Group Members: Chris Beattie, Laura Hunt and Morgan Roberts

FORWARD PLANNING DOCUMENT

Year Level: 7 Learning Area Discipline / Topic: HaSS: Geography Water in the World WEEK 3

General Capabilities:

Personal and Social

Literacy Numeracy ICT Critical and Creative Thinking Ethical Behaviour Intercultural Understanding
Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures
 Knowledge Concepts & Specific
Week/
and Learning Skills Teaching and Learning Resources
Lesson
Understanding Objectives
3/1 The classification 1. Define non- Critical and Creative Introduction: Understanding of prior
of environmental renewable and Thinking: knowledge and activation task Teacher Tagxedo
resources renewable resources 1. Collaborating with peers, divides the class into two large groups (one http://www.tagxedo.com
(renewable and using Britannica. developing on prior skills half to work on renewable, the other non-
non-renewable) 2. Provide at least and ideas using tools such renewable). Students within those two groups
(ACHGK037) three examples of as Answer Garden. work in sub-groups of three, brainstorming Britannica
both non-renewable 2. Presenting information in ideas surrounding the terms non-renewable http://school.eb.com.au.ipacez.nd.edu.au
and renewable an engaging way, using and renewable resources using Tagexdo.
resources, presented other resources such as Students then to create a definition, refining AnswerGarden
in a word cloud. images and information in their own definition, using Britannica middle. Non-renewable:
3. Identify the uses, Smore. One spokesperson will tell the other half of https://answergarden.ch/446928
implications and the class group their definition. Renewable:
benefits of using non- Literacy: https://answergarden.ch/446929
renewable resources 1. Interpreting and Body: Using Answer Garden the teacher
such as coal, and analysing texts, engaging divides the class again into two. Students are Smore
renewable resources, with information provided to brainstorm all resources they can think of https://www.smore.com
such as trees in a on databases, such as that are non-renewable and renewable.
presentation Britannica to refine and The teacher will then use the answers from Britannica Image Quest
come up with an the forum to group students together (i.e. http://quest.eb.com.ipacez.nd.edu.au
appropriate definition. students who wrote coal would be grouped
2. Organising information in together). Within these groups students are
a presentation and to create a presentation on an allocated
developing vocabulary resource i.e. coal, wind etc., using the ICT tool
through use of tools, such Smore. This presentation must include at
as word clouds. least three images, relevant information
regarding the usage, benefits and downfalls
ICT: of using the resource and a clip.
Use of various Information
Communication Lesson Closure: Teacher recalls information
Technologies to create an by picking students at random to define key
engaging lesson. terms and key examples. Students will be
reminded to work on their Smore
presentations, which students will be asked to
present to the class in Lesson 4.

3/2 The classification As a result of this Critical and Creative Introduction:
of environmental lesson students should thinking: Recap on previous lesson. Students will
resources be able to: 1. Students consolidate complete a Kahoot Quiz on previous lesson Kahoot Quiz
(renewable and 1. Define continuous information into main ideas content. https://getkahoot.com/
non-renewable) resources, identify and share these ideas with Students will then complete a reading activity
(ACHGK037) that water is a peers using tools such as on continuous resources, accessible through
continuous resource, Google Docs and Slides. the ICT Project, from which they are asked to
and identify at least 2. Present information in an add two points that they believe are
one other example of engaging way using important to know, to a Google Document
this type of resource. presentation resources such which is also accessible via the ICT Project.
2. List at least six (6) as Google Slides.
processes that occur 3. Present information Body:
within the water- through the use of diagrams Students, having just looked at information Oxford Big Ideas 7: Textbook
cycle, and identify the on water as a continuous resource, will then Pages 48-47
state changes (if any) Literacy: be shown a YouTube Video on the water cycle
that water undergoes 1. Students consolidate as a class on the smart board, after which YouTube Video: The Water Cycle
during these written bodies of text to they will be asked at random about the https://www.youtube.com/watch?v=al-
processes. develop an appropriate different processes that have just been do-HGuIk&t=55s
3. identify the definition of terms. explained.
processes that happen Students will then be paired together and
at each of these steps, ICT: work collaboratively to make a Google Slides
and show these 1. Various ICT tools are presentation on the water cycle, that includes
processes in the form utilised by the students as a one (1) slide per process, and one (1) slide Google Slides
of a diagram. platform to share their that includes a diagram of the water cycle. https://www.google.com.au/intl/en-
comprehension of the This will act as a revision resource for the GB/slides/about/
lesson. students.
Once completed, students will be asked to
email a link for their presentation to their
teacher to ensure that the work has been
completed.

Lesson Closure: Answer Garden Plenary
Students will be asked to submit two things https://answergarden.ch/447498
they have learned about to the Answer
Garden forum, which will be made accessible
via the ICT Project.
3/3 The classification As a result of this Critical and Creative Recap:
of environmental lesson students should thinking: -List natural water resources. PrimaryPad
resources be able to: 1. Students consolidate - What is the difference between a non- https://primarypad.com/
(renewable and 1. Identify to what information into main ideas renewable and renewable resource- use the
non-renewable) capacity freshwater is and share these ideas with resource primary pad to collaborate ideas.
(ACHGK037) located around the peers using tools such as - Definition of Sustainability.
world, and discuss Google Docs and Slides. Introduction:
whether this is evenly 2. Present information in an -Where do we find water in the world? Australian Museum Freshwater Location
distributed. engaging way using - Why is water important across the globe? https://australianmuseum.net.au/
2. provide at least two presentation resources such - Introduce fresh drinking water statistics streamwatch-what-is-fresh-water
examples of how man- as Google Slides. across the globe. Why might it be important
made resources can to create more fresh water opportunities?
be used to harness Intercultural Using Prezi create a slideshow demonstrating Oxford Big Ideas 7- Text book
fresh water sources. understanding: your views. Pages 50-56
3. Explain the benefits 1. Collaborating with peers Body:
of man-made to discuss and research -Discuss the idea of water collection and
resources, including various man made water storage in the forms of man-made dams and Splash ABC: Water Scarcity
Dams and resources, locally, nationally water tanks. Negative and positive impacts of http://splash.abc.net.au/home#!/
Desalination plants. and internationally. this. Showcase particular Western Australian digibook/618210/water-scarcity
Examples, in the form of a Case study. -
ICT: Stirling Dam
1. Various ICT tools are - Discus the idea of water desalination plants.
utilised by the students as a Why might this be a good idea? Discuss the
platform to share their positive and negative effects of desalination
comprehension of the plants. Introduce Western Australian example Splash ABC: Southern Seawater
lesson. and Case Study-Southern Seawater Desalination Plant Video
Desalination Plant. http://splash.abc.net.au/home#!/
Conclusion: media/524895/
-Discuss the different types of man-made
water resources and where they are located.
Ask students to give positives and negatives
of each source at random.
Explain to students that for their next lesson,
they need to read a short online text, and
answer questions on it in the form of a
comprehension activity.
- Collect students work/answers and review
for knowledge retained.

3/4 The classification As a result of this Critical and Creative Introduction:
of environmental lesson students should thinking: Recap on previous lesson. Students will Kahoot:
resources be able to: 1. Students consolidate complete a Kahoot Quiz on previous lesson https://getkahoot.com/
(renewable and 1. demonstrate an information into main ideas content. (accessible from the ICT Integration
non-renewable) ability to synthesise and share these ideas with project).
(ACHGK037) and present factual peers using tools such as
information in front of Google Docs and Slides. Body:
a group. 2. Present information in an Students will then view a YouTube video on YouTube Clip: Non-Renewable Energy
2. develop a greater engaging way using the environmental impacts of non-renewable Resources | GCSE Physics | Doodle
understanding of the presentation resources such resources after which they will be asked to Science
process of class as Google Slides. write a small paragraph (with the aid of https://www.youtube.com/
presentations, additional research) explaining one way in watch?v=SCg81A6kwg0
including how to Literacy: which non-renewable resources impact the
conduct themselves 1. Students consolidate the environment. Students will then be asked to Edmodo:
when presenting (eye concept of the impact of upload this to the class Edmodo Page. https://www.edmodo.com/
contact, body non-renewable resources
language, tone and on the environment into a Students will then take turns presenting their
pace). paragraph. Smore activity to their class. Each
3. share constructive presentation will go for a maximum of 3
feedback with their ICT: minutes (as explained at the beginning of the
peers, outlining both 1. Various ICT tools are week). Groups will be drawn at random
what they had done utilised by the students as a (names out of a hat). After each group has
well, and what they platform to share their presented, students will wake up their
could improve on. comprehension of ideas. devices and be asked to write a comment
about what they liked about each Edmodo:
Personal and Social presentation on the respective Edmodo Post https://www.edmodo.com/
Competence: made by the teacher.
1. Students verbally present
their information to their Lesson Closure:
peers, with an appropriate To conclude, students will be asked to
tone, engagement and contribute to an Answer Garden forum, Answer Garden
pace). answering the question, 'What did you like https://answergarden.ch/447930
2. Students provide and about this weeks series of lessons?
receive constructive
feedback with peers that
will enable them to
understand how well they
presented from another
perspective.