Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Geographical Knowledge and Understanding Geographical Inquiry and Skills The classification of and the forms that water takes as a resource The ways that flows of water connect places as it moves through the and the way this affects places The quantity and variability of Australia’s water resources compared with those in other continents The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa The economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia The causes, impacts and responses to an atmospheric or hydrological hazard Observing, questioning and planning Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts Collecting, recording, evaluating and representing Collect, select and record relevant geographical and information, using , from appropriate primary and Evaluate sources for their reliability and usefulness and represent in a range of appropriate forms, for example, graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and Represent the of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using as appropriate Interpreting, analysing and concluding Analyse geographical and other information using qualitative and , and digital and as appropriate, to identify and propose explanations for spatial distributions, patterns and and infer relationships The application of the general capabilities and cross-curriculum priorities in this include may include: Literacy Present an oral report, supported by graphical representations, about future water security. Numeracy Describe the spatial trends in data about the quantity and variability of Australia’s water resources. ICT capability Use spatial technology to create a map to show the spatial distribution of a selected hydrological hazard in Australia Critical and creative thinking Predict the expected outcomes of proposals to respond to the challenge of water scarcity Personal and social capability Develop a personal plan to respond to the issue of future water security Ethical understanding Identify bias in sources about the use of water resources Intercultural understanding Explore the cultural value of waterways that have been listed as either World Heritage sites or national parks.
Teaching strategies and learning experiences Supportive learning environment Resources Students: create a KWL chart about water as a resource and its availability classify resources into renewable, non-renewable and continuous resources and provide examples complete a jigsaw activity — envelopes with pictures of renewable and nonrenewable resources for students to classify create online-flashcards with water facts. See 10 Places to Make and Find Flashcards Online, explain the hydrological cycle, create an annotated diagram making clear that the movement of water through the environment connects places explore different sources of water for different purposes such as groundwater, soil moisture, green water, surface water in dams, rivers and lakes, blue water, water vapour, ice, and a potential resource when it exists as salt water use Google Earth to create a flyover of a local river from source to mouth. Annotate the map showing the environmental, economic, and social effects of the water as it connects places undertake a local catchment study using data collection techniques such as drawing a stream cross section, field sketching, recording observations of land use and management, testing water quality, measuring water velocity, turbidity and discharge using experts in the field as support create an annotated flow chart illustrating where their water comes from (catchment to tap) examine supplementary and alternative water supplies, e.g. water tanks and trickle feed as an alternative to fieldwork, investigate the local water supply — source/treatment/transportation of supply etc. visit SEQ Virtual fieldwork: Adjustments for needs of learners Students would benefit from access to: spatial technologies such as Google Earth, weather maps, hydrological maps, choropleth maps, topographic maps, computer mapping software primary sources materials collected by the students, for example, field notes from observations, measurements, water quality tests, stream cross sections, environmental quality survey responses or responses from a survey. Useful texts Geography Teachers Association of Victoria, Water for life: Investigating water as a global issue, 2012, Commonwealth of Australia Geography Teachers Association of Victoria, Water, water, everywhere, 2006 Curriculum Corporation, Melbourne Australian Geography Teachers Association, 2010 Keys to Geography: Essential skills and tools, Macmillan, South Yarra