EDF4512: Gifted Education a

Marine Stormwater Pollution

Differentiated Unit of Study
Emily Rogers

Grade 3/4

ID: 22579486

Contents
Introduction/Rationale.. 2 Time Frame/Unit Outcomes. 3 Unit Plan. 4 Dimension One (Content) . ..11 Dimension Two (Williams Teaching Strategies) .. 12 Dimension Three (Assessment and Evaluation) ...13 Resources...15 Appendix One (Student goal setting)....16 Appendix Two (Rubric assessment)......17 Appendix Three (Water pollution)....18 Appendix Four (Stormwater & sewerage)....19 Appendix Five (Sample marine litter survey sheet)......20 Appendix Six (Stormwater solution tool)..21 Appendix Seven (PMI assessment)...22 Appendix Eight (Reflection).............................................................................23

Introduction/Rationale
This unit will explore the topic of Marine Stormwater Pollution and the relevant issues surrounding it. The rationale behind this unit was to create a multidisciplinary teaching and learning program based on marine stormwater pollution. This unit incorporates various aspects of the AusVELS curriculum while working to education students about the pollution that is effecting our marine environments. This unit was designed to be informative for students across the state and not restricted to communities near the coast. Students are able to make connections to work and are given the opportunity to explore various aspects within the curriculum. For this unit, the Williams Model was chosen based on studies of the creative person and process. It has three dimensions: Dimension One: This consists of subjects that make up the school curriculum. The K12 content is the vehicle for students to think and feel about Dimension Two: Comprises of 18 strategies to be used by the teacher to develop students thinking and creativity Dimension Three: Consists of eight student processes that have been shown empirically to be involved in creative thinking (fluency, flexibility, originality, elaboration, curiosity, imagination, risk-taking and complexity) (Gross, Scrap & Pretarius,1999)

The Williams Model was used in order to develop a framework for developing activities which will provide students with stimulation and opportunities for high-level thinking (NSW Department of Education and Training, 2004, p.3).

Time Frame
This unit of work will be completed over a term (approx. 10 week period), integrating activities throughout the curriculum.

Unit Outcomes
The topic chosen will enable students to learn at a deeper level. They will make many links in their understanding and insights. They will learning and discover links between the following (AMEPS, 2013): The impact of litter and other pollution on marine life. How litter and other pollutants travel to the sea via the stormwater system. Compare the types of marine pollution that comes from ships and fishing boats with marine pollution that comes from the land. Stormwater drains are for rain only, sewerage systems are for grey and black water. Most of the marine pollution around Australias coasts can be easily avoided. Most of us are contributing to stormwater pollution. We can do things personally, at school, at home and in the community to reduce stormwater pollution. The outcomes for the unit be been designed to be affective, behavioural and cognitive. They include adaptations from the Williams Dimension Three creative processes of thinking, fostered through various strategies employed within differentiated pedagogy (Gross et al, 1999, p.78). These include: Students will show a deeper understanding of the issues surrounding marine stormwater pollution Students will work independently, in small groups and as part of the whole class Students will show sensitivity to a wide range of opinions and ideas present in text, but also in their interactions with others Students will demonstrate flexibility through expressing a variety of ideas, viewpoints, and opinions across the unit, but also, an ability to shift in direction of thought with appropriate justification

Unit Plan
The topic of Marine Stormwater Pollution will include a wide range of AusVELS curriculum areas over the course of the term. Within this framework, there will be a variety of differentiated learning activities which will include Williams Teaching Strategies. These activities allow the students to extend themselves and complete them to their ability. This unit is strongly referenced to the Australian Marine Environment Protection Association (accessed 2013) for their activities and activity worksheets (appendices). Below is an outline of the unit. Lesson Classroom Preparation Materials Art and craft materials, colour pencils, A4 paper Work book and computer (to publish work) Copy of Student goal setting activity sheet pages, appendix one and two Background Prior learning activities enable students to value what they already know about a topic. Activities Visualisation Using art and craft materials, ask each student to make an animal that they think might be encountered in a marine environment. Their work could be suspended from the ceiling. Creative Writing Skill Ask students to describe (written or diagram) how rain falling around their homes gets to the sea. Goals developed from the authentic learning question; What can we do to protect the sea from pollution? The goals can include: Understand how litter and other pollutants impact on the marine environment. Identify the causes and consequences of marine pollution. Explain how individuals including themselves and groups can reduce marine pollution. Make personal commitments to modify behaviour to reduce stormwater pollution. Communicate to others how they can reduce marine pollution. Examples of Change 1. Students will design an experiment to find out if litter and garden waste pollutes water. They will also experiment to find out how oil may impact on the environment. 2. Show students what equipment they will be able to use. 3. Using the schools litter collection methods, students collect some items of litter and garden waste in the school ground. They could also take a sample of material from a gutter in the school car park.

Prior Learning Student Goals

Goals assist students to be more involved in selfdirected learning, to remain on track and meet their learning outcomes.

Tuning In

A dozen disposable specimen jars with screw top lids, fine tip permanent marker, tweezers, water and vegetable oil. Students may need

Students will then be able to: Analyse the findings Discussion about students findings Disposal Extension

some dishes. A strong pair of scissors. They will need materials (litter, leaves, food etc.) that commonly end up in our waterways. Copies of Activity sheet page appendix three. Digital camera optional. Writing materials and copies of the activity sheet - Stormwater and sewerage page appendix four.

4. Students decide on ten materials they will test that represent the litter and garden waste in the school. Items should include food, plastic, paper, leaves, lawn clippings etc. The 11th jar will have water and oil. 5. Students suggest how each material might respond to being left in water over time. Their ideas need to be recorded. 6. Each jar will contain water plus one of the materials. Each jar should be labelled. 7. Take two small squares of woollen material or commercially acquired feathers. Dunk one in water and the other in vegetable oil. Leave them on separate saucers. 8. The caps on the jars should be screwed on. 9. Record changes over the week.

Whole class discussion

Evaluate Situations Discuss as a class which items in and on the house and the road link to the different underground pipes. They will find out if they are correct as they complete their finding out activities. They will also realise why two systems are needed and the consequences if the wrong pipes are connected up. Students can be faced with openended situations and discuss the what ifs involved with stormwater drains and pollution. Skills of search As a class examine the authentic learning question: What can we do to protect the sea from pollution? What do we think this question means? If the sea needs protection, does that mean the sea is under threat? What might some of the threats be? Is the question serious about us helping to protect the sea? Does that mean that we might be doing things that pollute the sea? Analogy Using the students ideas in the previous activity ask small groups of students to see how the following list of words and ideas link with their understanding of pollution. Litter Stormwater Stormwater drains

Finding out Web Research

Writing materials and computer or device to complete web research.

Students should start their research with the AUSMEPA website www.ausmepa.org.au and locate the web pages on marine stormwater pollution.

Finding out Gathering coastal data

Clipboards, pencils, record sheets, plastic rulers or spaghetti spoons (for sifting through sand, seaweed and litter), plus each group will need four metres of string tied at the ends and four stakes. A

Entanglement of wildlife in litter Bacteria Fertiliser and other garden and farming chemicals Plastic bags Ships bilge Use the glossary to distinguish between the following words: Litter Waste Debris Rubbish This documentation could Provocative Question be used as their report. You As a class ask the students what they may need to find out about the pollution of the may like to provide students sea. These are some of the questions that could be asked: with a short period of time What pollutes the sea? to give a report on what How are marine animals and plants affected by pollution? they found to be the most Do all forms of pollution act the same way? interesting, surprising or Can students work out different categories of marine pollution? disturbing information. How is the sea polluted? How are people responsible? Where does most of the pollution come from? How do we know when the sea is polluted? Are some places more polluted than others? Does most of the pollution come from the land or ships and fishing/recreational boats? 10 years ago, litter surveys Examples of Habit on some urban beaches On a beach there will be several lines of debris running parallel to the edge of the could be amazing water. These represent different high tide locations as well as the action of the lowest experiences with students tide. finding 200 items in a Students are likely to find the most litter in the thickest layer of de bris that single square metre. These represents the most common of the highest tides. As the tide goes out all the debris is beaches are now raked daily left behind. Usually most of the debris is the remains of sea organisms, seaweed, using large tractors towing sponges, sea jellies etc. There may also be many other items including litter, leaves raking machinery. There are and sticks that do not belong in the sea. places that the tractors cant Students peg out their quadrat (a quadrat is a square area used for the purpose of

Finding outGathering and analysing school ground data

container that can be used to hold syringes (to be looked after by an adult). Copies of marine litter survey sheet page appendix five. Writing materials, clipboard and some students may wish to record some data using a digital camera.

go where students might obtain a high litter count. Students can then analysis the data collected.

survey work) over an area where there is a lot of debris i.e. along the high tide area. The size of the quadrat is one square metre. Using the four metres of string and the four stakes the students peg out a quadrat. Inside the quadrat, students use a ruler or spaghetti spoon to pick their way through the material and count each item of litter and record it against a category.

Stormwater pollution comes from streets, homes and even school grounds. Students in this research activity will find out how different aspects of their school may be contributing to stormwater pollution.

Drawing conclusions

Whole class discussion

To do their research, students will: 1. Choose a theme to investigate. 2. Identify what can be measured and what data can be collected. 3. Design a data sheet to record their observations. 4. Identify any OH&S issues, and describe how they will go about avoiding and preventing any risks. 5. Get their teacher to sign off on their data sheets and avoidance of placing themselves at risk. 6. Collect data. 7. Analyse data. 8. Make tentative recommendations. Discrepancy As a class, use these different ways of thinking to explore and expand what students have learnt. Here are some examples of questions that may be asked. What students know What do you know about stormwater pollution? What marine animals and plants are affected by this pollution? What kinds of things pollute the marine environment? How do these substances get into the stormwater drains? How students feel How do you feel about the conservation of marine life? What do you like about the beach and sea? How do you feel not knowing how polluted the water is at your beach? Students are critical thinkers How difficult is it to prevent stormwater pollution? Why arent people preventing this pollution? What are some risks to our marine environment? What are some health risks to people visiting their beach? Students find the benefits How is the sea important to people? How will preventing stormwater pollution help the freshwater and marine environment as well as people? Students are creative, find solutions and make recommendations What can schools

How should owners of recreational boats dispose of their garbage and waste oil products? Choose an appropriate medium to explain to this audience the importance of disposing of their waste appropriately to prevent marine pollution. Whole class discussion

Copies of Stormwater solution tool page appendix 6

Students will get back into the groups that were formed to obtain school ground data. The group will

do to reduce stormwater pollution? What can individuals do to prevent stormwater pollution? What can governments do? What should we do to get people to reduce their polluting activities? What should happen to people who continue to pollute the environment? Where do students go from here? How has your way of thinking about the pollution of the sea changed? How can we get people to change their behaviour? What can you recommend to reduce stormwater pollution? Intuitive Expression In a group, put yourselves in the place of an inspector who examines how ships manage their waste so they do not pollute the sea. When on board the ship describe who the inspector will speak to and what they will look at. Where will they go on the ship? What will they look for in the galley? What will they need to know about the waste in the ships bilge? What will the inspectors look for to find out how the crew handles recycling of their rubbish? What will the inspectors need to know about how waste oil is disposed of on board a ship? Students can create and perform a small play to demonstrate their knowledge about the correct disposal of waste at sea. Adjustments to Development Brainstorm with the class to ask students what they, as individuals, can do to reduce stormwater pollution. Once students have exhausted their ideas you could do the following: 1. Ask students to choose some of their ideas to test for a week. They can record which solutions they will test. They will need to provide feedback after a week. 2. After a week, students share their experiences about reducing their impact on stormwater. 3. Students may now be ready to make a personal pledge. They can choose those actions they intend to do to make sure they reduce stormwater pollution. They should record their pledge and keep it in a safe place. 4. Students will then be able to come back to class and playback what they think worked well and what didnt. Using the solution tool they will describe only those questions that relate to their solution. Students would fill in a separate sheet for each solution. The questions are: What is the stormwater problem? What might be one solution?

brainstorm solutions for the issue they investigated. The group will use the solution tool (find in the activity sheets) or their own version of the tool to describe how they might solve some of the schools stormwater issues.

Whole class activity

Whole class activity

Do people need to change their behaviour? Why would they change their behaviour? What can be done to help them change their behaviour? Does the way something is being done in the school need to be changed? Who can change it? What will they need to do? Does something physical need changing or something new need to be purchased? How will it benefit? How much might it cost? Who would do it? Discuss and choose criteria to help students sort their solutions. Criteria can include: Solutions that are similar can be easily grouped together. Those solutions that are cheap to implement compared to those that will need a budget. Solutions that can be done by: Students with a little adult help Students and adults Only by adults in the school By adults with specialist trades or professions. Solutions that will require detailed planning to be submitted to school decision makers. Solutions that although challenging for students, will be able to be done by them. Solutions that will have a large impact on the reduction of the schools stormwater pollution. Solutions that are likely to have a large impact on peoples behaviour that leads to stormwater pollution. Discuss which of the above criteria are the most important to students? How many solutions do students think they can manage? Which solutions stand out as the best for students to implement? Examples of reasons might be: It will be too much work for the teacher and too little work for students. OH&S concerns of the school may mean the project cannot be approved. As a class decide on a number of solutions. It may be six to ten with an expectation

Social action and communicat ion

Small group activity

Access to a wide variety of media, PMI assessment activity sheet page appendix seven.

Reflection

Reflection activity sheet page appendix eight.

Reflection time provides students with an opportunity to value what they have learnt and the learning processes they have been involved in.

that a couple may not get off the ground. Tolerance for Ambiguity Before students start their plan they should answer the following about their solution: What will be achieved by this solution? What are the benefits that will result from the solution? Why is this solution important to the health of the environment? How might the solution benefit people? Criteria students may need to consider when making their plan: Start by organising all the steps needed to implement the plan. Identify who will need to approve and comment on the plan. What tasks are going to be done to put the plan into operation? What resources will be needed to do the tasks? Who will do the tasks? How will students remain safe? How much time will be needed to complete the solution? How will the group measure how successful their solution was? Once students are ready, they should implement their solutions. Allow groups or individuals to design and develop their communication product. Students should write attached notes explaining how their product should work. Communication projects enable students to apply their knowledge and the personal values they have developed. With this activity, a lot of additional learning occurs in groups. Alternatively, many of your students may wish to focus on their own project. Use the PMI Activity sheet. PMI stands for plus minus interesting. In this activity students look at another students work and write down what the y think the pluses and minuses are and describe what they found interesting. Ask students to complete a PMI so that each piece of work has at least two or more assessments. The PMI assessment should not be written on the other students work. Your students may have preferred reflection strategies, so they should use these. The reflection activity sheet in this unit of work can be used to provide some structure while reflecting.

Dimension One
Dimension one of the Williams Model identifies and lists the subject matter of the school curriculum, using the unit content to extend students cognition and creativity (NSW Department of Education and Training, 2004, p.3). I have chosen to incorporate activities that integrate a wide range of AusVELS curriculum areas to give students the opportunity to excel in areas they are best at. Although the activities below have a range of curriculum areas integrated into each lesson, I have displayed the most prominent area for each activity. No. 1 2 3 4 5 Domain The Arts English Personal Learning Science Thinking Processes Statistics and Probability Statistics and Probability Science Understanding Learning Focus Art Design Writing Learning Activity Classroom Creating & Making preparation Language Prior learning Managing Personal Student goals Learning Earth & Space Tuning in Sciences Reasoning, Finding out Web Processing & research Inquiry Data Finding out Representation & Gathering coastal Interpretation data Finding out Data Gathering and Representation & analysing school Interpretation group data Reasoning, Drawing Processing & conclusions Inquiry Social action and Presenting communication The Individual Reflection Learner Standard

Mathematics

Mathematics

8 9 10

Thinking Processes Communication Personal Learning

Dimension Two
This unit has incorporated various differentiated activities that will be undertaken by the students. I have chosen eleven teaching strategies adopted from the Williams Model. In the unit of Marine Stormwater Pollution, these teaching strategies have been embedded throughout. By introducing these teaching strategies throughout the unit, the students will then be familiar to then progress to a less structured unit that could include a selection of learning tasks that the students can chose. By allowing them to have a choice, they are then given responsibility for their own learning (Forster, 2006). Differentiation, for gifted learning in particular, should be an integral part of the school curriculum and should be well thought through and planned (Robinson, 2002). 1. Visualisation 2. Skills of search 3. Provocative question 4. Tolerance of ambiguity 5. Examples of change 6. Creative writing skill 7. Analogy 8. Discrepancy 9. Examples of habit 10. Evaluate situations 11. Intuitive expression 12. Adjustment to development Express ideas in three dimensional format or nontraditional formats Research on something done before; trial and error on new ways Inquiry to incite exploration and curiosity Pose open-ended situations, e.g., what if? Show the dynamics of things; make modifications, alterations or substitutions Generate novel ideas in writing Finding similarities between things or situations which may in other ways be different Gaps or missing links in given knowledge Build sensitivity to habit-bound thinking Extrapolate from ideas and actions; analyse implications or consequences Expressing emotion through the senses; guided imagery; role-playing Examine or playback mistakes or failures

Dimension Three
According to the Victorian Curriculum and Assessment Authority (2013), assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgments to improve future learning and development. Assessment throughout this unit will include the students ability to address the eight creative thinking processes in the Williams Model of differentiation (NSW Department of Education and Training, 2004). Williams creative thinking processes are outlined below: Creative thinking process Fluency Flexibility Demonstrated by:

Cognition domain

Affective domain

A substantial number of relevant responses Variance and adjustment of responses and thinking processes in response to direct questions and tasks Originality Unusual ideas and novel responses to prompts Elaboration Extra detail, insight and specificity in response Risk-taking Willingness to try something new, investigate the unknown, make estimations, and expose oneself to failure and mistakes Complexity Elaboration, depth and sophistication of response Curiosity Interest in exploring new ideas, problems and situations Visualisation Ability to imagine, perceive and relate to unknown situation and circumstances

Throughout the unit of Marine Stormwater Pollution, there are also various other forms assessment throughout. The first of these are pre and post testing. Robinson (2002) explains that pre-assessment is important to establish prior knowledge and informed planning (p.1). He also explains how post assessment is critical to determine how much the student learns during the activity, the effectiveness of the activity, and to inform future planning (Robinson, 2002, p.1). This unit demonstrates the use of both pre and post testing with the use of the prior learning activities along with the reflection activities. This is also shown by the students completely their goals for the unit. Other areas of assessment include the use of summative assessment throughout the unit, the assessment of students workbooks, the assessment of the students play or performance, and the opportunity for students to give the teacher an evaluation at the conclusion of the unit.

Examples of assessment tasks for each activity (AMEPA, 2013). Theme Activities Prior learning
Student goals and assessment Finding out

Examples of assessment tasks

Participation and contribution to a class activity. A well-considered input relating to their prior knowledge. Able to record the required goals for the unit of work. Shows an understanding of their personal learning needs by setting personal learning goals. Organising work in a team. Working cooperatively with others. The team takes control of the research. Sharing information. Working independently. Completing tasks on time. Using different sources to obtain information and solve problems. Using technology effectively to obtain information. Providing evidence of how and where they found information. Extracting and making notes of the appropriate information to answer their questions. Present ideas and information using a range of formats and media. Appropriate use of media in preparing a report. Presentation demonstrates that students answered their questions. Organising work in a team. Working cooperatively with others. Able to weigh up a number of options. Use creative strategies to solve problems and prepared to take learning risks. Shows an understanding of how peoples activities link to stormwater pollution. Presentation of their solutions. The content of the communication product demonstrates their understanding of the unit of work. An appropriate medium has been chosen and justified for a specific audience. The communication package is engaging to the chosen audience. The medium has been used in an appropriate way. The communication product demonstrates creativity.

Drawing conclusions, finding solutions

Communication project

Resources
Australian Marine Environment Protection Association (2013). Marine Stormwater Pollution. Retrieved from: http://www.ausmepa.org.au/marine-stormwater-pollution/curriculummaterials.htm AusVELS (2013) Victorian Curriculum and Assessment Authority. Retrieved from: http://ausvels.vcaa.vic.edu.au/Level6?layout=1&d=ta&d=co&d=E&d=hpe&d=H&d=id&d= M&d=S Forster, J. (2006). Quality teaching for gifted learners: An action research approach to professional learning. The Australian Journal of Gifted Education, 15 (2), 32-42. Retrieved from: http://readinglists.lib.monash.edu/link?url=http%3A%2F%2Fsearch.informit.com.au.ezproxy .lib.monash.edu.au%2FdocumentSummary%3Bdn%3D159759%3Bres%3DAEIPT Gross, Scrap & Pretarius (1999). Gifted Students in Secondary Schools: Differentiating the Curriculum. NSW: Gerric New South Wales Department of Education and Training (2004). Policy and implementation strategies for the education of gifted and talented students: Curriculum differentiation. Curriculum K-12 Directorate: NSW Robinson, L. (2002). Tips on planning for gifted students. Victorian Association for Gifted and Talented Children 12, (3), 12-16. Retrieved from: http://readinglists.lib.monash.edu/link?url=http%3A%2F%2Fimages.lib.monash.edu.au%2Fe df4512%2F04137421.pdf

Appendix One

Appendix Two

Appendix Three

Appendix Four

Appendix Five

Appendix Six

Appendix Seven

Appendix Eight