Water We Care

ESH 360 Society and Environment (Advanced)
Kiara Davis
Planning for progression in a Society &

Environment sequence of lessons/ AT2
Overview of lesson sequence

The topic chosen for the lesson sequence is water as a resource. The sequence
covers many topical issues surrounding water, its uses and the environment. I have
selected to use mainly the Geography and Civics and Citizenship curriculum areas
although there are many integration and cross-curricular priority opportunities
throughout. I chose this topic as I believe the education of water as a resource and the
topical concerns surrounding it are key environmental issues for children to explore
and become aware of. According to Andrews (1992) water education is of great
importance because each persons choices and actions affect the environment and
young people need to learn to think critically about their actions and help solve
environmental problems at both a local and global level.
The areas focussed on in the sequence of six lessons below start small and
using Blooms Taxonomy of learning as a guide the students are encouraged to
increase their knowledge and skills through cognitive progression to become better
citizens locally and globally. The lesson sequence provided is with time management
and curriculum pressures in mind. There are many opportunities throughout the
sequence to turn one particular lesson into a unit of work on its own. There are a few
issues within my lesson plans which students can explore. The main issue of
controversy appears in lesson four and focuses on the questions and concerns
surrounding desalination.
I have included two opportunities for the students to take on an active citizen
role and make a difference. The first is at a local and personal level to the students. In
lesson three they create posters to educate and prevent water wastage in their school.
The second is on a global level. Students take part in The Water Challenge outlined in
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lesson six and feel a sense of achievement through discovering that their sacrifice has
helped others in need.
I have embedded two substantive concepts within my lessons. The first is
active and responsible citizenship evidenced in lessons three, five and six. The second
substantive concept is sustainability and environmental understanding evidenced
across the whole unit. My series of lessons focuses on educating students about water
as a resource and some of the major local and global issues surrounding it. This series
of lessons could have many different future directions including but not limited to: the
investigation of marine ecosystems, the importance of sustaining other natural
resources the earth provides, the interdependence of plants, animals and the
environment and government and citizenship issues surrounding water
quality/quantity and protection strategies.
Outcomes of the lesson sequence modified and taken from the Australian
Curriculum:
-
Students can reflect on their learning to propose individual action in response

to a contemporary geographical challenge and identify the expected effects of
the proposal (ACHGS025)

Students can work in groups and individually to identify local and global
issues and present possible solutions using both oral and written forms
(ACHCS019)
Students recognise that water is a precious natural resource and have
developed and demonstrated views on how we can reduce human impact with
regards to waste management, sustainability and recycling (ACSHE062)
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Unit Name: Water: We Care!

Grade Level: 4
Lesson Plan 1
Key learning area:
- Geography
- Science
Topic or title:
The Water Around Us
Lesson Length: 60 minutes
Learning outcomes:
-
Students can know and can explain

where water comes from, what we use
it for and how we might waste water.
(ACHGS019)
Students can represent data and the

location of places and their features by
constructing tables, plans and labelled
maps (ACHGS015)
Resources:
- Large piece of cardboard or
butchers paper
- Markers
- Worksheet: Where is the
Water?
This worksheet is a simple
house and yard plan/map
with normal water points
such as sinks, taps, baths,
showers etc.
- Coloured pencils
- Writing pencils
Pre-assessment: (10 minutes)

Conducted a few days prior to the lesson sequence beginning so teachers know from
which point to being their instruction. The pre-assessment includes asking the
students to use words or drawings to illustrate everything they know about water.
They have ten minutes to write or draw anything that they think relates to water.
Lesson introduction/tune in: (30 minutes)
Class discussion and brainstorm about water to tune in and assess prior knowledge.
Pose the following questions and write the students answers on the paper so they can
see them:
- Where does water come from? (sea, rain, clouds, rivers, taps)
- How do we use water? (drinking, washing, watering the garden)
- How do we waste water? (leaving taps dripping, using the full flush instead of
the half flush, showering for too long)
- Does everybody have fresh water? Explore this more later
After the brainstorm explain to the students that we are going to be learning about
Water, its cycles, how we use it and waste it, global issues surrounding it and what we
can do to conserve water. Each lesson title is written on the board:
1. The Water Around Us
2. Exploring the Water Cycle
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3.
4.
5.
6.

Wasting Water Lets Save!

Desalination. Good or bad?
Global Water and Pollution
School Action and The Water Challenge
Giving the students this lesson list enhances student engagement as they have
increased stability in knowing whats coming in the unit ahead.
Main teaching points: (20 minutes)
The students are given the worksheet Where is the Water? Working in teacher
allocated pairs they must use one colour to shade in all points in the house and yard
where water might come from kitchen sink, shower, laundry sink, hose in yard etc.
At the bottom of the sheet they list three ways that water might get wasted at home.
Lesson conclusion: (10 mins)
Class comes together in a circle to discuss the worksheet and compare and contrast
ways they might waste water at home. Teacher poses questions to students relating to
where water comes from?
-
Show the students a bottle of water from the supermarket. Water is very
special and not everyone can just turn on a tap. Do you know where water
comes from and how it gets to us?
Explain that next lesson they will be learning where water comes from and the cycle it
goes through to come all the way to us in the next lesson. Perhaps they could ask
someone at home where they think water comes from and how we get/keep it.
Planning for Differentiation
As this lesson is an introductory lesson mainly
with class discussion to assess prior learning
not much differentiation is required however
the teacher allocated partners give the teacher a
chance to structure that activity to the learning
needs of the students. Pairing accomplished
children with children who might need more
help, pairing children who need help together
so the teacher can float near them etc.
Assessment of Learning:
Mainly formative at this stage. Initial
assessment of prior knowledge via questioning
to gauge further lesson implementation and
differentiation.
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Teaching evaluation:
This comes into effect at the
conclusion of the lesson. Teacher
reflects on strengths and weaknesses
of the lesson in order to improve on
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Kiara Davis
Lesson Plan 2
Key learning area:
- Geography
Possible cross-curricular priorities and
integration:
- Science. This lesson has an experimental
element which could lead to possible
learning outcomes from the science
curriculum.
- ICT. This lesson has an ICT cross
curricular component as students must
use computers to consolidate knowledge
Learning outcomes:
-
Students can explain what a Water Cycle

orally and use geographical terminology
pertaining to the lesson: evaporation,
precipitation, condensation and explain
these accurately in their own terms.
(ACHGS031)
Students use programs to understand

geographical data and information from
sources such as the media and the
internet (ACHGS020)

Topic or title:
Exploring the Water Cycle
Lesson Length: 90 minutes (if it
runs long perhaps split into two 60
minute lessons)
Resources:
- Water cycle large and blow
up to colour and write on
in front of the class
- Markers
- Smart board
- Computers for access to
water cycle learning and
consolidation activity.
- Glass bowl, soil, rocks,
cling wrap, small plant,
water and small container.

Teacher reminds students of previous lesson on water. They discussed where it might
come from and today they are going to find out if they were right.
Introduce the following words:
- Water Cycle, Evaporation, Precipitation, Condensation
Ask if anyone knows what these mean? The teacher keeps the students on the right
track and provides them with simple explanations while drawing on a simple water
cycle image (example below). Can they guess correctly which comes first in the
cycle? Is there one that must come first? If so, why?
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Image One: Water Cycle retrieved from: http://storeimageonline.com/wpcontent/uploads/2012/06/water-cycle-worksheet.gif

Main teaching points: (50 minutes three small parts)
Part One:
Students in work on computers (individually, pairs or groups depending on
availability of computers/differentiation needs etc) and each have a turn at completing
the water cycle creation activity on attached link two activities are provided teacher
may choose which they think is more appropriate for their class. One is more
challenging. Teacher may decide that some students may work on that one while other
tackle the easier one. Both have the same learning outcome.
Easier: http://apps.southeastwater.com.au/games/education_kidsroom_wcactivity.asp
More challenging:
http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c84ff0-45d2-878f-e7cd90f7ee19
Part Two:
Students take part in an activity with the teacher to see the water cycle at work in their
classroom. The teacher uses a large wide glass bowl add some rocks in the bottom
followed by soil and a small hardy plant. The plant is watered and a dish of water to
resemble the ocean or a lake is also added. Cover with the lid or cling wrap which
signifies the clouds, make sure you label each component to consolidate
understanding. Put the bowl it in the sun and watch over the coming days.
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Image 2: Water Cycle in the Classroom retrieved from

http://water.epa.gov/learn/kids/drinkingwater/upload/activity_grades_k-3_watercycle2.pdf
Ask children to predict what they think will happen in their workbooks.
Part Three:
In teacher allocated groups the children will come up with a very quick/small
presentation to explain the water cycle to someone who has never heard of it before to
present to each other at the end of the lesson. Teacher floats throughout the discussion
and collaboration taking notes for assessment on understanding, co-operation, input
and discussion etc.
Groups take it in turns to present their explanations of a water cycle to the rest of the
class and teacher.
This lesson gives the teacher many opportunities
to plan for differentiation. The use of different
fields of instruction via the class discussion at
the beginning, the use of ICT to learn and
consolidate, the hands on inquiry activity and
the group work at the end all caters for different
types of learners.
Teacher has the ability to assess at various
stages of this lesson. They may observe the
children interacting with the ICT component of
the lesson and check for understanding, they
may ask questions throughout to gain deeper
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reflects on strengths and
weaknesses of the lesson in order
to improve on the next.

Kiara Davis

knowledge of the students understanding of the

concept, they may take notes during the group
work component, check the childrens
predictions of the hands on activity and assess
the final group presentation.
There is an opportunity for summative
assessment here too to check for understanding
of the concept of the water cycle and the terms
pertaining to the learning outcomes.
Lesson Plan 3
Key learning areas:
- Geography
- Civics and Citizenship
integration:
- Sustainability. This lesson focuses on
preventing water wastage which tailors
nicely into sustainability priorities.
Learning outcomes:
Topic or title:
Wasting Water Lets Save.
Resources:
- Water in Our School
- Reflect on their learning and take
worksheet
individual action in response to a
This worksheet shows a list
contemporary geographical challenge.
of all the places that water is
They can identify the expected effects
found at the school in
of the project (ACHGS032)
question. Columns are
available for children to tick
- Students can explain how much water
with regards to wasting
we have available to us and can express
water ie: dripping, running,
the importance of preventing water
turned off etc.
wastage.
- Pencils
- Cardboard
- Cups, blue food colouring,
ice cubes, water
- Whiteboard and markers
Lesson introduction/Main Teaching Points: (25 minutes)
The class is shown by the teacher how much water is on the earth and how much of
that water is fresh and available to all living things though a visual activity.
100 small plastic cups put out on the floor. (preferably tiles or similar in case
of spills)
-
fill 97 of them with dark blue coloured water (represents the oceans/salt
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water)
fill two with ice cubes (represents the frozen water/polar caps etc)
fill one with fresh water (represents the fresh water for all living things)
The children are to imagine that the water in the cups represents all the water
on earth. This illustrates to the students that although there is a lot of water on
the planet there isnt much available for humans, plants and animals so we
shouldnt waste it (coolaustralia.org).
Class discussion on wasting water:

- How does water get wasted at school?
- Why shouldnt we waste water?
- How can we prevent it?
Students work in groups to scour the school for places that may waste water. They
record their findings on Water in Our School worksheet and bring back to the
classroom.
Teacher discusses three main points from the childrens worksheet. The toilet flushers,
the taps around the school and the drinking fountains. Teacher introduces the concept
of making posters for everyone to be aware of water saving in these areas.
-
Only using the half flush when necessary

Making sure taps are turned off tight
Only running the drinking fountain when you are actually drinking the water
dont waste it playing with it or chatting
Words/Concepts to introduce during the intro and lesson:
Water Conservation/ Conserve Water
Main Activity: (30 mins)

The students work in groups to create posters to discourage water wastage for the
discussed areas of the school. Teacher floats and gives advice where necessary.
Children can choose how they want their poster to look and what they want it to say
as long as the message on the poster is clear.
Class share. Posters and their messages are shared with the class Teacher asks
students to predict how their poster message will prevent water wastage.
NB: Teacher will place the posters around the school.
Children will work in teacher allocated groups
which allows teachers to play into the strengths
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of their students. Students can decide how best

to present their poster which allows them to
use their strengths be it writing, drawing etc to
deliver their message.


weaknesses of the lesson in order to
improve on the next.
Assessment of learning in this lesson can be
mainly checking for understanding and
retention from previous lessons. At the
conclusion of the lesson the teacher checks
through prediction questioning that children
understand their actions in creating a poster
could have positive effects on the topic of
wasting water in the school.
Lesson Plan 4
Key learning areas:
- Geography
integration:
the pros and cons of desalination and
some of the alternatives that could be
explored this is a nice sustainability
inquiry.
Learning outcomes:
-
Students can explain desalination and

have developed a point of view after
considering all viewpoints
(ACHCS017)
Students respect, share views and
recognise there are different points of
view with regard to a controversial
contemporary issue (ACHCS018)
Topic or title:
Desalination. Good or bad?
Resources:
- Desalination fact sheet
This worksheet must be preprepared by the teacher for
the class. It should contain
both pros and cons of
desalination and some
alternatives to desalination
- Workbooks
- Pencils
- Whiteboard and markers

Ask the children to try and remember from a previous lesson how much sea water
there was on earth. Is this a lot? Is it not much? Can we drink sea water? Why/why
not?
Write the correct answers on the board.
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Ask them to try and remember how much fresh water there is on earth. Is this a lot?
Write the correct answer on the board.
What if we could turn salty sea water into clean fresh drinking water?
Introduce the word:
Desalination
Explain in simple terms for the students the concept of desalination and the main pros
and cons (examples below are not exhaustive).
Pros:
- Produces clean water for humans, plants and animals.
- Is a drought proof source of water as the oceans are virtually inexhaustible
Cons:
- Very expensive to build and run
- Produces very salty waste water which gets pumped back into the ocean
- Uses a lot of energy to operate which in turn creates more pollution
Explain that over this lesson we are going to split into groups and use a print out to
research desalination.
One group will imagine they are workers and builders at a desalination plant.
They will come up with a short one paragraph letter to the council which
outlines the good things about desalination plants and how it will help the
community which is very water poor.
The other group will imagine they are living where the desalination plant will
be built. They must come up with a one paragraph letter to the council about
why the desalination plant is not a good idea, the trouble it may cause and one
alternative that could be used instead.
Main Activity: (30 mins)

The students research desalination from the print out given to them by the teacher
(stick in workbooks) and write their paragraph in their workbooks. This is an
individual activity teachers may choose to have the lower students on the floor with
them to help them to write their paragraph and increase their research skills.
Class comes together and the teacher chooses some students to read out their
paragraph.
The teacher asks for a show of hands as to who thinks desalination is a good idea and
then who thinks it isnt a good idea.
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How do we know if we are right?

Invite students to give their opinions as to why they think they are right and the other
side of the argument is wrong.
This lesson allows for differentiation after the
initial instruction although teachers may need
to simplify terms during instruction for some
children. Teachers may choose to work with
certain students to help them to achieve the
learning outcomes while the other students
work alone.
Teacher listens to letters at the end of the class
and collects the workbooks to assess the level
of understanding achieved.
Lesson Plan 5
Key learning areas:
- Geography
integration:
the pros and cons of desalination and
some of the alternatives that could be
explored this is a nice sustainability
inquiry.
- ICT. This lesson has an ICT cross
curricular component as students can
use computers to research.
Learning outcomes:
- Students can investigate possible
solutions to contemporary geographical
questions
-
Students can present their findings

either orally or written using
geographical terminology
Students can explain that there are

different ways of managing waste
sustainably, and how these may include
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Topic or title:
Global Water and Pollution
Resources:
- Images of water pollution
across the world
- Large world map (on smart
board if necessary)
- Computers for research
- Smart board with internet
access for watching a video
- A4 card
- Pencils
- Workbooks

Kiara Davis
the principles of reduce, reuse, recycle

and replace

Books on water pollution as

many as possible (list of
engaging books in the lesson
description)

The teacher show the class pictures of different types of water pollution (oil spills,
dead fish, sewage, plastic in the ocean, large amounts of rubbish in waterways in
India, people drinking dirty water in third world countries etc) across the world and
tells them where the pictures come from. The images are stuck on the large world map
displayed on the smart board.
The class discusses the following points and the teacher writes ideas on the board:
- What happens to humans when we dont have clean water?
- Are humans the only ones effected if clean water isnt available?
- How does water get polluted? watch this video
- https://www.youtube.com/watch?v=y1ObvXZDQNs
- How can we help to prevent water pollution at home and at school?
Concepts/words to introduce:
Recycling
Reduce
Reusing
Replace
Show students recycling symbols (examples below) and stick them on the
board.
Image 3: Recycle images retrieved from http://www.zestevents.com.au/wp-
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content/uploads/2014/01/Bondi-Dont-Trash-Our-Ocean-mural-recycle-heree1391061123359.jpg
Main teaching points: (60 minutes)
Students research between 2 and 5 facts on a topic and 2 and 5 possible solutions to
help reduce or stop the issues surrounding their topic.
They will present one of the following topics on an a4 piece of cardboard for display
in the classroom/corridor.
ICT may be the easiest option for research however books on water pollution should
also be available to look through. Students will write the facts in their workbooks to
be checked by the teacher and then receive their piece of card to do a final copy. They
are warned of time frames along the way.
-
The effects of pollution on marine animals. What are some solutions?

What is storm water pollution? What are some solutions?
Books to use if available:

Water Pollution by Rhonda Lucas Donald
Keeping Water Clean by Ewan Mcleish
Peters Place by Sally Grindley
Water: Our Precious Resource by Roy Gallant
Water Pollution by Melanie Ostopowich
Teacher selects certain students to present their findings to the class.
NB: Teacher displays posters in their own time.
Show this short video from thewaterproject.org . Explain to the students that they will
need to pay attention as it is what the next lesson is all about.
https://www.youtube.com/watch?v=8STrs78yxO0
Make a list on the board of everything the students can think of that they drink. They
can list Coca Cola, Fanta, Sprite, orange juice, apple juice, water etc. Anything they
can think of. Have a class discussion on the costs of these products (water not
included) and ask the students to go home and talk to their parent or guardian about
the costs of these products. If they can bring in a note saying how much their
favourite drink costs at the supermarket as homework that would be even better.
NB: Teachers must give out letters for children to take home at the end of this lesson
with regard to the next lessons content.
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This lesson is structured so that all students
have access and are able to meet the learning
goals/outcomes. The main activity can be as
easy or as difficult as the teacher chooses to
make it. The flexible amount of facts to be
found allows the lower students to still have a
valid piece of work at the end of the lesson and
not something unfinished. The teacher may
have to allocate how many facts each student is
to find as some may choose to be lazy while
others may take too much on and not finish.

Varied resources are available too via books

and computers so students may choose their
preferred method of research.
The class share time is another way for
teachers to differentiate and allow students the
opportunity to demonstrate what they have
learnt orally. Some lower students may have
learnt a lot but havent been able to accurately
describe their facts on the page.
The teacher will assess learning through the
questions posed throughout the lesson and by
observing and note taking at the conclusion of
the lesson.
Lesson Plan 6
Key learning areas:
- Geography
- Civics and citizenship
Learning outcomes:
-
Students can articulate the issues

surrounding water access in Africa and
explain why this is a global societal
issue.
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Topic or title:
School Action and The Water
Project.
Resources:
- Teachers must have signed
up for The Water Challenge
and have all provided
materials to complete the
challenge
- Smart board with internet

Kiara Davis
Students can discuss contemporary

issues reported in the media and ask
and answer questions regarding the
importance of the sustainable
implementation and use of resources
(water in Africa)

access for video watching

Whiteboard and markers
Certificates for completing
The Water Challenge
Questionnaires for the final
unit assessment (Appendix
A)
Countdown poster for The
Water Challenge
Tally poster to keep track of
the donations for The Water
Challenge.
NOTES FOR TEACHERS:

This lesson contains a project perspective that involves monetary donation. Some
schools struggle to gain donations from families in certain areas. If this is the case it
could be solely a school project and the school could donate proceeds instead. It is a
valuable way for children to feel as though they are making a difference in the world
and taking action to initiate change.
Overview of The Water Challenge:
The Water Challenge is a fundraising scheme affiliated with a reputable company
called The Water Project. This organisation takes donations from all over the world
and uses that money to build water catchments, wells and bores in various locations in
Africa.
The challenge itself involves students giving up everything they drink except water
for 14 days and donating the money saved from not buying those drinks to The Water
Project. By doing so they will be helping individuals in Africa get access to clean,
fresh water and the group who donates the money gets information on exactly where
their money has gone/what it has contributed to.
The amount raised or asked for is up to the teacher and school involved perhaps a
gold coin or a $5 note, whatever is appropriate. Schools may even ask families to
really follow the project guidelines if they are willing and save the money they spend
on other drinks to give at the end of the fortnight. Teachers/principals can decide
what is best for their particular school. It doesnt really matter how much money is
raised it is about awareness and contributing to the project in a small way.
Teachers will need to get permission from the principal and have letters prepared to
send home to families with the cause that is involved and the reasons for the challenge
and the benefits their children will gain from taking part. It is important to make sure
that families understand you are not trying to change their decisions or judge their
lifestyle or choices but that the students are simply taking part in a challenge to
provide clean water to other school children in Africa.
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Teachers will need to acquaint themselves with The Water Project organisation and
after gaining permission from the school will need to contact The Water Project to get
wristbands and sign the class up to the project via this site:
There are posters, promise cards, full colour handouts and wristbands for the students
to wear for the challenge free online at:
http://thewaterproject.org/thewaterchallenge-kit
Remind the students of the video watched at the conclusion of the last lesson.
Ask them several questions to jog their memories or watch again if nessecary:
- What was the video about?
- How did Gladys get her water?
- Where did she have to go?
- Has Gladys always had fresh water? Why/Why not?
- Who helped Gladys get water?
- What did Gladys do with the water she collected?
- How does fresh water help the children in Gladys village?
Write the following words on the board:
The Water Project
Ask the children to predict what they think this company does or what these words
might mean.
After the predictions tell the students that they are going to find out exactly what this
company does and how they can help students their age in Africa have access to clean
water just like they do.
Main teaching points: (60 minutes 2 parts)
Part one:
Place the list of drinks constructed with the class in the previous lesson on the board.
Ask if anyone found out how much these items cost. If any students have amounts
write them next to the drinks. If not be prepared with your own list of cost prices for
the students to see. Ask them to guess how much they think the drinks cost before
writing them down.
Now ask the children if they have to drink all these fancy drinks?
Is it healthy?
Is there something free they could drink instead?
The aim of this discussion is to get the students thinking about the money spent on
drinks other than water and how that money could be better invested.
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Show this video:

http://thewaterproject.org/thewaterchallenge
Image 4: Screen shots from The Water Challenge video. Retrieved from
http://thewaterproject.org/thewaterchallenge
Explain The Water Challenge to the class in different ways and describe how, by
giving up these drinks (except water) they will be helping the children in Africa. Have
a countdown poster on the wall of the 14 days that the class will drink only water and
a tally of the amounts of money raised as it comes in from the families or school over
the fortnight.
The class will have a special celebration at the end of the challenge. They will each
receive their wristbands and a certificate for completing the challenge at which time
the teacer will donate the money raised and explain that they will get special
information from The Water Project about the children in Africa that they have
helped.
Part two
This is where students can reflect on their learning and where the teacher can assess if
the unit has been a success. They must complete a short questionarre on their own in
the time allocated to them (Appendix A).
The class comes together to share some of their answers to the questionnaire with the
class verbally.
The teacher collects all questionaries.
This lesson has many avenues for
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differentiation. Students are engaging with

many forms of instruction and allowed to
absorb information in several ways both
written, oral and via video. The questionnaire
is an individual activity so the teacher should
have different questionnaires for different
learning levels which will help them
understand what the student had learnt but also
give that student the opportunity to show what
they have learnt without being stigmatised.
This pertains to the oral answer sharing. This
gives students the chance to show what they
have learnt verbally if they are not strong at
writing.
The final questionnaire helps teachers to
understand the learning that has taken place
over the course of the unit.
The teacher completes a summative rubric for
each student pertaining to the involvement and
knowledge built over the whole unit and not
just the answers to the questionnaire. The
teacher uses all evidence gathered from the
sequence of lessons.
The questionnaire also gives the teacher a
chance to reflect on the teaching/learning of
their unit and how to improve it.
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reflects on strengths and weaknesses
of the lesson in order to improve on
the next.

Kiara Davis

References
ACARA, Australian Curriculum and Assessment Reporting Authority. (2014). The

Australian Curriculum: Geography retrieved from http://www.australiancur
riculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-
10?
layout=1

Australian Curriculum: Civics and Citizenship retrieved from http://www.aus
traliancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizens
hip/curriculum/f-10?layout=1

Australian Curriculum: Science retrieved from http://www.australiancu
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S&layout=1
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Resources with an Emphasis on Nonformal and School Enrichment Settings.
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etail/detail?vid=4&sid=26c44647-a18e-41e6-9387-59a03fbeeaea%40session
mgr4005&hid=4211&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=eric&AN
=ED361224
Brennan, K. (2014). Learning engagement and environmental education for

sustainability. Primary & Middle Years Educator, 12(2), 14-24. Retrieved
from http://eds.a.ebscohost.com.ezproxy.utas.edu.au/eds/detail/detail?sid=
0f1025f1-4b3e-4238-b4c4-6e143ea82325%40sessionmgr4003&vid=4&hid=4
211&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=anh&AN=98939066
CoolAustralia.org (n.d.) Round Robin Water Discovery: Educating for a Sustainable

Future. Retrieved from http://www.coolaustralia.org/activity/round-robinwater-discovery/
Department for Education and Child Development. (2013). Blooms Taxonomy.

Retrieved from http://www.decd.sa.gov.au/assessment/pages/assessmentstrate
gies/taxonomy/?reFlag=1
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Fournier-Sylvester, N. (2013). Daring to Debate: Strategies for Teaching

Controversial Issues in the Classroom. College Quarterly, 16(3) retrieved
from http://eric.ed.gov.ezproxy.utas.edu.au/?id=EJ1018000
Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences:
History, Geography, Economics & Citizenship (5th ed). Southbank, VIC:
Cengage Learning.
National Foundation for Educational Research, Morgan, J., Williamson, B., Lee, T.,
& Facer, K. (2007). Enquiring Minds, Future Lab. Retrieved from http://www.
enquiringminds.org.uk/
Reynolds, R. (2012). Teaching history, geography & SOSE in the primary school
(2nd ed). South Melbourne, VIC: Oxford University Press.
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in teaching geography and history. Sydney, NSW: Pearson Australia
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Appendix A
Questionnaire for final unit assessment
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Water We Care

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Water We Care

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ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

Overview of lesson sequence

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

Students can reflect on their learning to propose individual action in response

the proposal (ACHGS025)

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

Unit Name: Water: We Care!

Students can know and can explain

Students can represent data and the

Pre-assessment: (10 minutes)

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

Wasting Water Lets Save!

ESH 360 Society and Environment (Advanced)

Students can explain what a Water Cycle

Students use programs to understand

Planning for progression in a Society &

Lesson introduction/tune in: (15 minutes)

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

Image One: Water Cycle retrieved from: http://storeimageonline.com/wpcontent/uploads/2012/06/water-cycle-worksheet.gif

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

Image 2: Water Cycle in the Classroom retrieved from

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

knowledge of the students understanding of the

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

Class discussion on wasting water:

Only using the half flush when necessary

Main Activity: (30 mins)

ESH 360 Society and Environment (Advanced)

of their students. Students can decide how best

Planning for progression in a Society &

reflects on strengths and

Students can explain desalination and

Lesson introduction/tune in: (20 minutes)

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

Main Activity: (30 mins)

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

How do we know if we are right?

Students can present their findings

Students can explain that there are

ESH 360 Society and Environment (Advanced)

the principles of reduce, reuse, recycle

Planning for progression in a Society &

Books on water pollution as

Lesson introduction/tune in: (15 minutes)

Image 3: Recycle images retrieved from http://www.zestevents.com.au/wp-

ESH 360 Society and Environment (Advanced)

Planning for progression in a Society &

The effects of pollution on marine animals. What are some solutions?

Books to use if available:

ESH 360 Society and Environment (Advanced)

Planning for Differentiation

Planning for progression in a Society &