issues such as managing on-

going maintenance

Costs and other issue that have been identified.

If students have chosen another direction guidance and additional resource will be suggested by the teacher to be considered by the group. Guidance will by scaffolded to help the student use their own critical thinking skills, open questions will be listed on the board to aid all groups of learners to identify what information needs to be considered.

These open questions will include general rules of considering a proposal such as, ‘What information and data do you think is important to your proposal?

‘How are you going to justify your proposal? What arguments/persuasive skills will you use?

‘How can you present that information that gives impact and engages the audience? Who will do what? Identify group roles and responsibilities for the presentation that meet your timeline commitments.

The minimum requirements will included a proposed idea, an implementation plan and minimizing issues and ongoing maintenance.

The teacher will provide a short demonstration of a talk aloud timeline to show students the thinking processes needed to correctly manage their time for this project. The students will be given time to develop their own which will need to be submitted at the end of the lesson for evidence of learning and DoL 5 critical thinking skill regarding considering planning requirements.

Processes involved with project development

Week 5

Resource development and peer review

Week 6

Field Expert to provide advice and suggest directions

Week 8

Review and further development of the proposal for council submission

ICT Resources

Video – Camera and computer editing,

programs to continually develop proposal,

Movies, Prezi, Weebly, websites or wiki space, Timeline programs Google Images (2015)

Assessments

Week 5 - The level of involvement of the students and teacher observations will be noted and used toward grading on participation and critical review of their peers

Students will create their proposal for a field expert review (week 8) in preparation for presentation to council (week 10).

Students will be required to develop and submit a timeline of expected completion dates for the next 4 weeks to the teacher.

DoL – Dimensions of Learning

DoL 4 Using knowledge meaningfully - Invention - Decisions making - Problem solving DoL 5 Creative and critical thinking - Be accurate and seek accuracy - Take a position - Self-regulated thinking and planning

Teacher notes

Students will be required to develop and submit a timeline of expected completion dates for the next 4 weeks to the teacher.

This timeline will allow the teacher to identify groups who may not meet the week 10 submission and may need additional planning guidance.

This will ensure that time line are meet and students develop self-regulated thinking skills by asking themselves questions such as what do you need to do, by when? This timeline will be used as evidence of planning and the overall assessment of this unit.