Planning document Unit Title: Water, Water Everywhere Aim/Purpose: To help students identify that water is a finite resource

that must be conserved and used wisely. Grade Level: 4 Total lessons: 1 over a full wee! Introduction The e " plannin# framewor! was utili$ed in the plannin# for this unit of wor!, around the topic of water and conservation for a year 4 level class. % have planned five En#lish lessons whilst also inte#ratin# with other curriculum areas of &cience, &ustainability, 'ivics and 'iti$enship and (esi#n, 'reativity and Technolo#y.

1 English

) "cience

Reading and Viewing !Watch )ouTube poem on water. *(iscuss concepts contained within the poem. *+rainstorm words associated with water to create a word search. *,roup read aloud "pea#ing and Listening -ap presentation e.plainin# any difficulties. */istenin# to their peers durin# presentations. *0or students to en#a#e in meanin#ful discussions enablin# them to e.press their ideas. $riting !'reate a narrative describin# the process of bein# a (rip (etective. *&tudents to document and create an informative te.t of their findin#s of the science e.periment. *(evelopment of culminatin# te.t usin# blo# site incorporatin# photo#raphs, te.t, and map usin# associated word processin# software. "cience Understanding *&tudents to e.plore the water cycle process and how all livin# thin#s re;uire it to survive. "cience as a *uman Endeavour: *&tudents to predict what they thin! will occur durin# the science e.periment -a!in# solar still< chan#in# salt water to fresh water* condensation. *(iscuss effects of water wasta#e throu#h our actions. "cience In+uir& *students to document usin# 8redict, =bserve, E.plain method 28.=.E7. *students to transfer their documentation into their culminatin# te.t 2+lo#7. *students to share their ideas and e.periences with peers.

Interpreting% anal&sing% evaluating 1se comprehension strate#ies to build literal and inferred meanin# to e.pand content !nowled#e, inte#ratin# and lin!in# ideas and analysin# and evaluatin# te.ts 23'E/)14567. 'reating te(t: 8lan, draft and publish ima#inative, informative and persuasive te.ts containin# !ey information and supportin# details for a widenin# ran#e of audiences, demonstratin# increasin# control over te.t structures and lan#ua#e features 23'E/)14547 'reating te(t: 1se a ran#e of software includin# word processin# pro#rams to construct, edit and publish written te.t, and select, edit and place visual, print and audio elements 23'E/)14597 Interacting with others: 8lan, rehearse and deliver presentations incorporatin# learned content and ta!in# into account the particular purposes and audiences 23'E/)14:57 Use and in,luence o, science: &cience involves ma!in# predictions and describin# patterns and relationships 23'&>E 417 Processing and anal&sing data and in,ormation: 1se a ran#e of methods includin# tables and simple column #raphs to represent data and to identify patterns and trends. 23'&%& 4:7 'ommunicating ?epresent and communicate ideas and findin#s in a variety of ways such as dia#rams, physical representations and simple reports 23'&%& 917. -iological sciences /ivin# thin#s, includin# plants and animals, depend on each other and the environment to survive. 23'&&1 9@7 Use and In,luence o, "cience: &cience !nowled#e helps people to understand the effect of their actions. 23'&>E 467

. "ustaina/ilit&

*&tudents to discuss the effects of water wasta#e and ways to improve. *&tudents to identify strate#ies of water savin#.

$riting% Literac& "ustaina/ilit& 8lan, draft and publish ima#inative, informative and persuasive te.ts containin# !ey information and supportin# details for a widenin# ran#e of audiences, demonstratin# increasin# control over te.t structures and lan#ua#e features. 23'E/)14547 They are provided with opportunities to investi#ate and participate in activities that support sustainable practices. 'ivic #nowledge and understanding: They e.plain why protection and care for the natural and built environment is important. 'ommunit& engagement They wor! with other students to identify a local issue and plan possible actions to achieve a desired outcome. They describe the benefits of action at the local level and the democratic aspects of the process. They participate in activities to protect and care for the natural and built environment. *%ndividual and in teams, students are to #enerate ideas based on a desi#n brief, demonstratin# understandin# that desi#ns may need to meet a ran#e of different re;uirements. *******They use words, labelled s!etches and models to communicate the details of their desi#ns, and clarify ideas when as!ed.

0 'ivics and 'iti1enship

*&tudents to discuss and e.plore ways in which they are able to assist the conservation of water. *0or students to collaborate in order to develop a possible action plan as members of the school community and wider.

I'T 2esign% 'reativit& 3 Technolog&

*0or students to produce a blo# utilisin# the information #athered over the past wee!. *0or the students to upload photo#raphs to support their te.ts *0or the students to scan and upload their maps and word search to show their learnin#.

DAY Duratio n
Monday (12 !in "

ACTIVITY

RESOURC ES
Water poem: http:AAwww.yo utube.comAwat chB vC'D#0bmD; u&4EfeatureC youtu.be

E5 MODEL

AREA

STRAND

SUBSTRAND
/iteracy

OUTCOME

Activit& 1 Getting to #now water Whole class $ord wall 42ripp&5

6a#e their own word search 478min5 Activit& ) +oo! ?eadin#

sweetsearch.com

www.puzzlemaker.com/ &omethin# about water

Engage: Whole class*introduction to topic. (iscuss literal E inferred meanin# of poem. E(plore: +rainstorm words relatin# to water 2anchor chart7 to build !nowled#e and e.tend vocabulary usin# some words from poem. E(plain &tudents will research new words associated with water usin# internet, school library, non*fiction te.ts as a reference. Ela/orate: &tudents are to create their own word search usin# the words they have #athered. Wor! placed into folder for later use. Evaluate 3ssess students participation to #roup discussion, development of word search.

En#lish

(iscipline based learnin#

0or the students to e.pand their comprehension s!ills by utilisin# ideas from poem and e.pand upon the content throu#h use of internet and non*fiction literature #atherin# words associated with water in order to create a word search. 23'E/)14567

Tuesda& 41)8min5

Activit& 1: $here in the world is water9 Whole class

www.#oo#le.c om

Groups o, . Tuesda& 'reation o, map

-icrosoft =ffice 8aint 2or similar dependin# on resources7.

Presentation

Engage (iscussion on different bodies of water. 1sin# %W+ 2(ependin# on resources7 ,oo#le earth: /oo! at the planet as a whole, investi#atin# how much of the planet is covered in water. /ocate school on ,oo#le earth. E(plore &tudents form #roups of @. %dentify school on ,oo#le earth E locate sources of water nearby. E(plain 'reate a map of area, labellin#, school central, usin# software pro#ram F8aintG. Ela/orate Each map then printed to 34 sheet paper for whole class presentation, and display. 'opy per student. Wor! placed into folder for later use. Evaluate teacher to #ive immediate feedbac! via mini rubric. Engage ?eview previous lesson E lin! how water #ets to the bodies of water.

'ivics and 'iti$enship

8hysical, 8ersonal and &ocial /earnin#

'ommunity en#a#ement

0or the students to investi#ate the different bodies of water that are found in their world and surroundin# local areas wor!in# collaboratively to create a map. Community engagement

$ednesda& 41)8min5

Activit& 1 "o where does it

1se of maps created in previous

&cienceA En#lish

(iscipline based learnin#

&cience 1nderstandin#

0or the students to e.plain in their own words throu#h a short narrative their