What water pollution is, the impact it hason society and what causes it.

What a polluted water sample looks like.

How to filter water

The importance of water in relation totheir own lives

Look at different ways people can savewater.

Use interaction skills to collaborativelyproduce a short water savingpresentation.

Understand that people have the capacityto care for the environment in which they livein.

Have spider map brainstorm drawn onthe whiteboard (see web link below)

Have YouTube video ready to play (see link below)

Have one copy of the assessmentrubric for each student

Get distributors to handouttechnologies workbooks to eachstudent

Whiteboard and whiteboard markers

Technologies workbooks

Writing tools

Access to the interet

Projector, computer and projector screen

Post-it notes

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

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

Anecdotal notes

Compile notes and record on students'individual record sheet

Obsservations

Compile notes and record on students'individual record sheet

Observations of group discussion.

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

Assist students with understanding newvocabulary

Break down tasks for students ifnecessary. Reduce cognitive load.

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

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

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

Class brainstorm students explore theways humans, animals and plants usewater.

Students watch a video from the WaterCorporation of WA about the value ofwater.

A-Z Activity Students think about wayswe use water using each letter of thealphabet.

Students then think about each way we usewater and record if it uses salt or freshwater.

Rankings Students rank the different ways weused water from most important to leastimportant.

Small group brainstorm Students think of ways that wecan save water in the home, at school or in the widercommunity.

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

Students swap groups and present their topic and mode ofpresentation to the other students. Students can then givefeedback on the chosen topic and presentation style.

Design and technologies knowledgeand understanding

Design and technologies processesand production skills

Literacy Interacting with others

Science understanding Biological sciences

Cross-curriculum priority Sustainability

General capabilities Literacy, Information andCommunication Technology (ICT) capability, personal andsocial capability and critical and creative thinking.

Values focus Responsibility: Be accountable for one's ownactions, resolve differences in constructive, non-violent andpeaceful ways, contribute to society and to civic life, take care of theenvironment