Week 1: Becoming a citizen scientist (interactions)
Inform students that will be working as citizen scientists.
Citizen science expands scientific inquiry and research from academics, researchers, and clinicians to include students. Students become involved in authentic learning and aid scientific projects through observations, calculations, and other support efforts.
Citizen science expands scientific inquiry and research from academics, researchers, and clinicians to include students. Students become involved in authentic learning and aid scientific projects through observations, calculations, and other support efforts.
Complete the KWH chart in student journals: What they know / What they want to know / How they will know
View the clip below, students record terms and ideas they think might relate to wetland ecosystems and citizen science
View the clip below, students record terms and ideas they think might relate to wetland ecosystems and citizen science
After viewing the clip above have a class brainstorm: What is a Wetland? Write the words randomly across the white board then students work in pairs to sort the words under sub headings of their own choosing using a mind map. Mind maps are displayed and referred to throughout the unit.
Students work in groups of three to research a type of wetland to share with the whole class use the placemat strategy.
The wetland type is written in the centre with the following subheadings recorded in each corner:
The wetland type is written in the centre with the following subheadings recorded in each corner:
- Cultural significance
- Location of wetland
- Flora and fauna found in this ecosystem
- Benefits of this type of wetland
Session 2: Developing understanding (interconnections)
Begin with a glossary match activity: select 15 important key terms for the topic and cut the term and definition into two separate pieces, hand out so every student has a concept or a definition from the word wall. Students need to find their matching term or definition.
Discuss learning so far and every student must record something in their KWH chart.
Refer to the mind map from the previous lesson to support students in writing a definition for the term ecosystem
Students should come up with something like this: An ecosystem is a complex set of relationships among the living resources, habitats and residents of an area. It includes plants, trees, animals, fish, birds, microorganisms, water, soil and people.
Give time to finish the placemat task in preparation for session 3.
Discuss learning so far and every student must record something in their KWH chart.
Refer to the mind map from the previous lesson to support students in writing a definition for the term ecosystem
Students should come up with something like this: An ecosystem is a complex set of relationships among the living resources, habitats and residents of an area. It includes plants, trees, animals, fish, birds, microorganisms, water, soil and people.
Give time to finish the placemat task in preparation for session 3.
Session 3: Becoming the expert (interconnections)
As each group presents their placemat task, students record the information about each wetland type into their journal in a table similar to the one below.
Session 4: Preparing for the field trip (interactions)
Discuss the local area of Mawson Lakes and ask students to work in a small group to identify what type of wetlands are found in their local area. Students must justify their answer.
Introduce the scientific work they will be undertaking on their field trip:
Introduce the scientific work they will be undertaking on their field trip:
- making observations
- sketching, photographing and annotating what they see
- mapping
- using PH indicator strips
Session 5: Field Trip (interactions/implications/interconnections)
Students will need: coloured pencils, worksheet, ipad, and a team leader
Their job is to:
Their job is to:
- Sketch what the wetland looks like
- Draw a bird’s eye view map of the area
- Predict the quality of the water based on their learning in class about PH levels
- Test the water
- What can be concluded
- Think about why wetland ecosystems are included in this housing estate
Photos taken by students
Exploring and making observations
Testing the PH level of the wetlands
Week 6: Research the benefits of including wetlands when developing housing estates (implications)
Students are provided with websites and support hand outs that cover the following key ideas:
- Why were the wetlands added to the design of Mawson Lakes?
- Where does the recycled water come from?
- Indigenous perspectives respecting the land and sacred sites
- Conservation
- Water detention
- Water cleansing
- Eliminate polluted storm water
Week 7: Using our findings and connecting with local council (interconnections)
Students write a scientific report with photos, diagrams and annotations to answer one or all 3 of the inquiry questions introduced at the beginning of the unit.
The report will be submitted to the Salisbury Council.
1. How has human interaction affected the area?
2. How are we as a local community interconnected with this particular environment?
3. What are some possible implications for this area? (from your observations and water testing)
The report will be submitted to the Salisbury Council.
1. How has human interaction affected the area?
2. How are we as a local community interconnected with this particular environment?
3. What are some possible implications for this area? (from your observations and water testing)
Week 8: Draft final copy of report
letter_to_council.doc | |
File Size: | 648 kb |
File Type: | doc |
Week 9: Use the text Tale of Two Cities to support students in developing pride about their community(interconnections/implications/interactions)
Ask students to imagine "You are one of the people telling their oral history to a family member from another country or state"
How would you describe the area you live in?
List its good and bad points
Write about a special space in your community where you like to spend time eg skate park, school, wetland, your home
Draw a map and plan of your house with possible improvements that would benefit future citizens of your community (dual water system, wifi connection, solar power etc)
How would you describe the area you live in?
List its good and bad points
Write about a special space in your community where you like to spend time eg skate park, school, wetland, your home
Draw a map and plan of your house with possible improvements that would benefit future citizens of your community (dual water system, wifi connection, solar power etc)
Week 10: Final reflection:
Students read through the response from the council and highlight anything they would like to record on their KWH chart. Identify unfamilar/technical language to support students in reflecting on their learning
lttr_-_pg_r-7_school_dec_15.pdf | |
File Size: | 129 kb |
File Type: |
We provided some sentence starters to engage students in reflection:
This term I have learnt….
The response from Salisbury Council has made me feel…… because……
The letter answered my concern about…….by explaining……..
Something I still want to know is….
This term I have learnt….
The response from Salisbury Council has made me feel…… because……
The letter answered my concern about…….by explaining……..
Something I still want to know is….