Class activity: Class agrees on a question for investigation related 10 Group activity: Students work in small groups to investigate questions to one of air, water or soil pollution. of interest using a ‘jigsaw’ approach to explore different aspects of the 11 Group activity: Teacher facilitates brainstorming activity to generate questions, for example, background information about the pollution issues questions of interest from the two categories of air pollution that associated with the question being investigated; significance of the issue; were not investigated in the class activity. nature of the pollutants; and interviews with stakeholders involved with, or who may be affected by, the issue. Students work together to explore and 12 Individual student activity: Students investigate a question of evaluate different management options. Response to the question is interest that relates to the pollution category that they did not presented to the rest of the class. explore in the class or group activity. Role of the teacher: Teachers must ensure that student questions of 13 interest can be investigated within allocated timeframes and using Individual student activity: Students register an investigable question available resources. As the degree of student independence of interest with the teacher. Response is presented in a format that is 14 increases, the role of the teacher becomes more of a facilitator so that appropriate for a specified audience. students are mentored through the investigation and reporting process. 15 Case study of local interest (selection of a local case study involving management of a pollutant of local interest; clarification of purpose for investigating selected case study and identification of target audience and purpose of communication; characteristics of effective science 16 Case study communication; primary and/or secondary sources of information including surveys, interviews; generation and evaluation of possible solutions to issues related to management of pollution; development of effective communication; evaluation of communication to target audience) 17 18 Unit revision 19
Class activity: Class agrees on a question for investigation related to one of air, water or soil pollution. Group activity: Teacher facilitates brainstorming activity to generate questions of interest from the two categories of air pollution that were not investigated in the class activity. Individual student activity: Students investigate a question of interest that relates to the pollution category that they did not explore in the class or group activity. Role of the teacher: Teachers must ensure that student questions of interest can be investigated within allocated timeframes and using available resources. As the degree of student independence increases, the role of the teacher becomes more of a facilitator so that students are mentored through the investigation and reporting process. 10 Group activity: Students work in small groups to investigate questions of interest using a ‘jigsaw’ approach to explore different aspects of the questions, for example, background information about the pollution issues associated with the question being investigated; significance of the issue; nature of the pollutants; and interviews with stakeholders involved with, or who may be affected by, the issue. Students work together to explore and evaluate different management options. Response to the question is presented to the rest of the class. 11 12 13 Individual student activity: Students register an investigable question of interest with the teacher. Response is presented in a format that is appropriate for a specified audience. 14 15 Case study Case study of local interest (selection of a local case study involving management of a pollutant of local interest; clarification of purpose for investigating selected case study and identification of target audience and purpose of communication; characteristics of effective science communication; primary and/or secondary sources of information including surveys, interviews; generation and evaluation of possible solutions to issues related to management of pollution; development of effective communication; evaluation of communication to target audience) 16 17 18 Unit revision 19
EnviroScience-SamplePlan_U2.docx