Learning experience plan 4 The value of water

Learning experience plan 4 The value of water!
Prior knowledge and future
action
What do students already know?
What water pollution is, the impact it has
on society and what causes it.
What a polluted water sample looks like.
How to filter water
What will students learn in this
lesson?
The importance of water in relation to
their own lives
Look at different ways people can save
water.
What will students learn in future
lessons?
Use interaction skills to collaboratively
produce a short water saving
presentation.
Understand that people have the capacity
to care for the environment in which they live
in.
Preparation and resources
Preparation before the lesson
Have spider map brainstorm drawn on
the whiteboard (see web link below)
Have YouTube video ready to play (see
link below)
Have one copy of the assessment
rubric for each student
Get distributors to handout
technologies workbooks to each
student
General resoruces
Whiteboard and whiteboard markers
Students
Technologies workbooks
Writing tools
Resources specific to this lesson
Access to the interet
Projector, computer and projector screen
Post-it notes
Prepare or download YouTube video:
https://www.youtube.com/watch?v=BjvWGkqOUzU
Template for Spider Map brainstorming tool:
http://www.eduplace.com/graphicorganizer/pdf/spider.pdf
Assessment
Can the student discuss some reasons
how precious water is in our lives?
Anecdotal notes
Compile notes and record on students'
individual record sheet
Can the student think of at least one
reason how people can save water?
Obsservations
Compile notes and record on students'
individual record sheet
Can the students effectively negotiate
and interact with members of his or her
group?
Observations of group discussion.
Observations will be compiled and later used to give
students a mark for "Group Performance" on the rubric for
the water saving presentation.
Catering for diversity
Low-level literacy
Assist students with understanding new
vocabulary
Break down tasks for students if
necessary. Reduce cognitive load.
Grouping students
Group students with poor social skills and/or low-level
literacy skills with those who are at a higher level. The
stronger students can provide support for the less able.
Extension
Due to the open-ended nature of the assignment students have the option to
develop this assessment task using technologies that challenge their
capabilities. Further to this, students can use content and research appropriate
to their development.
Poor social skills
Students will be working in groups for the assessment task. Expectations will be made
very clear and scaffolded throughout the assignment process. Some students will
need individual support to work effectively with their group. Support can be gained
from this website:
http://www.nasponline.org/resources/factsheets/socialskills_fs.aspx
Learning acitivties
Introduction
Class brainstorm students explore the
ways humans, animals and plants use
water.
Students watch a video from the Water
Corporation of WA about the value of
water.
Main Body
A-Z Activity Students think about ways
we use water using each letter of the
alphabet.
Students then think about each way we use
water and record if it uses salt or fresh
water.
Rankings Students rank the different ways we
used water from most important to least
important.
Small group brainstorm Students think of ways that we
can save water in the home, at school or in the wider
community.
Teacher introduces students to the assessment task. Students will be asked to
create a 2-4 minutes water saving presentation using digital technologies.
Students can pick from the range of water saving topics discussed in the previous
activity.
Conclusion
Students swap groups and present their topic and mode of
presentation to the other students. Students can then give
feedback on the chosen topic and presentation style.
Curriculum links
Technologies
Design and technologies knowledge
and understanding
Design and technologies processes
and production skills
English
Literacy Interacting with others
Science
Science understanding Biological sciences
Cross-curriculum priorities,
general capabilities and value
focus
Cross-curriculum priority Sustainability
General capabilities Literacy, Information and
Communication Technology (ICT) capability, personal and
social capability and critical and creative thinking.
Values focus Responsibility: Be accountable for one's own
actions, resolve differences in constructive, non-violent and
peaceful ways, contribute to society and to civic life, take care of the
environment
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