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Teacher Notes TEACHER RESOURCE CSIRO_Oceans-12jm.indd 1 2/12/17 9:57 am TEACHER RESOURCE CSIRO_Oceans-12jm.indd 1 2/12/17 9:57 am CSIRO_Oceans-12jm.indd 2 2/12/17 9:57 am ABOUT Introduction to the guide This Student Learning Resource is designed to assist secondary school teachers to engage students in Years 7 to 10 in the study of marine environment and the direct influence oceans have on weather, climate and marine ecosystems. It is supported by the use of the CSIRO text Oceans: Science and Solutions for Australia, edited by Bruce Mapstone, and links to the Australian Curriculum with a flexible matrix of activities based on the ‘Five Es’ model. The resource explores elements of Years 7 to 10 science and geography curricula, covering the cross-curriculum priorities of Sustainability and Aboriginal and Torres Strait Islander Histories and Cultures. For science, it more specifically covers the areas of: Science Understanding; Science as a Human Endeavour, and Science Inquiry Skills. For geography, it covers the area of geographical knowledge and understanding, and geographical inquiry and skills. The main concepts covered are: • The seven main challenges we face when managing our marine estate. • Aspects of our marine estate, such as currents, marine organisms, geology, climate, recreation, the economy and governance. • Uses of the ocean, such as coastal development, security, search and rescue, pollution, research tools and technology, managing multiple uses of the oceans. • The future of science and technology. How to use the guide The notes in this study guide offer both variety and flexibility of use for the differentiated classroom. You and your students can choose to use all or any of the five sections – although it is recommended to use them in sequence, along with all or a few of the activities within each section. The ‘Five Es’ model This resource employs the ‘Five Es’ instructional model designed by Biological Sciences Curriculum Study, an educational research group in Colorado in the US. It has been found to be extremely effective in engaging students in learning science and technology. It follows a constructivist or inquiry-based approach to learning, in which students build new ideas on top of the information they have acquired through previous experience. CSIRO Student Resource: Oceans 3 CSIRO_Oceans-12jm.indd 3 2/12/17 9:57 am ABOUT Its components are: Engage Students are asked to make connections between past and present learning experiences and become fully engaged in the topic to be learned. Explore Students actively explore the concept or topic being taught. It is an informal process where the students should have fun manipulating ideas or equipment and discovering things about the topic. Explain This is a more formal phase where the theory behind the concept is taught. Terms are defined and explanations are given about the models and theories. Elaborate Students have the opportunity to develop a deeper understanding of sections of the topic. Evaluate Both the teacher and the students evaluate what they have learned in each section. WARNING: Aboriginal and Torres Strait Islander people are warned that this document may contain images of deceased persons. PUBLISHER Karen Taylor This CSIRO Learning Resource is produced by EDITOR Heather Catchpole Refraction Media for CSIRO. PRODUCTION EDITOR John Roper © 2017 CSIRO, all rights reserved. No part of this DESIGNER Jon Wolfgang Miller publication may be reproduced in any manner or WRITERS Sally Parker, Gemma Conroy form for commercial purposes or outside of an educational setting. This guide was first published in November 2017. CSIRO Student Resource: Oceans 4 CSIRO_Oceans-12jm.indd 4 2/12/17 9:57 am ABOUT Section and Activity CSIRO Oceans book – Pages Engage Facts taken from pages 2, 18, 64, 68, 77, 130 Explore Air temperature over water Pages 22, 53, 56, 57, 59, 121, 125, 138, 139, 141, 142, 160, 170, 171 Convection currents Pages 13-17, 22-24, 178 Water pressure Pages 30, 45, 48, 122 Ocean expeditions Pages 43, 121 Desalination Pages 51, 75 Beach use Pages 65, 72, 109-112, 150, 154 Ocean acidification Pages 10, 37, 51, 60, 154, 169, 173-174, 177-178, 180 Food chains Pages 28, 132 Major currents Pages 2, 18-21 Coastal erosion Pages 51, 65 Explain Article 1 Pages, 112, 114, 149 Article 2 Chapter 1 Article 3 Pages 11, 137-148 Elaborate First-hand investigation Chapter 14, Pages 137-148 Both developing and extending Engineering and Making Developing Chapter 14, Pages 137-148 Extending Chapter 18, Pages 169-178 Ethical Thinking Developing Chapter 15, Pages 149-158 Extending Chapter 17, Pages 169-178 ICT Developing Chapter 4, Pages 39-50 Extending Chapter 11, Pages 107-116 CSIRO Student Resource: Oceans 5 CSIRO_Oceans-12jm.indd 5 2/12/17 9:57 am ABOUT Section and Activity CSIRO Oceans book – Pages Personal and Social Capabilities Developing Chapter13, Pages 127-136 Extending Chapter 6, Pages 63-68 Creative and Critical Thinking Developing Page 130 Extending Chapter 1, Pages 1-12 Time Travel Developing Chapter 6, Pages 63-68 and Chapter 8, Pages 77-86 Extending Chapter 3, Pages 25-38 CSIRO Student Resource: Oceans 6 CSIRO_Oceans-12jm.indd 6 2/12/17 9:57 am CURRICULUM LINKS Science Cross-curriculum priorities Sustainability Aboriginal and Torres Strait Islander histories and cultures. Year 7-10 Science Science Understanding: Year 7 Predictable phenomena on Earth, Some of the Earth’s Interactions between organisms, including seasons and eclipses, resources are including the effects of human activities are caused by the relative positions renewable, but others can be represented by food chains and of the sun, Earth and the are non-renewable food webs (ACSSU112) moon (ACSSU115) (ACSSU116) Year 8 Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems (ACSSU155) Year 9 Ecosystems consist of communities of Chemical reactions, including combustion and interdependent organisms and abiotic components the reactions of acids, are important in both of the environment; matter and energy flow through non-living and living systems and involve energy these systems (ACSSU176) transfer (ACSSU179) Year 10 Global systems, including the carbon cycle, rely on Energy transfer through different mediums interactions involving the biosphere, lithosphere, can be explained using wave and particle hydrosphere and atmosphere (ACSSU189) models (ACSSU182) CSIRO Student Resource: Oceans 7 CSIRO_Oceans-12jm.indd 7 2/12/17 9:57 am CURRICULUM LINKS Science Cross-curriculum priorities Sustainability Aboriginal and Torres Strait Islander histories and cultures. Year 7-10 Science Science as a Human Endeavour: Years 7 & 8 Scientific knowledge Science knowledge Solutions to People use science has changed peoples’ can develop through contemporary issues understanding understanding of the collaboration across the that are found using and skills in their world and is refined as disciplines of science science and technology, occupations and new evidence becomes and the contributions may impact on other these have influenced available (ACSHE119, of people from a range areas of society and the development of ACSHE134) of cultures (ACSHE223, may involve ethical practices in areas ACSHE226) considerations of human activity (ACSHE120, ACSHE135) (ACSHE121, ACSHE136) Years 9 & 10 Scientific Advances in scientific People use scientific Values and needs of understanding, understanding often knowledge to evaluate contemporary society including models and rely on developments whether they accept can influence the focus theories, is contestable in technology and claims, explanations of scientific research and is refined over time technological or predictions, and (ACSHE228, ACSHE230) through a process of advances are often advances in science review by the scientific linked to scientific can affect people’s community (ACSHE157, discoveries (ACSHE158, lives, including ACSHE191) ACSHE192) generating new career opportunities (ACSHE160, ACSHE194) Science Inquiry Skills: All Year 7-10 science inquiry skills are relevant. CSIRO Student Resource: Oceans 8 CSIRO_Oceans-12jm.indd 8 2/12/17 9:57 am CURRICULUM LINKS Geography Cross-curriculum priorities Sustainability Aboriginal and Torres Strait Islander histories and cultures. Geographical Knowledge and Understanding Year 7 Unit 1: Water in the world Classification The way that The quantity The nature Economic, Causes, of environmental flows of water and variability of water cultural, spiritual impacts and resources and connects places of Australia’s scarcity and and aesthetic responses to the forms that as it moves water resources ways of value of water an atmospheric water takes as through the compared with overcoming it, for people, or hydrological a resource environment other continents including studies including hazard (ACHGK037) and the way this (ACHGK039) drawn from Aboriginal and (ACHGK042) affects places Australia and Torres Strait (ACHGK038) West Asia and/or Islander Peoples North Africa and peoples of (ACHGK040) the Asia region (ACHGK041) Year 9 Unit 1: Biomes and food security Distribution and Human alteration of biomes to Environmental, Challenges to The capacity characteristics produce food, industrial materials economic and food production, of the world’s of biomes as and fibres, and the use of technological including land environments regions with systems thinking to analyse the factors that and water to sustainably distinctive environmental effects of these influence
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