Curriculum into the classroom EEC Science Year 7 Unit 1 Water Waste not, want not at North Keppel Island — Lesson 2 Water Discovering the water cycle — Lesson concepts Example learning sequence Review water cycle knowledge Some of Earth’s resources are renewable, Review and discuss water cycle representations. but others are renewable Define components of the water cycle View a model or representation of the water cycle. Water cycles through the Define terms from the water cycle. environment Perform phase change experiments and relate these to the water cycle. Experiments are collaboratively conducted Add information to water cycle representation. ensuring safety guidelines are followed Explore renewable and non-renewable resources (Alternative Energy) ½ group Representations are Identify that water is a renewable resource. constructed to represent List other renewable resources. relationships Define renewable resources. Ideas and findings are Identify that coal is a non-renewable resource. communicated using List other non-renewable resources. scientific language and Define non-renewable resources. representations Explore Water phases through experiment ½ group Work through experiments on phases. Make connections between the experiment and parts of the water Learning area specific cycle language (metalanguage): Example resources precipitation, condensation, transpiration, evaporation, liquid, gas, vapour, renewable, Learning object © The State of Victoria (Department of Education, — non-renewable Employment and Training), 2000 Lesson objectives Sheet — Helpful information Students will: Website United States Environmental Protection Agency) — — (EPA identify phase changes of water http://www.epa.gov/safewater/kids/flash/flash_watercycle.html in the water cycle Sheet identify renewable and — renewable resources. Learning object © State of Victoria (Department of Education & — Training), 2000 Evidence of learning Website (The State of Queensland Department of Environment — — and Resource Management) Can the student: http://www.derm.qld.gov.au/waterwise/education/index.html describe where water changes Book Pick-a-Path book () (The State — Whizzy’s Incredible Journeys – phase in the water cycle? of Queensland Department of Environment and Resource — Management) categorise and
Curriculum into the classroom EEC Science Water — Waste not, want not at North Keppel Island Year 7 Unit 1 Lesson 2 Water — Discovering the water cycle Lesson concepts Example learning sequence Review water cycle knowledge Review and discuss water cycle representations. Define components of the water cycle View a model or representation of the water cycle. Define terms from the water cycle. Perform phase change experiments and relate these to the water cycle. Add information to water cycle representation. Explore renewable and non-renewable resources (Alternative Energy) ½ group Identify that water is a renewable resource. List other renewable resources. Define renewable resources. Identify that coal is a non-renewable resource. List other non-renewable resources. Define non-renewable resources. Explore Water phases through experiment ½ group Work through experiments on phases. Make connections between the experiment and parts of the water cycle Example resources Learning object — © The State of Victoria (Department of Education, Employment and Training), 2000 Sheet — Helpful information Website — (EPA — United States Environmental Protection Agency) http://www.epa.gov/safewater/kids/flash/flash_watercycle.html Sheet — Learning object — © State of Victoria (Department of Education & Training), 2000 Website — (The State of Queensland — Department of Environment and Resource Management) http://www.derm.qld.gov.au/waterwise/education/index.html Book — Whizzy’s Incredible Journeys – Pick-a-Path book () (The State of Queensland — Department of Environment and Resource Management) Some of Earth’s resources are renewable, but others are Water cycles through the environment Experiments are collaboratively conducted ensuring safety guidelines are followed Representations are constructed to represent relationships Ideas and findings are communicated using scientific language and representations Learning area specific language (metalanguage): precipitation, condensation, transpiration, evaporation, liquid, gas, vapour, renewable, non-renewable Lesson objectives Students will: identify phase changes of water in the water cycle identify renewable and resources. Evidence of learning Can the student: describe where water changes phase in the water cycle? categorise renewable and renewable