FACULTY OF EDUCATION Student Name: Samantha Allsopp

TEACHING & LEARNING PROGRAM Student ID: 21311118

(ICT Curriculum 1)

SCHOOL: UWA YR: 7 SUBJECT: DIGITAL TECHNOLOGIES AND SCIENCE TOPIC: WATER SUSTAINABILITY

PROGRAM OVERVIEW 6 Lessons

Wk GC and CC
Curriculum Links Objectives Learning & Teaching Experiences/Content Resources Assessment
Lsn Links

General - Compare and WATER AS A RESOURCE (EMPATHISE) - Teacher Formative:

WK ACSSU116 Capability: contrast renewable Students discuss water as a resource and find out where our water computer, completion of
1 - ICT and non-renewable comes from and how it is used whiteboard, required
Creating solutions by: - Critical and resources in terms markers, sections in the
L1 Investigating and creative of ease and speed INTRODUCTION projector, inquiry
defining: Define and thinking of regeneration - Teacher introduces the 6 lesson inquiry program, the class website and internet document,
break down a given task, - Numeracy providing examples how the lessons will run (design thinking process) using an access students able to
identifying the purpose of each with a infographic made with Canva - Class website participate in
Designing: Follow a Cross Venn diagram with research the whiteboard
plan designed to solve a Curricular: - Identify the uses of BODY links mind map.
problem, using a - Sustainability water personally - Think, pair, share: students identify what is meant by renewable, non - Computer Names will be
sequence of steps and in society renewable and resources. Students work with the person sitting closest room or checked off a
- Recall how water is to them in pairs (threes if an odd number of students). Teacher devices list if
distributed across comments on class answers, discussing that it is the ease and speed of - Infographic, completed.
the Earth and the regeneration of things, substances or energies that define renewable padet,
sources of and non renewable. - Inquiry
Australian drinking - Venn diagram master copy on the board: selected students contribute document:
water ideas to compare (both regenerate, both important, can be made https://1drv.
- Discuss the naturally, humans buy them) and contrast (ease, time, rarity of ms/w/s!Argu
consequences of regeneration, run our easily) renewable and non-renewable resources. sGrKtzXNr
not having Teacher prompts students to come up with examples of such resources BB3z1a5prJ
sufficient fresh (coal, oil, metals, diamonds vs wind, sun, vegetables, oxygen). 3g92L
water Students complete Venn diagram in their inquiry document using the
master copy.
- Class discussion on where water fits into their Venn diagram. Teacher

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 guides conversation towards: natural, essential, renewable resource, all
around us, constantly cycling through the water cycle, most water in
the world in undrinkable form however, wont last forever in drinkable
form, idea of sustainability. Students make notes in inquiry document.
- Padlet brainstorm: what is water used for? Students individually
brainstorm examples of how water is used. Teacher comments on
student answers as they are provided.
- Research: students use links provided to find out where their water
comes from and where water goes. Students complete questions 3 and
4 in inquiry document.

CONCLUSION
- Whiteboard mind map: students write important uses for water on the
board, and vote for the 5 most important ones (2 votes each). Teacher
selected students write the consequences of not having enough water
in relation to the water uses chosen.
General - Investigate how NOT ENOUGH WATER (EMPATHISE & DEFINE) - Teacher Formative:
WK ACSSU222 Capability: numerous factors Students consider why water is important, what happens when computer, students able to
1 ACSSU116 - ICT (population size, there is not enough water and the factors affecting fresh water projector, fill out water
- Critical and source availability. internet activity
L2 Creating solutions by: creative replenishment, access worksheet,
Designing: Follow a thinking pollution etc) affect INTRODUCTION - Class website participate in
plan designed to solve a fresh water - Revision of previous lesson: students are asked to write 5 ways water with links class discussion
problem, using a Cross availability for a is used (not including food production and drinking) on a post-it note. - Computer and
sequence of steps Curricular: population through Students then make a group of 3, where each person has at least 1 room or communicate
Collaborating and - Sustainability a practical activity different example of how water is used. If the groups have difficulty devices ideas in the
managing: Work - Discuss the forming, teacher steps in. Students will remain in this group for the - Science lab Socrative quiz.
independently, and consequences of water activity. with sinks Worksheets wil
collaboratively when not having - As revision, motivation and introduction to this lessons topic the - Videos be collected up
required, to plan, sufficient fresh video https://www.youtube.com/watch?v=VIaw5mCjHPI is played for - Poll and the quiz
develop and water the class until 1:26 minutes. - Socrative results will be
communicate ideas and - Apply influences - Teacher introduces toadys lesson, telling the class the focus will be on quiz available
information when using on water why fresh water supplies might run low and the effect this has on a - Interactive online. Names
management processes availability to their population. map will be checked
possible effect on - Interactive off a list if
Australia BODY map completed.
- Water activity Students complete a practical activity demonstrating - Inquiry
the effect of population size, agriculture, increased water consumption, document:
limited rainfall (reduced water source replenishment), increased water https://1drv.
wastage, pollution, contamination and physical access on fresh water ms/w/s!Argu
availability, by sharing a 600 mL jug of water between cups (people) sGrKtzXNr

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 and altering different components of the set up, each time. Students BB3z1a5prJ
complete a teacher designed worksheet during the activity which 3g92L
guides them through each step of the practical, and requires them to - Water, jugs,
indicate whether each person (cup) gets more or less water when cups, trays,
particular factors are changed and whether the quality of the water is dirt, food
affected. Students refill their jug with the water in their cups after each colouring,
step. Teacher circulates class throughout activity, explaining the spoons,
significance (shown in brackets below) of each step in the activity. paper towels
Students complete the following on a strictly timed basis (4 minutes - Teacher
each step, so all students are at the same point at the same time): worksheets
1) Share the total volume between 6 cups (baseline/control) for water
2) Share the total volume between 12 cups (population size) activity
3) Pour half the water in 1 container, then share the rest between
6 cups (agriculture)
4) Half the class steal water from another groups full jug to
share between 6 cups. The other half of the class waits to fill
the 6 cups after their water is stolen (increased water use,
water sharing imbalance, not sustainable)
5) Tip out some of the jugs water and share between 6 cups
(less rainfall)
6) Spill some water into the tray when sharing the water between
6 cups (wasting water)
7) Add dirt to the jug water and share between 6 cups (pollution)
8) Add food colouring to the jug and share between 6 cups
(contamination)
9) Share water between 6 cups, only transferring the water with
a spoon (physical access to water) - teacher makes a note
that at this stage in the activity, with dirty, contaminated,
barely accessible water, this is a similar situation for people in
the world right now
- Think, pair, share in the same groups as for the water activity: How
might your life change if your access to water was like that in step 9 of
the activity? (Expected answers: sick, unhealthy, dead, no time or
energy for anything else, have to find another water source, ask other
people for water, make getting water a family priority, unhappy,
disgusted)
- Video: Show students the following
https://www.youtube.com/watch?v=BCHhwxvQqxg until 2:03
minutes
- Poll: Using a poll embedded on the class website (created with
http://www.strawpoll.me/), an anonymous yes or no question is asked,

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 Could this happen in developed countries like Australia? in response
to the previous video.
- Class discussion: Results of the poll discussed. Students asked to
volunteer their thoughts and defend their choice in an open discussion.
Students prompted to consider if the factors addressed in the water
activity were to leave fresh water supply and demand unbalanced,
might we experience a similar situation? What might happen if we use
up all our fresh water supplies? (Expected answers: hardship, illness,
have to look for alternative sources of water, we will need to wait for
the water cycle to provide more fresh water again. There is a
possibility students will argue that it is impossible, which leads to the
next activities)
- Online information: Students independently visit
http://water.org/water-crisis/ (link provided in inquiry document) and
answer questions 5 and 6 on the inquiry document.
- Online evidence: Teacher runs through a list of Australias drought
history as evidence of poor water supply using ABS website
(http://www.abs.gov.au/AUSSTATS/abs@.nsf/lookup/1301.0Feature
%20Article151988). Ask students: What do you notice about the
instances of drought recorded in Australia from 1860 to 1980?
(expected response: high frequency, drought every decade)
- Teacher goes through interactive map on the board of Australia's
rainfall variability (http://www.abc.net.au/news/2014-02-26/100-years-
of-drought/5282030) asking students to call out whether there might
be flooding or a drought as the slider is moved along year by year.

CONCLUSION
- Students complete a short Socrative Quiz as a summary of learning.
Questions pertain to whether a particular factor is likely change fresh
water availability or use for a population, and are multiple choice or
short answer, including; an increase in rainfall will increase, decrease
or have no effect the amount of surface water available, list 4 factors
that might decrease fresh water availability, is Australias climate
constant, variable or the same as the rest of the world and why might
developed countries be facing shortages in fresh water?
General - Describe REDUCE, REUSE, RECYCLE part 1 (DEFINE AND IDEATE) - Teacher Formative:
WK ACSSU222 Capability: desalination and Students consider desalination and the recycling of water, and key computer, students able to
2 ACSHE120 - ICT water recycling as terms are explicitly defined. projector, complete the
ACSSU116 - Critical and a process and in internet research
L3 Creating solutions by: creative terms of how, why INTRODUCTION access activity.
Investigating and thinking and when these - Teacher gets students to sign up with Spider scribe and gets them to - Computer Teacher checks

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defining: Consider processes occur star creating a mind map individually, of the learning thus far (key room or understanding
components/resources to Cross - Create a mind map questions are emphasised: why is water important, where does our devices verbally while
develop solutions, Curricular: of the new water come from, what factors affect fresh water availability) - Spider scribe circulating
identifying constraints - Sustainability information - Prezi class and
regarding BODY - Game ensures correct
desalination and - Reinforcing learning: teacher presentation using Prezi defining the - Video information is
water recycling following terms: water scarcity, drought, water pollution, - Class website being included
sustainability, grey water, stormwater, rain water, ground water, black with links into a mind
water and surface water. Students add or update the definitions to their - Paragraph jig map or Google
inquiry document. Teacher ensures that although most students will saw doc. Students
understand these terms by now, a definite definition is provided. - Pop sticks complete the
Students are informed that our main source of water, ground water, is - Inquiry paragraph
being used faster than it can naturally be replenished meaning we need document: jigsaw
to look towards more sustainable water practices (reduce, reuse, https://1drv. challenge.
recycle). ms/w/s!Argu Names will be
- Class discussion: What do the terms reduce, reuse, recycle mean? sGrKtzXNr checked off a
- Think, pair, share: how might we reduce, reuse and recycle water? BB3z1a5prJ list if
Students are encouraged to consider prior knowledge and 3g92L completed.
understandings.
- Prezi: teacher defines desalination, fit-for-purpose water and recycled
water.
- Students watch a video for a visual introduction to the human water
cycle (https://www.youtube.com/watch?v=RwrYFJEJSQ0)
- Teacher discusses that undrinkable water may be recycled to be used
directly as a water source, or to replenish ground water aquifers
(managed aquifer recharge). Direct students to
http://www.water.wa.gov.au/urban-water/water-recycling-
efficiencies/managed-aquifer-recharge resource on the class website.
- Students play a game to learn about water management from a
community perspective
(http://www.sgwater.com.au/waterisland/index.html)
- Research activity: Students research water recycling and desalination,
to gather information to add to their Spider scribe mind map. Students
use links provided on class website. Students are to find out how these
processes work, the main stages of the processes, what water is used,
where the recycled/desalinated water is used and consider the benefits
of recycling/desalinating water. Students work in pairs determined by
the pop-stick method (names on pop-sticks, randomly chosen) and
may create a shared Google doc or Padlet to better facilitate the
sharing of information. Students are encouraged to first use links
provided on the class website. A screenshot of their mind map is to be

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 included into their inquiry document.

CONCLUSION
- Paragraph jigsaw challenge: students work in groups of 4 (chosen
randomly by the pop-stick method) to correctly order and match
sections of text (on pieces of paper, one set per person) relating to the
desalination and water recycling. Teacher written paragraphs are of the
desired answers to the research activity above. The first group to
correctly complete the activity takes turns to read out the paragraphs.
General - Generate ideas for REDUCE, REUSE, RECYCLE part 2 (DEFINE AND IDEATE) - Teacher Formative:
WK ACSHE120 Capability: saving water, from Students determine how water can be saved from multiple computer, students
2 ACSSU116 - ICT a personal and perspectives, and consider the possible limitations of and projector, complete the
- Critical and broad perspective hindrances of saving water. internet 50 ideas in 5
L4 Creating solutions by: creative - Anticipate possible access minutes twice,
Investigating and thinking hindrances or INTRODUCTION - Computer generating
defining: Consider - Personal and limitations to water - Teacher completes a quick recap of the processes of desalination and room or more ideas the
components/resources to social saving practices water recycling, informing students that today will be aimed at the devices second time.
develop solutions, capability - Compile water reducing and reusing parts of the trilogy. - Spider scribe Students add
identifying constraints saving ideas in the - 50 ideas in 5 minutes: in groups of 3 (randomly assigned with the pop- - Padlet water saving
Designing: Design, Cross form of a mind stick method) students aim to generate as many ideas as possible of - Video ideas to a mind
develop, review and Curricular: map ways to save water on an A4 piece of paper. - Class website map and all
communicate design - Sustainability with research contribute to
ideas, plans and BODY links the interview
processes within a given - Research: individually, students use the links provided on the class - A4 paper activity.
context, using a range of website as well as further study to find as many water saving - Pop sticks Students
techniques, appropriate suggestions as possible - Inquiry contribute to
technical terms and - Students add water saving ideas to their Spider scribe mind map, also document: Padlet
technology
reflecting on the ideas suggesting why they may not apply or be https://1drv. brainstorm.
welcomed readily by all people (hindrances and limitations) in their ms/w/s!Argu Names will be
mind map. Students should add mind map to their inquiry document sGrKtzXNr checked off a
when complete. BB3z1a5prJ list if
- Students calculate how water wise their household is, and list 8 ways 3g92L completed.
they could be more water wise with a short reflection on the inquiry
document (water wise calculator:
https://www.watercorporation.com.au/save-water/water-use-
calculator)
- Interview: Students reform the group of 3 from the beginning of the
lesson to complete an interview activity. Students are labelled as A, B
and C by the teacher. For 2 minutes each, A interviews B while C
writes, B interviews A while C writes, than for 3 minutes, C speaks
uninterrupted. Teacher instruction: The focus of this activity is to share

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 how water wise your family is, how your household water practices
can be improved, how you can be more water wise personally, and
limitations you yourself will face with the water wise changes
proposed.
- Teacher instruction: reducing, reusing and recycling water are the
focus of sustainable water practices. Water recycling has particular
promise, and is largely underutilised especially as so much water
becomes waste water after human use.
- Students are shown a video about negative perceptions of water
recycling (https://youtu.be/lI_YlUDAv3c).
- Think, pair, share: Students are asked whether Jack Blacks reaction is
one you might expect of people asked to drink recycled water, and
whether perceptions such as this will hinder a growing use of recycled
water?
- Padlet brainstorm: why might people not want to undertake the water
saving practices you have found thus far? Teacher discusses common
answers after a couple minutes of class brainstorming. Students are
encouraged to elaborate on points raised. (Expected answers: time,
money, comfort, habit, don't want to change, don't care, don't know,
preferences)
Teacher discusses how sometimes water saving is mandatory (legal
obligations of water efficient products and the sprinkler ban). Students to
use the link (http://www.water.wa.gov.au/urban-water) provided on the
class website to answer the questions on the sprinkler ban in the inquiry
document. Students may work individually or in pairs of their choice:
- What is the sprinkler ban and what does it involve? (water
restrictions, cessation in winter and specified watering
days/times)
- Why is it in place?
- What is the penalty for not following sprinkler restrictions? What
can you do if you see someone ignoring the sprinkler restrictions?
- What are your households rostered days?

CONCLUSION
- 50 ideas in 5 minutes: in groups of 3 (in groups determined by
students rostered watering days) students aim to generate as many
ideas as possible of ways to save water on an A4 piece of paper.
- Raise of hands: students confirm whether it was easier to generate
more ideas once they had been exposed to more ideas (educated)
- Get students to start thinking about the next aspect of the inquiry.
Students can work individually or in groups (max 3) to plan how they

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 can communicate water sustainability with a particular aim (ie. water
saving, increase knowledge, change opinions on recycled water).
Students should think about who they want to work with, and start to
consider the audience, approach and format they might want to take.
General - Create a plan WATER SAVING - MAKING A CHANGE (PROTOTYPE & - White board, Summative:
WK ACSIS133 Capability: individually or TEST) markers, Completion of
3 ACTDIP032 - ICT collaboratively for Students plan a way of increasing water sustainability or changing internet Google form.
- Critical and a way to increase opinions on water sustainability and briefly pitch a plan of attack access Students able
L5 Creating solutions by: creative water sustainability to their peers, allowing feedback. Students also discuss possible - Computer to provide
Investigating and thinking or alter water forms and aims of communication. room or appropriate
defining: Define and - Literacy sustainability devices feedback on
break down a given - Personal and knowledge or INTRODUCTION - Post-it notes others ideas
task, identifying the social attitudes - Give one, get one: using an A4 piece of paper separated into 2 sections - A4 paper and suggest
purpose capability - Identify purposes (one labelled give one, the other get one), students list ways we can - Google form possible
Collaborating and and forms of communicate information (ie. Video, poster, speech, website, - Google docs, sources of
managing: Work communication and presentation, survey). In the give one section, they list as many ideas Canva, criticism or
independently, and Cross ways to assess as possible in a few minutes, then move around the class until they spider scribe counter
collaboratively when Curricular: communication have found 5 new ideas to write in their get one section. Every time or Microsoft opinions.
required, to plan, - Sustainability success they get a new idea from a peer, they must provide their peer with a word for
develop and - Provide feedback new idea (not already in their peers give one list). student Formative:
communicate ideas to other students on - Post-it note points: individually, students write as many purposes of chosen student
and information when an idea they have communicating why and how to save water as possible (change planning tool provided
using management generated for a way behaviour, change opinions, educate, to save more water) on post-it feedback on
processes to increase water notes (one reason per note). In seating groups (3-6 students), students idea pitch.
Evaluating: sustainability or then share their ideas and group together similar post-it notes. Teacher Students able
Independently apply alter water asks each seating group to share 1 idea they came up with as a group. to confidently
given contextual sustainability Teacher instructs students that the purpose of communicating is the contribute to all
criteria to evaluate knowledge or aim, the result we expect to see. introduction
design processes and attitudes using a - Whiteboard brainstorm: students are asked how we might determine if activities, plan
solutions Google form our aims are successful. Selected students contribute their answers, and and then pitch
Designing: Design, the teacher writes answers on the board. (expected answers: survey or an idea to the
develop, review and poll: survey monkey, kahoot, Google forms, asking directly; water class.
communicate design bills: change in water usage; studies; observations; changes in Names will be
ideas, plans and behaviour; considering assessment before and after communication). checked off a
processes within a Teacher ensures students are thinking about how the aim itself relates list if
given context, using a to how we assess if the aim is met (ie. education, behaviour, opinion or completed.
range of techniques, attitude).
appropriate technical - Teacher then describes the planning activity to follow, explaining that
terms and technology students are to decide on an aim for their communication (ie. alter
education, behaviour, opinion or attitude, about, for example, water
saving, recycled water, the importance of water, reusing water), an

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 audience (peers, family, school, politicians, public) and how they will
communicate their aim (tools used and form taken ie. Prezi for a
presentation). Communication forms are suggested: infographic
(Canva, Microsoft publisher), presentation (prezzi, Microsoft
powerpoint), document (Google doc, Canva), mind map (spiderscribe,
bubbl.us, coggle), website (weebly, edmodo, wordpress), radio play
(phones and audacity), and video (YouTube, phones and video editing
software).

BODY
- Planning: Students create a simple plan for how they will
communicate water saving, or an aspect of water sustainability
considering their intended audience, aim, format, creation tools and
information that will need to be communicated. Individually or in
groups of no more than 3(decided by the students), students create a
brief outline of a form of communication they could create to meet a
certain aim in regards to water sustainability (ie. alter education,
behaviour, opinion or attitude) using Google docs, Canva, microsoft
word or Spider scribe.
- Pitching ideas: in 30 seconds to 1 minute students briefly tell the class
their individual or group idea for communicating an aspect of water
sustainability, stating their intended audience, aim, format, creation
tools and information that will need to be communicated.
- Feedback: Using a teacher created Google form, students provide
feedback on their peers idea pitch, answering questions on how
interesting their idea sounds, constructive criticism (1 positive, 1
improvement) and reasons why their idea might not be effective.

CONCLUSION
- Teacher discusses that effective communication is important for
reaching a goal. Students are encouraged to consider planning
communication that is interesting, creative, realistic, appealing and
acknowledges or disproves their intended audience, aim, format,
creation tools and information that will need to be communicated.
General - Apply peer WATER SAVING ENHANCING SUCCESS PROTOTYPE) - White board Summative:
WK ACSIS133 Capability: feedback to Students use peer feedback to alter their plan of a way to increase and markers Students have
3 ACTDIP032 - ICT reassess water sustainability or change opinions of water sustainability. - Internet created a
- Critical and communication Students complete and submit a well presented plan. access professional
L6 Creating solutions by: creative plan for water - Class website and well
Collaborating and thinking sustainability INTRODUCTION - Computer thought out
managing: Work - Literacy - Create a - Teacher hands back peer feedback on their plan pitch from the room or plan, including

9
 independently, and - Personal and professional previous lesson, providing generalised global feedback on things devices all the required
collaboratively when social looking plan for a students should consider as they finalise their plan. - Inquiry criteria,
required, to plan, capability way to meet an aim - Teacher instructs students that by the end of the lesson, a professional document: including
develop and relating to looking plan must be completed for the topic of increasing water https://1drv. evidence of
communicate ideas Cross increasing water sustainability practices, opinions or knowledge. ms/w/s!Argu considering
and information when Curricular: sustainability - White board mind map: each student/student group suggests the form sGrKtzXNr feedback.
using management - Sustainability practices, opinions of communication they will be using (ie. poster) and the class BB3z1a5prJ Inquiry
processes or education brainstorms 3 aspects that can make that form more effective (ie. 3g92L document is
Evaluating: pictures, less words, font, colour, interesting facts, tone of voice) - Google docs, also marked as
Independently apply canva, spider evidence of the
given contextual BODY scribe or design thinking
criteria to evaluate - Students create a visual/digital representation of their plan to Microsoft process and to
design processes and submit for marking. Audience, aim, where and how will it be word for ensure students
solutions presented, what information will be included, communication student did indeed keep
Designing: Design, style, ways to make the communication most effective, how the chosen up with the
develop, review and success of the aim can be assessed, changes incorporated in planning tool work.
communicate design response to feedback, sources of information, and key points must
ideas, plans and be included. Students may present their plan in the following
processes within a forms: infographic (Canva, Microsoft publisher), presentation
given context, using a (prezzi, Microsoft powerpoint), document (Google doc, Canva),
range of techniques, mind map (spiderscribe, bubbl.us, coggle) or website (weebly,
appropriate technical edmodo, wordpress).
terms and technology - Information sources for the communication plan (providing
required content) are accessible on the class website (links
included after table)
- Should students finish their plan early, they can re-pitch their plan
to peers or the teacher for further feedback before submission.

CONCLUSION
- Students add a copy of their plan to the end of their inquiry document,
and email their document to the teacher for marking.
- Students ensure inquiry document is complete.

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Additional Notes:
Students will have prior knowledge of the water cycle and separating mixtures
Class website will be structured with a separate section for each lesson. Each lesson section will have the learning objectives listed, a summary of the main purpose and activities of
the lesson, as well as links to the resources used for each lesson.
After this inquiry program, students will have planned a means for increasing water saving/sustainability, or educating people on how and why to save water. From here they can
create a final product at home and in a future lesson, will have the opportunity to present it to the class, justify the decisions they made, reflect on their product and the design thinking
process undertaken (learning about a topic, addressing a problem/issue, generating ideas and attempting to combat the problem/issue, taking into account feedback and potential
hindrances to meeting an aim). This will be used as summative assessment, with higher weighting than the assessment of the planning stage.
Extension of strivers:
o During lesson 2, ask to explain how the factors investigated in the water activity may arise in Australia and explain to their group.
o During lesson 3, ask to learn more about managed aquifer recharge
o During lesson 4, provided with an additional (fun) resource (http://www.thewaterfamily.co.uk/index2_content.html)
o When planning aims and communication of water sustainability, students are encouraged to consider changing values or attitudes rather than behaviours and considering
more challenging audiences (ie. headmaster, politicians, change perceptions of recycled water)
o Opportunity to go further with research and pace themselves as desired
o Opportunity to work independently or take on a leadership role
Stragglers have to opportunity to complete any unfinished work at home, work with others, and ask for assistance throughout the lessons

ICT Resources:
Student ICT used for learning online mind mapping software (Spider scribe), Padlet, game (http://www.sgwater.com.au/waterisland/index.html), water wise calculator
(https://www.watercorporation.com.au/save-water/water-use-calculator), chosen way of presenting plan (Spider scribe, Google docs, Canva etc)
Teacher ICT used for teaching videos, prezzi, socrative quiz, interactive map, Canva infographic
ICT for teaching and learning class website, inquiry document, water corporation websites

Self Evaluation:
Did the lessons run smoothly and was appropriate timing allowed?
Was I able to transition from each lesson and activity with ease?
Were the activities varied and engaging?
Was I able to successfully track the progress of each student?
Was the inquiry document well planned and utilised?
Did students have the prior knowledge I required of them?
Were all students able to contribute ideas?

Student Evaluation:
Was the content covered in the first few lessons well received and well understood?
Did the students enjoy and understand the relevance of the practical water activity?
Were students able to effectively use ICT in the planning of their communication idea?
Were students able to generate ideas?
Were students able to apply learning to the content or considerations made regarding their communication idea?
Were students able to pitch an idea and provide constructive feedback for their peers?

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LINKS PROVIDED TO STUDENTS VIA THE CLASS WEBSITE

Inquiry document
https://1drv.ms/w/s!ArgusGrKtzXNrBB3z1a5prJ3g92L

Information sources for the communication plan

http://waterfootprint.org/en/water-footprint/national-water-footprint/
https://www.coolaustralia.org/wp-content/uploads/2012/12/Water-fact-sheet.pdf
https://water.usgs.gov/edu/earthwherewater.html
http://www.globalagriculture.org/report-topics/water.html
https://www.natgeokids.com/au/discover/science/nature/water-cycle/
http://www.water.wa.gov.au/urban-water/water-recycling-efficiencies
http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/1367.5Feature%20Article82010?opendocument&tabname=Summary&prodno=1367.5&issue=2010
&num=&view=
https://www.smartwatermark.org/Victoria/
http://www.abs.gov.au/ausstats/abs@.nsf/0/409B6070AE681E76CA257234002142BF?opendocument
http://everylastdrop.co.uk/
http://splash.abc.net.au/home#!/digibook/618210/water-scarcity
https://www.csiro.au/en/Research/LWF/Areas/Resilient-cities-21C/Urban-water
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1672&context=commpapers

Where does our water come from? Question 4 on inquiry document.

https://water.usgs.gov/edu/earthwherewater.html
https://www.watercorporation.com.au/home/faqs/water-supply-and-services/what-is-the-integrated-water-supply-scheme
https://www.watercorporation.com.au/water-supply/rainfall-and-dams
https://www.watercorporation.com.au/home/education/students/water-supply
https://www.watercorporation.com.au/home/education/students/stormwater
http://splash.abc.net.au/home#!/digibook/618210/water-scarcity

Desalination
https://www.watercorporation.com.au/water-supply/our-water-sources/desalination?pid=res-wss-spw-np-des

Recycling water
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https://www.watercorporation.com.au/water-supply/our-water-sources/recycled-water?pid=res-wss-spw-np-wr
http://www.recycledwater.com.au/index.php?id=74
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1672&context=commpapers
https://www.watercorporation.com.au/water-supply/our-water-sources/groundwater-replenishment
http://www.water.wa.gov.au/urban-water/water-recycling-efficiencies/managed-aquifer-recharge

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