Name & Student Number: Kirsty Marshall 2119609

Curriculum (Learning) Area of Lesson: Science

Specific Topic of Lesson: Human Impact on The Water Cycle
Year Level/s: 10

This is the 18th lesson of a 20 lesson unit plan on Global Systems. As directed by the Australian Curriculum’s
year 10 science achievement standards (ACARA), students are required to ‘describe and analyse
interactions and cycles within and between Earth’s spheres’ by ‘construct[ing] evidence-based arguments
and select[ing] appropriate representations and text types to communicate science ideas for specific
purposes’.

As this is the 18th lesson of this unit, students have assumed basic prior knowledge of the biosphere,
lithosphere and atmosphere, and are now working on the hydrosphere, with focus currently being on the
effects of anthropologic activities on the hydrological cycle. This lesson aims to build upon this
understanding of the hydrological cycle by critically analysing the impact of human activities on the water
cycle, paying particular attention to what students as citizens and consumers can do to lessen these
effects.

As a result of engaging with the lesson, students will:

understand that:

At the end of this lesson, students will understand that anthropogenic activities can drastically impact
marine ecosystems and biodiversity, resulting in potentially irreversible damage.

This lesson has been adapted from the Australian Curriculum Year 10 Science Understanding content
descriptor ACSSU189: ‘Global systems, including the carbon cycle, rely on interactions involving the
biosphere, lithosphere, hydrosphere and atmosphere’, and Science Inquiry Skills descriptor ACSIS208:
‘Communicate scientific ideas and information for a particular purpose, including constructing

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evidence-based arguments and using appropriate scientific language, conventions and
representations’.

know be able to (do)

Students will know: Students will be able to

 The process of the hydrological cycle  Educate others on the risks of anthropological
 The anthropological effect on oceans activities to the oceans
 Ways to help reduce the  Educate others on what can be done to
anthropological effect on oceans minimise the effects of anthropological
activities on the oceans
 Discuss consumer responsibilities on our
environments
 Create a diagram of the hydrological cycle
 Use scientific language to communicate ideas
 Work individually and in teams

Essential Questions

What effects do humans have on the oceans?

As humans, what is our responsibility to the oceans health?

As a citizen and consumer, what can you do to lesson the effects of human activities on the oceans?

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Preassessment of Individual Student Readiness

In the previous lesson, students individually completed a Frayer Diagram relating to the content of that
lesson (appendix 1.). The previous lesson revolved around the role of the oceans in the hydrological
cycle, and ended with a short movie on threats to the oceans. Students were given 10mins to complete
the following:

 What role does the ocean play in the hydrological cycle?

 What are some risks to the oceans?
 Why is the ocean important to humans?
 Why is the ocean important to you?
 Draw a diagram of the hydrological cycle on the back of your card

The answers of the students dictated the content and flow of the following lesson.

It was determined that six students showed exceptional understanding of the previous lessons concepts
and content. 8 students showed good understanding, and 6 students showed a basic understanding of
the previous lesson. Due to the importance of the hydrological cycle for future lessons, the following
lesson plan was created.

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Lesson Plan

50 mins
Classroom
Male/Female
20 students
Mixed readiness

0 – 3 minutes The lesson is supported by a PowerPoint slide

Introduce the students to the lessons learning presented on the SmartBoard. This PowerPoint shows
objectives and success criteria. the students learning objectives, aims and gives the
An outline of the lesson structure and times students an idea on what they are working towards in
will be explained. the lesson. The slides on the PowerPoint will also
describe the activity, gives clear instructions and show
the length of each activity. This can be comforting to
students who like to know the structure of their lesson
and assist in student self-monitoring.

3 – 13 minutes: Hydrological cycle diagram Students are given a number 1, 2 or 3 based on the
in pre-determined groups based on student outcome of their Freyer Diagram. Each numbered
readiness, students are required to create a group moves to a desk which has been set up with
diagram on their knowledge of the materials needed. This is a tiered activity aimed at
hydrological cycle. ensuring students know the key concepts of the
hydrological cycle, differentiating the activity based on
student needs.

Throughout the school year, students have known the

term readiness, and the importance of readiness in
order to know, understand and be able to grasp
content in the classroom. It has been made clear to

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 students that readiness is fluid, changing constantly for
all students.

A three-tiered activity was created which aimed to

ensure all students had a firm grasp on the key ideas
and forms of the hydrological cycle. Although the tasks
may seem different, the students will be arriving at the
same goal – an understanding of the key words and
their role in the hydrological cycle.

Group 1: 6x students of high readiness Students in group 1 were able to articulate the role of
 Students are given a blank piece of A6 the hydrological cycle, describe numerous risks to the
paper, a list of required words to be oceans, the anthropological importance of oceans and
used on the diagram, and various craft could draw a detailed diagram of the hydrological
supplies (appendix 2). Word sheet cycle.
contains complex words. Once placed in a group, the students are encouraged
 Students are to work together to to create a detailed diagram of the hydrological cycle
create a diagram of the hydrological with the use of a word sheet and the assistance of their
cycle. peers to fill any knowledge gaps they might have.
Students are given craft supplies to achieve the task
with for added engagement.

Resources: A6 white paper, word sheet, textas, glue,

glitter, ribbon, scrap coloured paper, pompoms etc.

Group 2: 8x students of mid readiness Students in group 2 were able to give a good
 Students are given an image of a description of the role of the hydrological cycle. They
hydrological cycle diagram with the were able to articulate numerous risks to the oceans
text removed, a list of required words and the anthropological importance of oceans.

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 and textas (appendix 3). Word sheet
contains complex words.
 Students are to work together to
complete the diagram of the
hydrological cycle.
Students could draw and label a basic diagram of the
hydrological cycle.
Once placed in a group of similar readiness, students
are encouraged to complete the diagram with the use
of a word sheet and the assistance of their peers to fill
any knowledge gaps they might have.

Resources: A6 hydrological cycle diagram, word sheet,

textas

Group 3: 6x students with lower readiness Students in group 3 were able to give a basic
 Students are given an image of a description of the role of the hydrological cycle. They
hydrological cycle diagram with the were able to articulate numerous risks to the oceans
text removed, a list of required words and the anthropological importance of oceans.
and textas (appendix 4). Word sheet Students had difficulty drawing and labelling a basic
contains the key words needed in diagram of the hydrological cycle.
order to move forward. Students are given a basic diagram with the key words
 Students are to work together to removed. Students are given a word sheet with the key
complete the diagram of the words they need to understand from the topic on the
hydrological cycle. hydrological cycle.
Students are encouraged to complete the diagram

 One student from each team is with the use of a word sheet and the assistance of their
required to take a photo of the peers to fill any knowledge gaps they might have.
finished diagram and upload it to
Google.docs Resources:
A6 hydrological diagram, word sheet, textas.

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13 – 23 minutes: Parallel Discussions Students are throwing their mind back to the
In pairs, students discuss what they think are documentary they watched in the previous lesson and
the biggest threats to the ocean. the Freyer Diagram. Students are discussing concepts
with peers they may not usually converse with,
 Students form two lines of ten, facing gathering ideas and views they may not usually hear.
a partner on the opposite line. The quick nature of the parallel discussion minimises
Students discuss with their partner the risk of students going off topic.
what they think some of the biggest
threats to the oceans are. After 1
minute, students in the left line move
a space to the right and discuss the
topic with their new partner. Repeat
until each student has been paired
with every student.

23 – 43 minutes: Create a slide Students are given a choice of issues to create a slide
Students are to individually create a slide in on. Freedom of choice gives the students an
Google.docs on a risk to the oceans that they opportunity to work on a topic they find interesting in
find interesting. Some examples include: a manner where they are free to use their creativity.
Overfishing, plastic pollution, tourism, climate By giving students this choice, it is assumed they will
change, agriculture runoff, hunting etc. focus on a topic they find interesting and thus
engaging for them. It also allows for further
Students are able to choose from the following differentiation as they can make the slide as simple or
tasks: Poster, poem, rap, drawing, article or complex as they like, as long as they cover the key
other as negotiated with the teacher. Slide concepts
must contain a title, image(s) of the threat,
what is the impact of the threat and what we Although students have some freedom, they are given
can do to stop it. directions as to what their slide is expected to convey.
This is in attempt to keep students on task, and to
ensure lesson aims are achieved.

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Slides have been pre-arranged with a student Resources:
name on each slide. This is their slide to design Computer, access to internet, Google.docs,
(appendix 5). PowerPoint, SmartBoard

Students are to give a brief presentation of

their slides once completed

43 – 53 minutes: Slide presentation Presentations of the slides give students an

Educator shows students completed slides on opportunity to discuss their ideas with the class and
the class SmartBoard. show their creativity. Students are able to hear various
Slides will be shown for 30 seconds each and if views on threats and ideas on what can be done to
comfortable, the student is to discuss the assist the oceans. Students who do not feel
design of the slide, why the topic was chosen comfortable talking in front of the class can leave the
and what they think we can do to help. slide to speak for itself.

Resources:
SmartBoard, Google.docs

53 – 60 minutes: Review A review on another student’s slide encourages

Students are to pick their favourite slide and students to think about other threats to oceans and
write a few sentences on why they enjoyed it. potential assistance. Students think deeper about
Focus should be placed on slide design, topic another issue they may not have previously.
chosen and recommendations on how we can
help. Resources:
Pens/pencils, index cards

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Appendix

1) Hydrological cycle Freyer Diagram

2) Readiness group 1 hydrological diagram word sheet

The hydrological cycle

Groundwater discharge
Freshwater storage
Condensation
Interception loss
Water storage in the atmosphere
Evaporation
Precipitation
Snowmelt runoff
Freshwater storage
Ocean storage
Sublimation
Precipitation
Surface runoff
Groundwater storage
Water storage in snow and ice
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Transpiration
Infiltration
3) Readiness group 2 hydrological diagram example
The hydrological cycle
Groundwater discharge
Freshwater storage
Condensation
Interception loss
Water storage in the atmosphere
Evaporation
Precipitation
Snowmelt runoff
Freshwater storage
Ocean storage
Sublimation
Precipitation
Surface runoff
Groundwater storage
Water storage in snow and ice
Transpiration
Infiltration

4) Readiness group 3 hydrological diagram example

The Hydrological Cycle

Condensation
Surface run-off
Ocean storage
Evaporation
Transpiration
Cloud storage
Groundwater storage
Groundwater discharge
Precipitation
Infiltration

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5) Google.doc PowerPoint for creating design task

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