Paluma Environmental Education Centre
School: Example State School Year Level: 7 Teacher/ s: Class Teacher Exn No: XX
From: February – March 2013 To: February – March 2013 Paluma EEC Teacher: Paluma Teacher WATER - YEAR 7 (C2C Units 1 & 2)
Tuesday 07.08.2012 / Wednesday 08.08.2012 / Thursday 09.08.2012AWARENESS / CONNECTION / ACTION
CT Class Teacher
PT Paluma Teacher
BS Barry Smith Unit Support Officer / Rise and Shine 6.30 am / Rise and Shine 6.30 am
EXPLORE Observing Birds/ Using Binoculars [7] PT/CT
· Learn how to use binoculars
· Observe birds in grounds and on rainforest edge HID 07 / EXPLAIN Investigating Plant/ Animal Interactions [15] PP/JT
· Discuss the complexity of plant/ animal relationships & Connect a Map
· Distribute Plant/ Animal role cards
· Construct food web
Cooked Breakfast 7:30 am / Continental Breakfast 7.30 am
EXPLORE Comparative Study: Report Card on a Waterway / Water
Quality Testing [45] PEEC/BWT
· Go to Benham’s Creek to collect macro invertebrates & test water quality.
· Complete water quality worksheets & riparian assessment
· Calculate the stream pollution index and return to the centre
· Keep a representative sample of invertebrates
· Compare any differences in water quality with Wet Creek / Sensory Trail Experience [8] PT/CT
· Discuss the requirements for this activity
· Experience the Sensory Trail HID 08
Morning Tea/ Lunch CT/Adult Helpers
Travel from: Example State School
To: Paluma Environmental Education Centre
ETA Paluma approximately 10:30pm
Students: On arrival, unload gear from coach CT
Great Hunt - Induction
Combined orientation tour of buildings & grounds BS / EVALUATE Final activity – Science Journal entries
· In their groups, students explain their understandings of water quality and water treatment
· Begin water usage survey sheet - Sci_Y07_U2_Water_3
Morning Tea 10.30 am / Pack bus & leave Paluma 12:15pm
EXPLAIN U2_WaterTreatment_1: Reviewing separation techniques PT
· “Story of a River” – make contaminated water sample
· Undertake mystery filter activity
· Stress why water quality monitoring is important /
Resources
Assessment Resources for Class Teacher· GTMJs for water cycle diagram, food web, science journal
Student Booklet
· Blackline masters
Websites
· The story of a river
·
· Australian and New Zealand Guidelines for Fresh and Marine Water Quality
· Australian Drinking Water Guidelines
· Water quality guidelines
Learning Objects
X
Video Clip
x
Stimulus Picture
Water Cycle
Lesson Powerpoints
NQ Science Spark EdStudio S84275493 Yr 7 Unit 1 & 2
General
· Primary Connections class set Role badges
· Team Roles & Team Skills charts
· Fair Test chart & Word Wall
ICTs
· 3 laptops/workstations & Smartboard
· Digital cameras & Flip Videos
· iPad/iTouch (optional)
Litterless Lunch 11:30am / Lunch 12.30 pm
Students: Move personal gear to cabins CT/Adult Helper
ENGAGE Report Card on a Waterway / Water Quality Testing [45]
· Focus questions from Sci_Y07_U1_Water_4 / Powerpoint; Science Journal; Connect a Map
· Discuss the abiotic parameters to be measured, their effect on water quality & the equipment to be used.
· Outline rotation & allocate groups to starting activities.
· Go to Wet Creek to collect macro invertebrates & test water quality.
· Complete water quality worksheets & riparian assessment
· Calculate the stream pollution index and return to the centre
· Keep a representative sample of invertebrates / ENGAGE Examine macro-invertebrates/ Leaf Litter Investigation (two groups, in rotation)
· Observe bugs collected from creeks under stereoscopic & USB microscopes.
· Identify using dichotomous keys
· Keys to Macro Invertebrates - students use Waterwatch and Wisconsin ID charts
· Collect invertebrates from leaf litter & observe under microscopes
· Key – CSIRO Interactive Key
· Stress both sets of invertebrates as part of natural “cycles”/ systems
· Add to Connect a Map
Afternoon Tea 3:30pm / Afternoon Tea 3.00 pm
ENGAGE Observe the Water Cycle at McClelland’s Lookout
· Sci_Y07_U1_Water_2 - Discuss signs of the water cycle in action eg large body of water, condensation, clouds as indicators of evaporation, transpiration of forest, precipitation, run-off, etc
· Begin drafting a representation of the water cycle – See AC Work Sample 2 for task instructions
Showers/ Free Time/ Fire Drill CT/Adult Helper / ELABORATE
· Walk to Grandfather Tree then back to Weir on Benham’s Creek
· Present hypothetical scenario (cyclone) & effect on water quality of creek
· Scaffold structure of a persuasive text
· Move back to Dining Room & begin making notes on main points in argument
Showers/ Free Time CT/Adult Helper
Dinner 6.00 pm / Dinner 6.00 pm
Evening Program PT/CT
1. After Dark Experience [4] - Paluma Rainforest Walk PT/CT
View glowing fungi & listen to night sounds
2. Science Journal writing - TWLH
3. Observing Nocturnal Animals [5] at Bandicoot Bench PT / Evening Program PT/CT/ Adult Helper
EVALUATE Science Journal Writing/TWLH CT/PT
· Walking On Country With Spirits: Australian Aboriginal Video Stories
· Outdoor Fireplace / Marshmallows [42] HID 2 CT/Adult Helper
Finish 9.30 pm / Finish 9.30 pm
Bedtime/ Lights Out RA19 10.00 pm / Bedtime/ Lights Out RA19 10.00 pm
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
• People use understanding and skills from across the disciplines of science in their occupations
(ACSHE224)
• 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
Communicating
• Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)
Evaluating
• Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131)
• Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132)
Planning and conducting
• Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
• In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS126)
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)
Questioning and predicting
• Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124) / 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)
Year 7 achievement standard
By the end of Year 7, students pose questions and apply scientific concepts to everyday problems and make general predictions based on their experiences. They plan procedures for investigations that take into account the need for fair testing and use equipment that improves fairness and accuracy. They communicate their observations and data clearly, summarise their data where appropriate, and suggest improvements to their methods.
Students predict the effect of single changes on systems involving living things and suggest ways to classify organisms based on observable differences. They distinguish between pure substances and mixtures and plan appropriate methods to separate mixtures. They explain why some resources are not renewable and describe changes to water during the water cycle. They describe how unbalanced forces change the motion of objects and how changes in the position of objects in space cause other observable effects. They identify where science knowledge is used to propose solutions to problems and describe examples of where people use science in their work. They describe how evidence has led to an improved understanding of a scientific idea.
Before PEEC: All of Unit 1 except Water lesson 4
At PEEC:
Unit 1 Water: Lesson 4 (Evaluating water quality), especially focus questions after WQ creek visit
Unit 2 Water Treatment: Lesson 1 (Reviewing separation techniques), Lesson 2 (Identifying water treatment processes), Lesson 3 (Comparing artificial and natural processes)
After PEEC: Rest of Unit 2 Water Usage, Water Use
Assessment
Student work samples (from Water Treatment lessons)
Use student responses to activities about water throughout the teaching and learning sequence to monitor students’ capacity to:
• collect data over a period of time
• understand that different areas of the world have different water needs and wants
• display graphical information using computer software
Resources to Buy/Make
Water Cycle poster
Water treatment poster