Teaching strategies and learning experiences Supportive learning environment Resources Adjustments for needs of learners Students: Students would benefit from access to: create a KWL chart about water as a resource and its availability spatial technologies such as classify resources into renewable, non-renewable and continuous resources and Google Earth, weather maps, provide examples hydrological maps, choropleth complete a jigsaw activity envelopes with pictures of renewable and nonrenewable — maps, topographic maps, resources for students to classify computer mapping software create online-flashcards with water facts. See 10 Places to Make and Find primary sources materials Flashcards Online, collected by the students, for explain the hydrological cycle, create an annotated diagram making clear that the example, field notes from movement of water through the environment connects places observations, measurements, explore different sources of water for different purposes such as groundwater, soil water quality tests, stream moisture, green water, surface water in dams, rivers and lakes, blue water, water cross sections, environmental vapour, ice, and a potential resource when it exists as salt water quality survey responses or use Google Earth to create a flyover of a local river from source to mouth. Annotate responses from a survey. the map showing the environmental, economic, and social effects of the water as it Useful texts connects places Geography Teachers Association undertake a local catchment study using data collection techniques such as drawing of Victoria, Water for life: a stream cross section, field sketching, recording observations of land use and Investigating water as a global management, testing water quality, measuring water velocity, turbidity and issue, 2012, Commonwealth of discharge using experts in the field as support Australia create an annotated flow chart illustrating where their water comes from (catchment Geography Teachers Association to tap) of Victoria, Water, water, examine supplementary and alternative water supplies, e.g. water tanks and trickle everywhere, 2006 Curriculum feed Corporation, Melbourne as an alternative to fieldwork, investigate the local water supply — Australian Geography Teachers source/treatment/transportation of supply etc. visit SEQ Virtual fieldwork: Association, 2010 Keys to Geography: Essential skills and tools, Macmillan, South Yarra
Teaching strategies and learning experiences Supportive learning environment Resources Students: create a KWL chart about water as a resource and its availability classify resources into renewable, non-renewable and continuous resources and provide examples complete a jigsaw activity — envelopes with pictures of renewable and nonrenewable resources for students to classify create online-flashcards with water facts. See 10 Places to Make and Find Flashcards Online, explain the hydrological cycle, create an annotated diagram making clear that the movement of water through the environment connects places explore different sources of water for different purposes such as groundwater, soil moisture, green water, surface water in dams, rivers and lakes, blue water, water vapour, ice, and a potential resource when it exists as salt water use Google Earth to create a flyover of a local river from source to mouth. Annotate the map showing the environmental, economic, and social effects of the water as it connects places undertake a local catchment study using data collection techniques such as drawing a stream cross section, field sketching, recording observations of land use and management, testing water quality, measuring water velocity, turbidity and discharge using experts in the field as support create an annotated flow chart illustrating where their water comes from (catchment to tap) examine supplementary and alternative water supplies, e.g. water tanks and trickle feed as an alternative to fieldwork, investigate the local water supply — source/treatment/transportation of supply etc. visit SEQ Virtual fieldwork: Adjustments for needs of learners Students would benefit from access to: spatial technologies such as Google Earth, weather maps, hydrological maps, choropleth maps, topographic maps, computer mapping software primary sources materials collected by the students, for example, field notes from observations, measurements, water quality tests, stream cross sections, environmental quality survey responses or responses from a survey. Useful texts Geography Teachers Association of Victoria, Water for life: Investigating water as a global issue, 2012, Commonwealth of Australia Geography Teachers Association of Victoria, Water, water, everywhere, 2006 Curriculum Corporation, Melbourne Australian Geography Teachers Association, 2010 Keys to Geography: Essential skills and tools, Macmillan, South Yarra
ac_geog_yr7_unit_overview.docx