on these pollutants to assist students in explaining the effect they have on waterways. Further investigation can be conducted to find out how these pollutants get into the waterway by participating in Gutter Guardians. Click to view the Gutter Guardians resource. Finally, students can discuss, plan, justify, undertake and evaluate actions they can take to improve local biodiversity in and around the waterway and/or school. Essential questions What are catchments? What effects water quality? How can water quality be tested? What actions can we take to support healthy ecosystems and improve biodiversity? Goals Students will understand Students will know Students will be able to The concept of a catchment What affects water quality Identify some The concept of an ecosystem What actions can be taken to macroinvertebrates support healthy waterways Take action to improve biodiversity Links to the South Australian Teaching for Effective Learning Framework – Domain 4 Personalise and 4.1 build on learners’ 4.2 connect learning to 4.3 and assess 4.4 communicate connect learning understandings students’ lives and learning in authentic learning in multiple aspirations contexts modes Links to the Australian Curriculum - (teachers to determine specific links for year levels) Learning Areas Science English Mathematics Geography Cross-curriculum priorities Sustainability OI 2. All life forms, including OI 7. Actions for a more OI 9. Sustainable futures result human life, are connected sustainable future reflect values of from actions designed to through ecosystems on care, respect and responsibility, preserve and/or restore the which they depend for their and require us to explore and quality and uniqueness of wellbeing and survival. understand environments. environments. General capabilities Engagement activities - To capture students’ interest and find out what they think they know about macroinvertebrates and their habitats. Activity 1: Learning about macroinvertebrates Duration: 1- 1.5 A4 coloured, laminated pictures of macroinvertebrates (can be downloaded by clicking ) Materials: Students have a dictionary race to find out the meanings of biodiversity, catchment, ecosystem, habitat, and macroinvertebrates. Discuss the meanings and ask them to identify how concepts are all connected. Draw a mind map to represent their ideas. Distribute one A4 picture of macroinvertebrates to each student. Students discuss the pictures in groups. Find out what they know about macroinvertebrates, where they might live, how they are connected to each other and any other related information. Discuss similarities and differences.
on these pollutants to assist students in explaining the effect they have on waterways. Further investigation can be conducted to find out how these pollutants get into the waterway by participating in Gutter Guardians. Click to view the Gutter Guardians resource. Finally, students can discuss, plan, justify, undertake and evaluate actions they can take to improve local biodiversity in and around the waterway and/or school. Essential questions What are catchments? What effects water quality? How can water quality be tested? What actions can we take to support healthy ecosystems and improve biodiversity? Goals Students will understand Students will know Students will be able to The concept of a catchment The concept of an ecosystem What affects water quality What actions can be taken to support healthy waterways Identify some macroinvertebrates Take action to improve biodiversity Links to the South Australian Teaching for Effective Learning Framework – Domain 4 Personalise and connect learning 4.1 build on learners’ understandings 4.2 connect learning to students’ lives and aspirations 4.3 and assess learning in authentic contexts 4.4 communicate learning in multiple modes Links to the Australian Curriculum - (teachers to determine specific links for year levels) Learning Areas Science English Mathematics Geography Cross-curriculum priorities Sustainability OI 2. All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. OI 7. Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. OI 9. Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. General capabilities Engagement activities - To capture students’ interest and find out what they think they know about macroinvertebrates and their habitats. Activity 1: Learning about macroinvertebrates Duration: 1- 1.5 Materials: A4 coloured, laminated pictures of macroinvertebrates (can be downloaded by clicking ) Students have a dictionary race to find out the meanings of biodiversity, catchment, ecosystem, habitat, and macroinvertebrates. Discuss the meanings and ask them to identify how concepts are all connected. Draw a mind map to represent their ideas. Distribute one A4 picture of macroinvertebrates to each student. Students discuss the pictures in groups. Find out what they know about macroinvertebrates, where they might live, how they are connected to each other and any other related information. Discuss similarities and differences.
aust-curriculum-macroinvertebrates-unit-of-work-2-7-gen.docx