Reviewing Water As a Renewable Resource

Curriculum into the classroom EEC Science Year 7 Unit 2 Water — Waste not, want not — continued Lesson 4 Water treatment — Comparing natural and artificial processes

Lesson concepts Example learning sequence

Mixtures, including Reviewing water as a renewable resource solutions, can be separated using a range • Review how and why water is a renewable resource. of techniques • Consider how intervention in the water cycle through dams or the tapping of aquifers, affects water supply. Some of Earth’s resources are renewable Comparing natural and artificial processes • Conduct a compare-and-contrast activity on the natural water cycle Water is an important and artificial water treatment processes. resource that cycles through the environment Exploring scientific and technological contributions to society • Conduct an experiment of the health of the dam at NKIEEC through Science and technology macro-invertabrate study and water quality tests contribute to finding • Discuss why water treatment is important in relation to drinkable water. solutions to a range of • Make suggestions about how science contributes to finding solutions to contemporary issues issues such as clean water production and supply. • Describe how water treatment is central to the health and well-being of Representations can be communities across the globe. constructed and used to • Discuss areas of science that contribute to the development and represent relationships advancement of these water treatment systems.

Ideas are communicated Examining water use using scientific language • Continue with water monitoring of daily use of water in cabins and and representations overall use in the cabins • Commence a home water use survey for (Post camp) View unit mapping of concepts View year level mapping of Example resources concepts Stimulus picture — Water cycle poster (Department of Environment and Learning area specific Resource Management) language: http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_watercycl e_poster1.pdf aquifer, permeable, non- permeable, survey Video clip — Water Down Under – The Great Artesian Basin Story (Department of Sustainability, Environment, Water, Population and Lesson objectives Communities Commonwealth of Australia 2011) http://www.environment.gov.au/water/publications/agriculture/video-great- Students will: artesian-basin.html understand how artificial water treatment processes mimics the Sheet — The Great Artesian Basin Story questions natural water cycle processes Sheet — How to write a compare and contrast report understand how science and technology contribute to finding Learning object — Compare and contrast map (Read Write Think 2010 IRA/NCTE) solutions for the treatment of water. Sheet — Water treatment process

Evidence of learning Website — Water Island game (Water secure) http://www.watersecure.com.au/pub/site-tour-and-education/water-island-

1 of 3 Andrew Gill (NKIEEC) Can the student: identify similarities and differences between the natural water cycle processes and artificial water treatment processes? describe how science and technology contribute to the development of water treatment processes?

Ideas for monitoring Monitor students’ ability to: understand the natural water cycle processes and water treatment processes.

Learning alerts Be aware of: students thinking that artificial water treatment processes do not resemble those of the natural water cycle. Suggested next steps for learning Demonstrate the stages where the artificial process mimics the natural water cycle.

Ideas for differentiation Support Model a simple compare and contrast activity Extension Investigate how the misuse or overuse of aquifers may be a threat to the renewability of Australia’s water resources.

Ongoing

New & building for assessment

Ongoing & building for assessment

New & building for monitoring

Ongoing & building for monitoring

2 of 3 Andrew Gill (NKIEEC) Australian Curriculum references for this lesson

Year 7 Science — Content descriptions General capabilities Science Understanding Literacy Chemical sciences • Comprehending texts through listening, viewing and reading Mixtures, including solutions, contain a combination • Composing texts through speaking, writing and of pure substances that can be separated using a creating range of techniques • Text knowledge Earth and space sciences • Grammar knowledge Some of Earth’s resources are renewable, but others • Word knowledge are non-renewable • Visual knowledge Water is an important resource that cycles through Numeracy the environment • Interpreting and drawing conclusions from Science as a Human Endeavour statistical information Use and influence of science ICT capability Science and technology contribute to finding Queensland Student ICT Expectations: solutions to a range of contemporary issues; these solutions may impact on other areas of society and • Operating with ICT involve ethical considerations Student ICT Expectations — by the end of Year of 7 http://education.qld.gov.au/smartclassrooms/enabling-learners/ict- expectations/ Science Inquiry Skills [accessed on 13 August 2012] Processing and analysing data and information Australian Curriculum ICT learning continuum: Construct and use a range of representations, • Managing and operating ICT including graphs, keys and models to represent and analyse patterns or relationships including using Critical and creative thinking digital technologies as appropriate • Inquiring — identifying, exploring and clarifying information Communicating • Generating innovative ideas and possibilities Communicate ideas, findings and solutions to • Reflecting on thinking, actions and processes problems using scientific language and representations using digital technologies as Personal and social capability appropriate • Self-management View a mapping of the Science Content descriptions • Social management for this unit View a mapping of the General capabilities learning View a mapping of the Science Content descriptions continua for this unit for this year level

Australian Curriculum: Science for Prep(F)-10 Version 3.0 http://www.australiancurriculum.edu.au/Science/Curriculum/F-10 [accessed on 13 August 2012]

3 of 3 Andrew Gill (NKIEEC)