Curriculum into the classroom EEC Science Water — Waste not, want not at North Keppel Island Year 7 Unit 1 Lesson 2 Water — Discovering the water cycle Lesson concepts Example learning sequence Review water cycle knowledge Review and discuss water cycle representations. Define components of the water cycle View a model or representation of the water cycle. Define terms from the water cycle. Perform phase change experiments and relate these to the water cycle. Add information to water cycle representation. Explore renewable and non-renewable resources (Alternative Energy) ½ group Identify that water is a renewable resource. List other renewable resources. Define renewable resources. Identify that coal is a non-renewable resource. List other non-renewable resources. Define non-renewable resources. Explore Water phases through experiment ½ group Work through experiments on phases. Make connections between the experiment and parts of the water cycle Example resources Learning object — © The State of Victoria (Department of Education, Employment and Training), 2000 Sheet — Helpful information Website — (EPA — United States Environmental Protection Agency) http://www.epa.gov/safewater/kids/flash/flash_watercycle.html Sheet — Learning object — © State of Victoria (Department of Education & Training), 2000 Website — (The State of Queensland — Department of Environment and Resource Management) http://www.derm.qld.gov.au/waterwise/education/index.html Book — Whizzy’s Incredible Journeys – Pick-a-Path book () (The State of Queensland — Department of Environment and Resource Management) Some of Earth’s resources are renewable, but others are Water cycles through the environment Experiments are collaboratively conducted ensuring safety guidelines are followed Representations are constructed to represent relationships Ideas and findings are communicated using scientific language and representations Learning area specific language (metalanguage): precipitation, condensation, transpiration, evaporation, liquid, gas, vapour, renewable, non-renewable Lesson objectives Students will: identify phase changes of water in the water cycle identify renewable and resources. Evidence of learning Can the student: describe where water changes phase in the water cycle? categorise renewable and renewable
http://www.derm.qld.gov.au/waterwise/education/order_form.php Safety Teachers need to: identify safety issues relevant to using water during the practical activities and conduct risk assessments refer to Workplace health and safety (WHS) policy pertaining to schools. Australian Curriculum references for this lesson Year 7 Science — Content descriptions Science Understanding Earth and space sciences Some of Earth’s resources are renewable, but others are Water is an important resource that cycles through the environment Science Inquiry Skills Processing and analysing data and information Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed 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 Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate Australian Curriculum: Science for Prep (F) — 10 Version 3 [accessed on 27 July 2012.] General capabilities Literacy Comprehending texts through listening, viewing and reading Composing texts through speaking, writing and creating Text knowledge Word knowledge Visual knowledge ICT capability Queensland Student ICT Expectations: Operating with ICT Student ICT Expectations — by the end of Year of 7 http://education.qld.gov.au/smartclassrooms/ictstudents/8-9.html [accessed on 31 July 2012] non-renewable resources? Ideas for monitoring Monitor students’ ability to: identify phase changes in the water cycle categorise resources as renewable or non-renewable. Learning alerts Be aware of: students stating that water in an open container disappears or is absorbed by the container students identifying water as being used up and unable to be re-used. Suggested next steps for learning Review phase changes in the water cycle. Review definitions and examples of and non-renewable resources. Ideas for differentiation Support Use animated or pictorial representations of the water cycle. Extension Investigate the role of aquifers in the water cycle.