Unit Outline
Water - 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. Safety
Teachers 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 the
Department'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
Andrew Gill (NKIEEC)
Page: 1 of 28
Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
Document Table of Contents
Curriculum Priorities
• Australian Curriculum
• Dimensions of teaching and learning
• Student ICT Expectations
Curriculum Summary
• Curriculum Tracking
Teaching Sequence
Teaching Sequence Summary
• Water treatment
• Assessment
• Water usage
Resources
• Attachments
• Plan Resource Bank
Assessment
Assessment Summary
• Assignment/Project - Water issue
(Yr 07)
• Monitoring - Construct a water filter
(Yr 07)
• Monitoring - Formulating a school water management action plan (Yr
07)
Andrew Gill (NKIEEC)
Page: 2 of 28
Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Australian Curriculum
Status:
Master
Duration: 1 Week
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 Descriptions
Science as a Human Endeavour
Nature 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 Skills
Communicating
• Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)
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 (ACSIS129)
• Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS130) / Science Understanding
Chemical 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)
Andrew Gill (NKIEEC)
Page: 3 of 28
Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
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.
Andrew Gill (NKIEEC)
Page: 4 of 28
Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Curriculum Priorities - Pedagogy
Dimensions 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 capabilities
Literacy
• 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 capability
Queensland 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
Andrew Gill (NKIEEC)
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Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)
Year: 7
Learning 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 priorities
Aboriginal and Torres Strait Islander histories and cultures
Students 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.
Sustainability
Students will plan actions necessary to shape more sustainable futures relating to water management.
Andrew Gill (NKIEEC)
Page: 6 of 28
Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Relevant prior curriculum
Master
Duration: 1 Week
Students require prior experience from Year 6 with:
Science Understanding
Chemical 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 Endeavour
Use 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 conducting
Processing and analysing data and information
Evaluating
Communicating
Curriculum working towards
The teaching and learning in this unit works towards the following in Year 8:
Science Understanding
Chemical 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
Andrew Gill (NKIEEC)
Page: 7 of 28
Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
• 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.
Feedback
What 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 environment
Before 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.
Differentiation
What 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 students
Establish 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.
Andrew Gill (NKIEEC)
Page: 8 of 28
Unit Plan Plan Name: Unit 2 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
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 plan
Identify 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.
Assessment
What 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 learning
Student learning should be monitored throughout the teaching and learning process to determine student progress and learning
needs.
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 filter
Check 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
Andrew Gill (NKIEEC)