Learning experience plan 4 - The value of water!

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Learning experience plan 4 - The value of water! by Mind Map: Learning experience plan 4 - The value of water!

1. Curriculum links

1.1. Technologies

1.1.1. Design and technologies knowledge and understanding

1.1.2. Design and technologies processes and production skills

1.2. English

1.2.1. Literacy - Interacting with others

1.3. Science

1.3.1. Science understanding - Biological sciences

1.4. Cross-curriculum priorities, general capabilities and value focus

1.4.1. Cross-curriculum priority - Sustainability

1.4.2. General capabilities - Literacy, Information and Communication Technology (ICT) capability, personal and social capability and critical and creative thinking.

1.4.3. Values focus - Responsibility: Be accountable for one's own actions, resolve differences in constructive, non-violent and peaceful ways, contribute to society and to civic life, take care of the environment

2. Learning acitivties

2.1. Introduction

2.1.1. Class brainstorm - students explore the ways humans, animals and plants use water.

2.1.2. Students watch a video from the Water Corporation of WA about the value of water.

2.2. Main Body

2.2.1. A-Z Activity - Students think about ways we use water using each letter of the alphabet.

2.2.2. Students then think about each way we use water and record if it uses salt or fresh water.

2.2.3. Rankings - Students rank the different ways we used water from most important to least important.

2.2.4. Small group brainstorm - Students think of ways that we can save water in the home, at school or in the wider community.

2.2.5. Teacher introduces students to the assessment task. Students will be asked to create a 2-4 minutes water saving presentation using digital technologies. Students can pick from the range of water saving topics discussed in the previous activity.

2.3. Conclusion

2.3.1. Students swap groups and present their topic and mode of presentation to the other students. Students can then give feedback on the chosen topic and presentation style.

3. Catering for diversity

3.1. Low-level literacy

3.1.1. Assist students with understanding new vocabulary

3.1.2. Break down tasks for students if necessary. Reduce cognitive load.

3.2. Grouping students

3.2.1. Group students with poor social skills and/or low-level literacy skills with those who are at a higher level. The stronger students can provide support for the less able.

3.3. Extension

3.3.1. Due to the open-ended nature of the assignment students have the option to develop this assessment task using technologies that challenge their capabilities. Further to this, students can use content and research appropriate to their development.

3.4. Poor social skills

3.4.1. Students will be working in groups for the assessment task. Expectations will be made very clear and scaffolded throughout the assignment process. Some students will need individual support to work effectively with their group. Support can be gained from this website: http://www.nasponline.org/resources/factsheets/socialskills_fs.aspx

4. Assessment

4.1. Can the student discuss some reasons how precious water is in our lives?

4.1.1. Anecdotal notes

4.1.2. Compile notes and record on students' individual record sheet

4.2. Can the student think of at least one reason how people can save water?

4.2.1. Obsservations

4.2.2. Compile notes and record on students' individual record sheet

4.3. Can the students effectively negotiate and interact with members of his or her group?

4.3.1. Observations of group discussion.

4.3.2. Observations will be compiled and later used to give students a mark for "Group Performance" on the rubric for the water saving presentation.

5. Preparation and resources

5.1. Preparation before the lesson

5.1.1. Have spider map brainstorm drawn on the whiteboard (see web link below)

5.1.2. Have YouTube video ready to play (see link below)

5.1.3. Have one copy of the assessment rubric for each student

5.1.4. Get distributors to handout technologies workbooks to each student

5.2. General resoruces

5.2.1. Whiteboard and whiteboard markers

5.3. Students

5.3.1. Technologies workbooks

5.3.2. Writing tools

5.4. Resources specific to this lesson

5.4.1. Access to the interet

5.4.2. Projector, computer and projector screen

5.4.3. Post-it notes

5.4.4. Prepare or download YouTube video: https://www.youtube.com/watch?v=BjvWGkqOUzU

5.4.5. Template for Spider Map brainstorming tool: http://www.eduplace.com/graphicorganizer/pdf/spider.pdf

6. Prior knowledge and future action

6.1. What do students already know?

6.1.1. What water pollution is, the impact it has on society and what causes it.

6.1.2. What a polluted water sample looks like.

6.1.3. How to filter water

6.2. What will students learn in this lesson?

6.2.1. The importance of water in relation to their own lives

6.2.2. Look at different ways people can save water.

6.3. What will students learn in future lessons?

6.3.1. Use interaction skills to collaboratively produce a short water saving presentation.

6.3.2. Understand that people have the capacity to care for the environment in which they live in.