non-renewable resources? http://www.derm.qld.gov.au/waterwise/education/order_form.php Ideas for monitoring to: Monitor students’ ability Safety identify phase changes in the Teachers need to: water cycle identify safety issues relevant to using water during the practical activities and conduct risk assessments categorise resources as refer to Workplace health and safety (WHS) policy pertaining to renewable or non-renewable. schools. Learning alerts Australian Curriculum references for this lesson Be aware of: students stating that water in an Year 7 Science Content descriptions — open container disappears or is absorbed by the container Science Understanding students identifying water as Earth and space sciences being used up and unable to be Some of resources are renewable, but others are re-used. Earth’s Suggested next steps for Water is an important resource that cycles through the environment learning Review phase changes in the Science Inquiry Skills water cycle. Processing and analysing data and information Review definitions and examples of and Collaboratively and individually plan and conduct a range of non-renewable resources. investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed Ideas for differentiation Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, Support including using digital technologies as appropriate Use animated or pictorial Communicating representations of the water cycle. Communicate ideas, findings and solutions to problems using Extension scientific language and representations using digital technologies as appropriate Investigate the role of aquifers in the water cycle. Australian Curriculum: Science for Prep (F) 10 Version 3 — [accessed on 27 July 2012.] General capabilities Literacy Comprehending texts through listening, viewing and reading Composing texts through speaking, writing and creating Text knowledge Word knowledge Visual knowledge ICT capability Queensland Student ICT Expectations: Operating with ICT Student ICT Expectations by the end of Year of 7 — http://education.qld.gov.au/smartclassrooms/ictstudents/8-9.html [accessed on 31 July 2012]
http://www.derm.qld.gov.au/waterwise/education/order_form.php Safety Teachers need to: identify safety issues relevant to using water during the practical activities and conduct risk assessments refer to Workplace health and safety (WHS) policy pertaining to schools. Australian Curriculum references for this lesson Year 7 Science — Content descriptions Science Understanding Earth and space sciences Some of Earth’s resources are renewable, but others are Water is an important resource that cycles through the environment Science Inquiry Skills Processing and analysing data and information Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate Australian Curriculum: Science for Prep (F) — 10 Version 3 [accessed on 27 July 2012.] General capabilities Literacy Comprehending texts through listening, viewing and reading Composing texts through speaking, writing and creating Text knowledge Word knowledge Visual knowledge ICT capability Queensland Student ICT Expectations: Operating with ICT Student ICT Expectations — by the end of Year of 7 http://education.qld.gov.au/smartclassrooms/ictstudents/8-9.html [accessed on 31 July 2012] non-renewable resources? Ideas for monitoring Monitor students’ ability to: identify phase changes in the water cycle categorise resources as renewable or non-renewable. Learning alerts Be aware of: students stating that water in an open container disappears or is absorbed by the container students identifying water as being used up and unable to be re-used. Suggested next steps for learning Review phase changes in the water cycle. Review definitions and examples of and non-renewable resources. Ideas for differentiation Support Use animated or pictorial representations of the water cycle. Extension Investigate the role of aquifers in the water cycle.