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Faculty of Education

Assessment Task Cover Sheet

Unit Co-ord./Lecturer

Roie Thomas

OFFICE USE ONLY


Assessment received:

Tutor:(if applicable)
Student ID

082092

Student Name

Kiara Davis

Unit Code

ESH 360

Unit Name

Society and Environment (Advanced)

Assessment Task
Title/Number

Planning for progression in a Society & Environment sequence of


lessons/AT2
Overview/Outcomes introduction: 513 words

Word Count

6 Lesson Plans: 4,844 words


Annotation: 1,266 words

I declare that all material in this assessment task is my own work except where there is clear acknowledgement or reference
to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on
the University website at www.utas.edu.au/plagiarism *

Signed

Kiara Davis

Date 06/02/2015

*By submitting this assessment task and cover sheet electronically, in whatever form, you are deemed to have made the
declaration set out above.

Assessors feedback:

Assessment Task:
Assessors Signature (optional) :

Dated:

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

Overview of lesson sequence


The topic chosen for the lesson sequence is water as a resource. The sequence
covers many topical issues surrounding water, its uses and the environment. I have
selected to use mainly the Geography and Civics and Citizenship curriculum areas
although there are many integration and cross-curricular priority opportunities
throughout. I chose this topic as I believe the education of water as a resource and the
topical concerns surrounding it are key environmental issues for children to explore
and become aware of. According to Andrews (1992) water education is of great
importance because each persons choices and actions affect the environment and
young people need to learn to think critically about their actions and help solve
environmental problems at both a local and global level.
The areas focussed on in the sequence of six lessons below start small and
using Blooms Taxonomy of learning as a guide the students are encouraged to
increase their knowledge and skills through cognitive progression to become better
citizens locally and globally. The lesson sequence provided is with time management
and curriculum pressures in mind. There are many opportunities throughout the
sequence to turn one particular lesson into a unit of work on its own. There are a few
issues within my lesson plans which students can explore. The main issue of
controversy appears in lesson four and focuses on the questions and concerns
surrounding desalination.
I have included two opportunities for the students to take on an active citizen
role and make a difference. The first is at a local and personal level to the students. In
lesson three they create posters to educate and prevent water wastage in their school.
The second is on a global level. Students take part in The Water Challenge outlined in

Page 2 of 26

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

lesson six and feel a sense of achievement through discovering that their sacrifice has
helped others in need.
I have embedded two substantive concepts within my lessons. The first is
active and responsible citizenship evidenced in lessons three, five and six. The second
substantive concept is sustainability and environmental understanding evidenced
across the whole unit. My series of lessons focuses on educating students about water
as a resource and some of the major local and global issues surrounding it. This series
of lessons could have many different future directions including but not limited to: the
investigation of marine ecosystems, the importance of sustaining other natural
resources the earth provides, the interdependence of plants, animals and the
environment and government and citizenship issues surrounding water
quality/quantity and protection strategies.
Outcomes of the lesson sequence modified and taken from the Australian
Curriculum:
-

Students can reflect on their learning to propose individual action in response


to a contemporary geographical challenge and identify the expected effects of
the proposal (ACHGS025)

Students can work in groups and individually to identify local and global
issues and present possible solutions using both oral and written forms
(ACHCS019)

Students recognise that water is a precious natural resource and have


developed and demonstrated views on how we can reduce human impact with
regards to waste management, sustainability and recycling (ACSHE062)

Page 3 of 26

Commented [KD1]: These learning outcomes taken from


the Australian Curriculum have been chosen as overarching
outcomes that will have been demonstrated and achieved at
the conclusion of the unit. The sequence of lessons
particularly lessons three, five and six, uses a
transdisciplinary approach. This focuses on engaging students
with concerns about their world whilst being backwardly
designed with the curriculum documents in mind. This
approach places less emphasis on any one subject area and
offers an interconnected and interdependent unit of work
(Gilbert and Hoepper, 2014) which covers geography,
science, civics and citizenship and sustainability as a crosscurricular priority and a value.
The individual learning outcomes for each lesson are written
in explicitly measurable terms and are based on the Enquiry
Cycle outlined by the National Foundation for Educational
Research (2007). Lesson three, as an example, begins at the
Initiating and Eliciting stage where students pose questions,
identify problems and respond to stimuli. From here students
move into the second stage of the cycle Defining and
Responding. They conduct an activity to inform knowledge,
evaluate information/resourses and find out whats known
about the problem. The third and fourth stages in the Enquiry
Cycle are Doing/Making and Communicating, Presenting and
Evaluating (National Foundation for Educational Research,
2007). These parts of the cycle are demonstrated through the
poster making activity and consequent sharing and evaluative
predictions of outcomes. The learning outcomes across the
unit have been specifically designed to align with the Enquiry
Cycle and help teachers measure learning in the most
effective way possible.

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

Unit Name: Water: We Care!


Grade Level: 4
Lesson Plan 1
Key learning area:
- Geography
- Science

Topic or title:
The Water Around Us
Lesson Length: 60 minutes

Learning outcomes:
-

Students can know and can explain


where water comes from, what we use
it for and how we might waste water.
(ACHGS019)

Students can represent data and the


location of places and their features
by constructing tables, plans and
labelled maps (ACHGS015)

Resources:
- Large piece of cardboard or
butchers paper
- Markers
- Worksheet: Where is the
Water?
This worksheet is a simple
house and yard plan/map
with normal water points
such as sinks, taps, baths,
showers etc.
- Coloured pencils
- Writing pencils

Pre-assessment: (10 minutes)


Conducted a few days prior to the lesson sequence beginning so teachers know
from which point to being their instruction. The pre-assessment includes asking the
students to use words or drawings to illustrate everything they know about water.
They have ten minutes to write or draw anything that they think relates to water.
Lesson introduction/tune in: (30 minutes)
Class discussion and brainstorm about water to tune in and assess prior knowledge.
Pose the following questions and write the students answers on the paper so they
can see them:
- Where does water come from? (sea, rain, clouds, rivers, taps)
- How do we use water? (drinking, washing, watering the garden)
- How do we waste water? (leaving taps dripping, using the full flush instead
of the half flush, showering for too long)
- Does everybody have fresh water? Explore this more later
After the brainstorm explain to the students that we are going to be learning about
Water, its cycles, how we use it and waste it, global issues surrounding it and what
we can do to conserve water. Each lesson title is written on the board:

Page 4 of 26

ESH 360 Society and Environment (Advanced)


Kiara Davis

1.
2.
3.
4.
5.
6.

Planning for progression in a Society &


Environment sequence of lessons/ AT2

The Water Around Us


Exploring the Water Cycle
Wasting Water Lets Save!
Desalination. Good or bad?
Global Water and Pollution
School Action and The Water Challenge

Giving the students this lesson list enhances student engagement as they have
increased stability in knowing whats coming in the unit ahead.
Main teaching points: (20 minutes)
The students are given the worksheet Where is the Water? Working in teacher
allocated pairs they must use one colour to shade in all points in the house and yard
where water might come from kitchen sink, shower, laundry sink, hose in yard
etc.
At the bottom of the sheet they list three ways that water might get wasted at home.
Lesson conclusion: (10 mins)
Class comes together in a circle to discuss the worksheet and compare and contrast
ways they might waste water at home. Teacher poses questions to students relating
to where water comes from?
-

Show the students a bottle of water from the supermarket. Water is very
special and not everyone can just turn on a tap. Do you know where water
comes from and how it gets to us?

Explain that next lesson they will be learning where water comes from and the
cycle it goes through to come all the way to us in the next lesson. Perhaps they
could ask someone at home where they think water comes from and how we
get/keep it.
Planning for Differentiation
As this lesson is an introductory lesson
mainly with class discussion to assess prior
learning not much differentiation is required
however the teacher allocated partners give
the teacher a chance to structure that activity
to the learning needs of the students. Pairing
accomplished children with children who
might need more help, pairing children who
need help together so the teacher can float
near them etc.

Page 5 of 26

Teaching evaluation:
This comes into effect at the
conclusion of the lesson. Teacher
reflects on strengths and
weaknesses of the lesson in order
to improve on the next.

Commented [KD2]: This series of lessons follows the


Blooms Taxonomy of learning for cognitive progression and
understanding. From the first lesson the students are
introduced to the concept and the groundwork for
understanding and appreciation of water as a resource is laid.
The second lesson is further knowledge building with an
application and comprehension aspect. The students are
recalling and building on their knowledge from the first
lesson to understand water cycles and the importance of water
as a resource. Blooms Taxonomy suggests that
comprehension and application cannot successfully occur
without having the knowledge base first (Department for
Education and Child Development, 2013). In the third and
fourth lessons and beyond the students are using their
knowledge to analyse topical issues locally and globally and
then synthesising solutions, such as creating posters to
educate, by compiling learned information.
According to Taylor, Fahey, Kriewaldt and Boon (2012)
teachers must be aware of prior learning and have a sense of
how conceptual understandings might be progressed. A
constructivist pedagogy is adopted thought the lessons in
order to scaffold mental activities which link directly to the
previously learned content. This is demonstrated across the
unit. An example of this would be drawing on previously
learned knowledge about the amounts of water available in
the world during lesson three, to help them construct further
knowledge in lesson four when discussing desalination as a
way to increase the water supply.

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

Assessment of Learning:
Mainly formative at this stage. Initial
assessment of prior knowledge via
questioning to gauge further lesson
implementation and differentiation.

Lesson Plan 2
Key learning area:
- Geography
Possible cross-curricular priorities and
integration:
- Science. This lesson has an
experimental element which could lead
to possible learning outcomes from the
science curriculum.
- ICT. This lesson has an ICT cross
curricular component as students must
use computers to consolidate
knowledge
Learning outcomes:
-

Students can explain what a Water


Cycle orally and use geographical
terminology pertaining to the lesson:
evaporation, precipitation,
condensation and explain these
accurately in their own terms.
(ACHGS031)

Students use programs to understand


geographical data and information from
sources such as the media and the
internet (ACHGS020)

Topic or title:
Exploring the Water Cycle
Lesson Length: 90 minutes (if it
runs long perhaps split into two
60 minute lessons)

Resources:
- Water cycle large and
blow up to colour and
write on in front of the
class
- Markers
- Smart board
- Computers for access to
water cycle learning and
consolidation activity.
- Glass bowl, soil, rocks,
cling wrap, small plant,
water and small container.

Lesson introduction/tune in: (15 minutes)


Teacher reminds students of previous lesson on water. They discussed where it
might come from and today they are going to find out if they were right.
Introduce the following words:
- Water Cycle, Evaporation, Precipitation, Condensation

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ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

Ask if anyone knows what these mean? The teacher keeps the students on the right
track and provides them with simple explanations while drawing on a simple water
cycle image (example below). Can they guess correctly which comes first in the
cycle? Is there one that must come first? If so, why?

Image One: Water Cycle retrieved from: http://storeimageonline.com/wpcontent/uploads/2012/06/water-cycle-worksheet.gif


Main teaching points: (50 minutes three small parts)
Part One:
Students in work on computers (individually, pairs or groups depending on
availability of computers/differentiation needs etc) and each have a turn at
completing the water cycle creation activity on attached link two activities are
provided teacher may choose which they think is more appropriate for their class.
One is more challenging. Teacher may decide that some students may work on that
one while other tackle the easier one. Both have the same learning outcome.
Easier:
http://apps.southeastwater.com.au/games/education_kidsroom_wcactivity.asp
More challenging:
http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c84ff0-45d2-878f-e7cd90f7ee19
Part Two:
Students take part in an activity with the teacher to see the water cycle at work in
their classroom. The teacher uses a large wide glass bowl add some rocks in the
bottom followed by soil and a small hardy plant. The plant is watered and a dish of
water to resemble the ocean or a lake is also added. Cover with the lid or cling wrap
which signifies the clouds, make sure you label each component to consolidate
understanding. Put the bowl it in the sun and watch over the coming days.

Page 7 of 26

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

Image 2: Water Cycle in the Classroom retrieved from


http://water.epa.gov/learn/kids/drinkingwater/upload/activity_grades_k3_watercycle-2.pdf
Ask children to predict what they think will happen in their workbooks.
Part Three:
In teacher allocated groups the children will come up with a very quick/small
presentation to explain the water cycle to someone who has never heard of it before
to present to each other at the end of the lesson. Teacher floats throughout the
discussion and collaboration taking notes for assessment on understanding, cooperation, input and discussion etc.
Lesson conclusion: (20 mins)
Groups take it in turns to present their explanations of a water cycle to the rest of
the class and teacher.
Planning for Differentiation
This lesson gives the teacher many
opportunities to plan for differentiation. The
use of different fields of instruction via the
class discussion at the beginning, the use of
ICT to learn and consolidate, the hands on
inquiry activity and the group work at the end
all caters for different types of learners.
Assessment of Learning:
Teacher has the ability to assess at various
stages of this lesson. They may observe the
children interacting with the ICT component of
the lesson and check for understanding, they
may ask questions throughout to gain deeper

Page 8 of 26

Teaching evaluation:
This comes into effect at the
conclusion of the lesson. Teacher
reflects on strengths and
weaknesses of the lesson in order
to improve on the next.

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

knowledge of the students understanding of the


concept, they may take notes during the group
work component, check the childrens
predictions of the hands on activity and assess
the final group presentation.
There is an opportunity for summative
assessment here too to check for understanding
of the concept of the water cycle and the terms
pertaining to the learning outcomes.

Lesson Plan 3
Key learning areas:
- Geography
- Civics and Citizenship
Possible cross-curricular priorities and
integration:
- Sustainability. This lesson focuses on
preventing water wastage which
tailors nicely into sustainability
priorities.
Learning outcomes:

Topic or title:
Wasting Water Lets Save.
Lesson Length: 60 minutes

Resources:
- Water in Our School
- Reflect on their learning and take
worksheet
individual action in response to a
This worksheet shows a list
contemporary geographical challenge.
of all the places that water
They can identify the expected effects
is found at the school in
of the project (ACHGS032)
question. Columns are
available for children to
- Students can explain how much water
tick with regards to wasting
we have available to us and can
water ie: dripping, running,
express the importance of preventing
turned off etc.
water wastage.
- Pencils
- Cardboard
- Cups, blue food colouring,
ice cubes, water
- Whiteboard and markers
Lesson introduction/Main Teaching Points: (25 minutes)
The class is shown by the teacher how much water is on the earth and how much of
that water is fresh and available to all living things though a visual activity.

Page 9 of 26

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

100 small plastic cups put out on the floor. (preferably tiles or similar in
case of spills)
-

fill 97 of them with dark blue coloured water (represents the oceans/salt
water)
fill two with ice cubes (represents the frozen water/polar caps etc)
fill one with fresh water (represents the fresh water for all living things)
The children are to imagine that the water in the cups represents all the
water on earth. This illustrates to the students that although there is a lot of
water on the planet there isnt much available for humans, plants and
animals so we shouldnt waste it (coolaustralia.org).

Class discussion on wasting water:


- How does water get wasted at school?
- Why shouldnt we waste water?
- How can we prevent it?
Students work in groups to scour the school for places that may waste water. They
record their findings on Water in Our School worksheet and bring back to the
classroom.
Teacher discusses three main points from the childrens worksheet. The toilet
flushers, the taps around the school and the drinking fountains. Teacher introduces
the concept of making posters for everyone to be aware of water saving in these
areas.
-

Only using the half flush when necessary


Making sure taps are turned off tight
Only running the drinking fountain when you are actually drinking the
water dont waste it playing with it or chatting
Words/Concepts to introduce during the intro and lesson:
Water Conservation/ Conserve Water

Main Activity: (30 mins)


The students work in groups to create posters to discourage water wastage for the
discussed areas of the school. Teacher floats and gives advice where necessary.
Children can choose how they want their poster to look and what they want it to say
as long as the message on the poster is clear.
Lesson conclusion: (5 mins)

Page 10 of 26

Commented [KD3]: This lesson and those others included


in this unit have been specifically designed to enhance all
areas of engagement through the inquiry process. Here in this
lesson students are involved in a hands on activity which
provides them with global awareness that they can apply at a
local level and feel as though they are making a difference.
Brennan (2014) aptly states that students can be informed and
taught many facts, however without inquiry based
involvement in the construction of knowledge they will not
feel empowered to make changes for a more sustainable
future.
According to Tomlinson (2002) the five vital criteria of
student engagement are affirmation, contribution, purpose,
power and challenge. This lesson and the others in this unit
strive to address all five criteria of student engagement by
introducing concepts that are relevant, topical and accessible
to the age group. This ensures all students can increase
knowledge and skills at their learning level.
Teachers must gauge students enthusiasm keep students
actively engaged and participating. They must alter or
provide multiple instruction techniques in order to achieve
tangible outcomes (Brennan, 2014). These lessons give
multiple opportunities for teachers to teach from different
platforms such as video, oral and written which provides the
teacher a better chance of actively engaging all learners in the
topic.
In order for students to effectively make links and transfer
skills students must be provided with opportunities that not
only promote deep-thinking about a topic but that are
inextricably linked to their lives and the lives of others. This
gives the lessons purpose and validity in the students mind
(Brennan, 2014). These lessons are designed to provide
students with multiple means of engagement and learning.
They give students the opportunity to work collaboratively
with peers, work individually and all lessons have an
authentic meaningful focus that is relevant to the students
lives.

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

Class share. Posters and their messages are shared with the class Teacher asks
students to predict how their poster message will prevent water wastage.
NB: Teacher will place the posters around the school.
Planning for Differentiation
Children will work in teacher allocated
groups which allows teachers to play into the
strengths of their students. Students can
decide how best to present their poster which
allows them to use their strengths be it
writing, drawing using ICT etc to deliver their
message.

Teaching evaluation:
This comes into effect at the
conclusion of the lesson. Teacher
reflects on strengths and
weaknesses of the lesson in order
to improve on the next.

Assessment of Learning:
Assessment of learning in this lesson can be
mainly checking for understanding and
retention from previous lessons. At the
conclusion of the lesson the teacher checks
through prediction questioning that children
understand their actions in creating a poster
could have positive effects on the topic of
wasting water in the school.

Lesson Plan 4
Key learning areas:
- Geography
- Civics and Citizenship
Possible cross-curricular priorities and
integration:
- Sustainability. This lesson focuses on
the pros and cons of desalination and
some of the alternatives that could be
explored this is a nice sustainability
inquiry.
Learning outcomes:
-

Students can explain desalination and


have developed a point of view after
considering all viewpoints
(ACHCS017)

Page 11 of 26

Topic or title:
Desalination. Good or bad?
Lesson Length: 60 minutes

Resources:
- Desalination fact sheet
This worksheet must be
pre-prepared by the teacher
for the class. It should
contain both pros and cons

ESH 360 Society and Environment (Advanced)


Kiara Davis

Students respect, share views and


recognise there are different points of
view with regard to a controversial
contemporary issue (ACHCS018)

Planning for progression in a Society &


Environment sequence of lessons/ AT2

of desalination and some


alternatives to desalination
Workbooks
Pencils
Whiteboard and markers

Lesson introduction/tune in: (20 minutes)


Ask the children to try and remember from a previous lesson how much sea water
there was on earth. Is this a lot? Is it not much? Can we drink sea water? Why/why
not?
Write the correct answers on the board.
Ask them to try and remember how much fresh water there is on earth. Is this a lot?
Write the correct answer on the board.
What if we could turn salty sea water into clean fresh drinking water?
Introduce the word:
Desalination
Explain in simple terms for the students the concept of desalination and the main
pros and cons (examples below are not exhaustive).
Pros:
- Produces clean water for humans, plants and animals.
- Is a drought proof source of water as the oceans are virtually inexhaustible
Cons:
- Very expensive to build and run
- Produces very salty waste water which gets pumped back into the ocean
- Uses a lot of energy to operate which in turn creates more pollution
Explain that over this lesson we are going to split into groups and use a print out to
research desalination.

One group will imagine they are workers and builders at a desalination
plant. They will come up with a short one paragraph letter to the council
which outlines the good things about desalination plants and how it will
help the community which is very water poor.
The other group will imagine they are living where the desalination plant
will be built. They must come up with a one paragraph letter to the council
about why the desalination plant is not a good idea, the trouble it may cause
and one alternative that could be used instead.

Main Activity: (30 mins)

Page 12 of 26

Commented [KD4]: According to Hess (2005) the


balanced view to teaching controversial issues is to: present
fair representations of various positions (as cited in
Reynolds, 2012, p.131). This lesson aims to educate students
about the controversial issue of desalination by providing
them with the means to see the issues from various
standpoints. The lesson gives the students the opportunity
listen to opposing viewpoints and develop their own opinions
on the matter. By learning about socially and environmentally
controversial issues such as desalination students learn to
show respect for the opinions of others, challenge ideas in a
safe environment and to deal with issues of conflict
(Reynolds, 2012).

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

The students research desalination from the print out given to them by the teacher
(stick in workbooks) and write their paragraph in their workbooks. This is an
individual activity teachers may choose to have the lower students on the floor
with them to help them to write their paragraph and increase their research skills.
Lesson conclusion: (10 mins)
Class comes together and the teacher chooses some students to read out their
paragraph.
The teacher asks for a show of hands as to who thinks desalination is a good idea
and then who thinks it isnt a good idea.
How do we know if we are right?
Invite students to give their opinions as to why they think they are right and the
other side of the argument is wrong.
Planning for Differentiation
This lesson allows for differentiation after the
initial instruction although teachers may
need to simplify terms during instruction for
some children. Teachers may choose to work
with certain students to help them to achieve
the learning outcomes while the other
students work alone.

Teaching evaluation:
This comes into effect at the
conclusion of the lesson. Teacher
reflects on strengths and
weaknesses of the lesson in order
to improve on the next.

Assessment of Learning:
Teacher listens to letters at the end of the
class and collects the workbooks to assess the
level of understanding achieved.

Lesson Plan 5
Key learning areas:
- Geography
- Civics and Citizenship
Possible cross-curricular priorities and
integration:
- Sustainability. This lesson focuses on
the pros and cons of desalination and
some of the alternatives that could be
explored this is a nice sustainability
inquiry.

Page 13 of 26

Topic or title:
Global Water and Pollution
Lesson Length: 90 minutes

Commented [KD5]: This sharing part of the lesson gives


the students a chance to appreciate other viewpoints other
than the one they were researching. Through gaining an
understanding of differing opinions on a controversial topic
students can challenge individual belief and develop critical
thinking skills (Fournier-Sylvester, 2013). Throughout the
lesson the teacher purposefully takes and objective stance in
order to avoid influencing student opinion. As citizens in a
multicultural society students are likely to face issues of
controversy that do not have an easy answer or a quick fix.
When teachers facilitate and encourage differing perspectives
on a given topic, as in this lesson, they not only teach students
about citizenship and prepare them for future deliberations
but they also treat them as the citizens they have already
learnt to become (Fournier-Sylvester, 2013).

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

ICT. This lesson has an ICT cross


curricular component as students can
use computers to research.
Learning outcomes:
- Students can investigate possible
solutions to contemporary
geographical questions
-

Resources:
- Images of water pollution
across the world
- Large world map (on smart
board if necessary)
Students can present their findings
- Computers for research
either orally or written using
- Smart board with internet
geographical terminology
access for watching a video
- A4 card
Students can explain that there are
- Pencils
different ways of managing waste
- Workbooks
sustainably, and how these may
- Books on water pollution as
include the principles of reduce, reuse,
many as possible (list of
recycle and replace
engaging books in the
lesson description)

Lesson introduction/tune in: (15 minutes)


The teacher show the class pictures of different types of water pollution (oil spills,
dead fish, sewage, plastic in the ocean, large amounts of rubbish in waterways in
India, people drinking dirty water in third world countries etc) across the world and
tells them where the pictures come from. The images are stuck on the large world
map displayed on the smart board.
The class discusses the following points and the teacher writes ideas on the board:
- What happens to humans when we dont have clean water?
- Are humans the only ones effected if clean water isnt available?
- How does water get polluted? watch this video
- https://www.youtube.com/watch?v=y1ObvXZDQNs
- How can we help to prevent water pollution at home and at school?

Concepts/words to introduce:
Recycling
Reduce
Reusing
Replace
Show students recycling symbols (examples below) and stick them on the
board.

Page 14 of 26

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

Image 3: Recycle images retrieved from http://www.zestevents.com.au/wpcontent/uploads/2014/01/Bondi-Dont-Trash-Our-Ocean-mural-recycle-heree1391061123359.jpg


Main teaching points: (60 minutes)
Students research between 2 and 5 facts on a topic and 2 and 5 possible solutions to
help reduce or stop the issues surrounding their topic.
They will present one of the following topics on an a4 piece of cardboard for
display in the classroom/corridor.
ICT may be the easiest option for research however books on water pollution
should also be available to look through. Students will write the facts in their
workbooks to be checked by the teacher and then receive their piece of card to do a
final copy. They are warned of time frames along the way.
-

The effects of pollution on marine animals. What are some solutions?


What is storm water pollution? What are some solutions?

Books to use if available:


Water Pollution by Rhonda Lucas Donald
Keeping Water Clean by Ewan Mcleish
Peters Place by Sally Grindley
Water: Our Precious Resource by Roy Gallant
Water Pollution by Melanie Ostopowich
Lesson conclusion: (20 mins)

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Teacher selects certain students to present their findings to the class.


NB: Teacher displays posters in their own time.
Show this short video from thewaterproject.org . Explain to the students that they
will need to pay attention as it is what the next lesson is all about.
https://www.youtube.com/watch?v=8STrs78yxO0
Make a list on the board of everything the students can think of that they drink.
They can list Coca Cola, Fanta, Sprite, orange juice, apple juice, water etc.
Anything they can think of. Have a class discussion on the costs of these products
(water not included) and ask the students to go home and talk to their parent or
guardian about the costs of these products. If they can bring in a note saying how
much their favourite drink costs at the supermarket as homework that would be
even better.
NB: Teachers must give out letters for children to take home at the end of this
lesson with regard to the next lessons content.
Planning for Differentiation
This lesson is structured so that all students
have access and are able to meet the learning
goals/outcomes. The main activity can be as
easy or as difficult as the teacher chooses to
make it. The flexible amount of facts to be
found allows the lower students to still have a
valid piece of work at the end of the lesson
and not something unfinished. The teacher
may have to allocate how many facts each
student is to find as some may choose to be
lazy while others may take too much on and
not finish.
Varied resources are available too via books
and computers so students may choose their
preferred method of research.
The class share time is another way for
teachers to differentiate and allow students
the opportunity to demonstrate what they
have learnt orally. Some lower students may
have learnt a lot but havent been able to
accurately describe their facts on the page.

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Teaching evaluation:
This comes into effect at the
conclusion of the lesson. Teacher
reflects on strengths and
weaknesses of the lesson in order
to improve on the next.

ESH 360 Society and Environment (Advanced)


Kiara Davis

Planning for progression in a Society &


Environment sequence of lessons/ AT2

Assessment of Learning:
The teacher will assess learning through the
questions posed throughout the lesson and by
observing and note taking at the conclusion of
the lesson.

Lesson Plan 6
Key learning areas:
- Geography
- Civics and citizenship
Learning outcomes:
-

Students can articulate the issues


surrounding water access in Africa
and explain why this is a global
societal issue.

Students can discuss contemporary


issues reported in the media and ask
and answer questions regarding the
importance of the sustainable
implementation and use of resources
(water in Africa)

Topic or title:
School Action and The Water
Project.
Lesson Length: 90 minutes
Resources:
- Teachers must have signed
up for The Water Challenge
and have all provided
materials to complete the
challenge
- Smart board with internet
access for video watching
- Whiteboard and markers
- Certificates for completing
The Water Challenge
- Questionnaires for the final
unit assessment (Appendix
A)
- Countdown poster for The
Water Challenge
- Tally poster to keep track of
the donations for The Water
Challenge.

NOTES FOR TEACHERS:


This lesson contains a project perspective that involves monetary donation. Some
schools struggle to gain donations from families in certain areas. If this is the case it
could be solely a school project and the school could donate proceeds instead. It is a
valuable way for children to feel as though they are making a difference in the
world and taking action to initiate change.
Overview of The Water Challenge:
The Water Challenge is a fundraising scheme affiliated with a reputable company
called The Water Project. This organisation takes donations from all over the world

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and uses that money to build water catchments, wells and bores in various locations
in Africa.
The challenge itself involves students giving up everything they drink except water
for 14 days and donating the money saved from not buying those drinks to The
Water Project. By doing so they will be helping individuals in Africa get access to
clean, fresh water and the group who donates the money gets information on
exactly where their money has gone/what it has contributed to.
The amount raised or asked for is up to the teacher and school involved perhaps a
gold coin or a $5 note, whatever is appropriate. Schools may even ask families to
really follow the project guidelines if they are willing and save the money they
spend on other drinks to give at the end of the fortnight. Teachers/principals can
decide what is best for their particular school. It doesnt really matter how much
money is raised it is about awareness and contributing to the project in a small way.
Teachers will need to get permission from the principal and have letters prepared to
send home to families with the cause that is involved and the reasons for the
challenge and the benefits their children will gain from taking part. It is important
to make sure that families understand you are not trying to change their decisions or
judge their lifestyle or choices but that the students are simply taking part in a
challenge to provide clean water to other school children in Africa.
Teachers will need to acquaint themselves with The Water Project organisation and
after gaining permission from the school will need to contact The Water Project to
get wristbands and sign the class up to the project via this site:
There are posters, promise cards, full colour handouts and wristbands for the
students to wear for the challenge free online at:
http://thewaterproject.org/thewaterchallenge-kit
Lesson introduction/tune in: (20 minutes)
Remind the students of the video watched at the conclusion of the last lesson.
Ask them several questions to jog their memories or watch again if nessecary:
- What was the video about?
- How did Gladys get her water?
- Where did she have to go?
- Has Gladys always had fresh water? Why/Why not?
- Who helped Gladys get water?
- What did Gladys do with the water she collected?
- How does fresh water help the children in Gladys village?
Write the following words on the board:

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The Water Project


Ask the children to predict what they think this company does or what these words
might mean.
After the predictions tell the students that they are going to find out exactly what
this company does and how they can help students their age in Africa have access
to clean water just like they do.
Main teaching points: (60 minutes 2 parts)
Part one:
Place the list of drinks constructed with the class in the previous lesson on the
board. Ask if anyone found out how much these items cost. If any students have
amounts write them next to the drinks. If not be prepared with your own list of cost
prices for the students to see. Ask them to guess how much they think the drinks
cost before writing them down.
Now ask the children if they have to drink all these fancy drinks?
Is it healthy?
Is there something free they could drink instead?
The aim of this discussion is to get the students thinking about the money spent on
drinks other than water and how that money could be better invested.
Show this video:
http://thewaterproject.org/thewaterchallenge

Image 4: Screen shots from The Water Challenge video. Retrieved from
http://thewaterproject.org/thewaterchallenge

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Explain The Water Challenge to the class in different ways and describe how, by
giving up these drinks (except water) they will be helping the children in Africa.
Have a countdown poster on the wall of the 14 days that the class will drink only
water and a tally of the amounts of money raised as it comes in from the families or
school over the fortnight.
The class will have a special celebration at the end of the challenge. They will each
receive their wristbands and a certificate for completing the challenge at which time
the teacer will donate the money raised and explain that they will get special
information from The Water Project about the children in Africa that they have
helped.
Part two
This is where students can reflect on their learning and where the teacher can assess
if the unit has been a success. They must complete a short questionarre on their own
in the time allocated to them (Appendix A).
Lesson conclusion: (20 mins)
The class comes together to share some of their answers to the questionnaire with
the class verbally.
The teacher collects all questionaries.
Planning for Differentiation
This lesson has many avenues for
differentiation. Students are engaging with
many forms of instruction and allowed to
absorb information in several ways both
written, oral and via video. The questionnaire
is an individual activity so the teacher should
have different questionnaires for different
learning levels which will help them
understand what the student had learnt but
also give that student the opportunity to show
what they have learnt within their Zone of
Proximal Development. This pertains to the
oral answer sharing. This gives students the
chance to show what they have learnt
verbally if they are not strong at writing.
Assessment of Learning:
The final questionnaire helps teachers to
understand the learning that has taken place
over the course of the unit.

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Teaching evaluation:
This comes into effect at the
conclusion of the lesson. Teacher
reflects on strengths and
weaknesses of the lesson in order
to improve on the next.

Commented [KD6]: According to The Australian


Curriculum: Geography students from foundation to year ten
should continue to develop as active and informed citizens
who: can contribute to the development of an
environmentally and economically sustainable, and socially
just world (ACARA, 2014, p.4). This lesson and lessons
three and five in particular look to foster this development
and encourage active and responsible citizenship to make a
difference. This lesson offers a real life activity which not
only motivates students to engage with the content but also
helps the students to determine and meet real, defined needs
in communities across the globe (Gilbert and Hoepper, 2014).
Through including an activity such as this one into the
learning sequence the students have an ongoing and
meaningful platform for reflection and analysis. The Water
Challenge promotes a sense of caring and community at a
global level while the same can be said for the poster making
activity in lesson three at a local level.
Civics and Citizenship in the Australian Curriculum is an
important subject which allows students the opportunities to
appreciate and understand what it means to be a citizen and
the values and dispositions required to participate and
contribute to diverse societies locally and globally (Gilbert
and Hoepper, 2014). The lessons and activities described here
are an example of how teachers may introduce the concept of
active and involved citizenship at both a local and global
level.

ESH 360 Society and Environment (Advanced)


Kiara Davis

The teacher completes a summative rubric for


each student pertaining to the involvement
and knowledge built over the whole unit and
not just the answers to the questionnaire. The
teacher uses all evidence gathered from the
sequence of lessons.
The questionnaire also gives the teacher a
chance to reflect on the teaching/learning of
their unit and how to improve it.

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References

ACARA, Australian Curriculum and Assessment Reporting Authority. (2014). The


Australian Curriculum: Geography retrieved from http://www.australiancur
riculum.edu.au/humanities-and-social-sciences/geography/curriculum/f10?layout=1

ACARA, Australian Curriculum and Assessment Reporting Authority. (2014). The


Australian Curriculum: Civics and Citizenship retrieved from http://www.aus
traliancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizens
hip/curriculum/f-10?layout=1

ACARA, Australian Curriculum and Assessment Reporting Authority. (2014). The


Australian Curriculum: Science retrieved from http://www.australiancu
rriculum.edu.au/science/curriculum/f-10?y=3&y=4&s=SU&s=HE&s=I
S&layout=1

Andrews, E. (1992). Educating Young People about Water. A Guide to Goals and
Resources with an Emphasis on Nonformal and School Enrichment Settings.
Retrieved from http://eds.a.ebscohost.com.ezproxy.utas.edu.au/eds/d
etail/detail?vid=4&sid=26c44647-a18e-41e6-9387-59a03fbeeaea%40session
mgr4005&hid=4211&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=eric&AN
=ED361224

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Planning for progression in a Society &


Environment sequence of lessons/ AT2

Brennan, K. (2014). Learning engagement and environmental education for


sustainability. Primary & Middle Years Educator, 12(2), 14-24. Retrieved
from http://eds.a.ebscohost.com.ezproxy.utas.edu.au/eds/detail/detail?sid=
0f1025f1-4b3e-4238-b4c4-6e143ea82325%40sessionmgr4003&vid=4&hid=4
211&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=anh&AN=98939066

CoolAustralia.org (n.d.) Round Robin Water Discovery: Educating for a Sustainable


Future. Retrieved from http://www.coolaustralia.org/activity/round-robinwater-discovery/

Department for Education and Child Development. (2013). Blooms Taxonomy.


Retrieved from http://www.decd.sa.gov.au/assessment/pages/assessmentstrate
gies/taxonomy/?reFlag=1

Fournier-Sylvester, N. (2013). Daring to Debate: Strategies for Teaching


Controversial Issues in the Classroom. College Quarterly, 16(3) retrieved
from http://eric.ed.gov.ezproxy.utas.edu.au/?id=EJ1018000

Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences:
History, Geography, Economics & Citizenship (5th ed). Southbank, VIC:
Cengage Learning.

National Foundation for Educational Research, Morgan, J., Williamson, B., Lee, T.,
& Facer, K. (2007). Enquiring Minds, Future Lab. Retrieved from http://www.
enquiringminds.org.uk/

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Reynolds, R. (2012). Teaching history, geography & SOSE in the primary school
(2nd ed). South Melbourne, VIC: Oxford University Press.

Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and time: Explorations
in teaching geography and history. Sydney, NSW: Pearson Australia

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Appendix A
Questionnaire for final unit assessment

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