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Learning Sequence:

Unit details:
Year 7 Geography
Unit 1: Water in the World

Digital Resource: http://waterintheworld2016.weebly.com

Lesson

1
Classification
of

Pedagogy
Descriptions

Teacher Actions

Student Actions

Whole Class
discussion

Teacher writes "water" on Students participate in


the whiteboard and asks class discussion,
students to brainstorm
reinforcing peers'
where water is found, its contributions, and
use and importance.
asking comprehension
questions.

Environmental
resources, and
water flow.

Resources

Ask students describe


their views of water as a Students write down
vital resource on piece of their description of
water as a resource in

Resources &
Water Flow' page
from digital
resource.

Interactive
whiteboard

ACHGK037 and
ACHGK038

Concepts
Place/scale/interconnecti
on.

paper.

notebooks.

Teacher plays "Water our Take notes during


most precious resource" video.
video from website.

Teacher begins whole


class discussion on the
challenges and
opportunities in
addressing water
scarcity.

Students use ICT


devices to explore
digital resource.
Students work on Task
One under Resources
and Water flow before
discussing responses
with peers.

Teacher directs students


Students use the
to access the digital
resource and complete interactive water cycle
diagram and complete
Task One of the
Task Two.
Resources and Water
Flow tab before
discussing with peer next
to and moving to Task
Students ask teacher or
Two.
peers for assistance
throughout tasks.

Whiteboard
markers

ICT devices
(laptops, iPads)

Teacher provides copies


of relevant resources and
Students to participate
activities for students
who are unable to access in discussion, drawing
the water cycle on
site.
board and using
geographical terms.
Teacher roams room to
ask questions and
observe student
understanding.

Whole class discussion


wrap-up by drawing of
water cycle on the
board.

Whole class
discussion

Quantity and
Mapping skills
Variability of
Collaborative

Teacher asks students to


recap last lesson and
links key concepts with
the lesson topic during
whole class discussion.

Class provides insight


'Quantity &
into student knowledge Variability' page
through contributions of from digital
terminology and
resource.
concepts.

Australias
Water
Resources.
ACHGK039

Concepts
Space
Scale
Interconnection

learning
Students provide
Interactive
definitions to concepts whiteboard
In whole class discussion and relate them to their
define the following
lives and Australia.
geographical concepts
Students listen to peers
Whiteboard
and what it means in
and reinforce
markers
Australia
knowledge and
understanding through

weather
discussion.

climate
ICT devices
Students use ICT

precipitation devices to use the


digital resource.

average
rainfall

evaporation

rainfall
variability

drought

Students complete Task


One, asking for
clarification when
needed.

Teacher writes definitions Students share answers


on whiteboard for
with a peer.
students to refer to.
Students organise into

Direct students to
Quantity and Variability
page of website to
complete Task One.

small groups no larger


than four to complete
Task Two.

Students follow links


Teacher provides copies provided to analyse and
of relevant resources and compare global
rainfall.
activities for students
who are unable to access
site.
Students to share
findings during wrap up
Direct students to work in discussion.
small groups in order to
complete Task Two.

Teacher wraps up class


with whole class
discussion for students
compare their answers
and consolidate
understanding.

3
The nature of
Water
Scarcity and
Sustainability.
ACHGK040

Concepts
Space
Sustainability
Interconnection

Whole class
discussion

Teacher asks questions Students respond to


about students' personal questions.
water use for the day.

'Water Scarcity'
page from digital
resource.

Teacher directs questions


Inquiry/Investigation to enhance higher order Students to recognise
Australia is a "water
Blue footprint cut
thinking.
rich country" in terms ofouts
consumption.
Venn Diagram
Teacher asks questions
Water tracker
that put students in
Students
to
work
worksheets
another person or
Collaborative
through Water Scarcity
community's shoes
learning
tab in pairs.
regarding water
consumption.
Whiteboard
Direct students to work
with a partner and
explore Water Scarcity
tab of the digital
resource, working
through Task One and
calculating their water
footprints.

Teacher provides copies


of relevant resources and

Students investigate
global water
consumption to
compare and critically
think about personal
consumption.

Students to
collaboratively answer
the questions on the
resource page for class

Whiteboard
markers

activities for students


discussion.
who are unable to access
site.

Teacher to roam room


and observe students,
asking questions to
reinforce student
understanding and
knowledge.

Students calculate their


individual water
footprints, to compare
their own water
consumption to that of
water poor countries.
Students record water
footprint on blue
footprint cut outs.

Provide students with


blue foot cut outs.
Students discuss their
investigations of global
Wrap up with whole class water consumption as
discussion, with Venn
well as their personal
Diagram comparing
water footprint.
water consumption in
Australia and other
countries.
Students offer ideas on
how to limit water
consumption.
Discuss students' water
footprint, actions to lower

footprints, and direct


students to record
footprint weekly to track Students provided with
water consumption
throughout the term.
tracker worksheets to
use throughout the
term.

Whole Class
discussion

The
Concept Mapping

Recap last class


regarding water
consumption and
scarcity.

Students participate
'Value of Water
and discuss their water page from digital
consumption.
resource.

economic,
cultural,
spiritual and
aesthetic
value of
water.
ACHGK041

Collaborative
learning

Ask students how they


value water, as
individuals and as
Australians.

Students to discuss
value of water,
recognising multiple
perspectives of how
peers value water, or
peer knowledge on
others value of water.

Teacher shows
"Wurundjeri Welcome to
Country" performed by Students watch video,
Wurundjeri Elder, Colin and then complete a
Hunter Jr video from

Whiteboard

Whiteboard
markers

iPads or laptops

digital resource.

Concepts
Sustainability
Interconnection

concept map.

Teacher directs students Students think pair


to create a concept map share with table groups,
on water.
discussing their concept
maps.
Students to share and
discuss completed
Students to read the
concept maps with table water stories on the
groups.
"Value of Water" page
of digital resource.
Teacher directs students
to open the "Value of
Water" page on their
resource to read the two
water stories.

Students create second


concept map as
directed from teacher,
using video and
readings from website
as resources.

Teacher provides copies


of relevant resources and
activities for students
Students contribute
who are unable to access ideas to class
site.
discussion comparing
their value of water to

Headphones

Aboriginal and Torres


Strait Islanders.
Teacher asks students to
create a second concept
map for "Aboriginal and
Torres Strait Islander
value of water"

Whole class discussion on


similarities and
differences, recorded on
board in Venn Diagram.

Whole class
discussion

Causes,
Impacts and
Responses to
An
Atmospheric

Discuss the 7
Geographical Conceptswrite them on board.

Collaborative
learning
Ask students to
brainstorm key words
and ideas about
Hydrological Hazards.

Students contribute to
discussion of 7
'Hydrological
Geographical
Hazards' page
Concepts.
from digital
resource.
Students brainstorm
hazards with words
such as flood, tsunami Notebooks
etc.

Or

ACHGK042

Show 2011 Queensland


Pencils
Floods Documentary
video to the class, asking Students watch
documentary while
the students to take
taking notes in relation Interactive
notes.
to the geographical
Whiteboard
concepts.

Concepts

Direct students to
complete Task One,
prompting students to
work in pairs or in small
groups.

Hydrological
Hazard.

All 7

Students use their ICT


devices to complete
Task One, relating to
the video, referencing
their geographical
concepts notes.

Teacher provides copies


of relevant resources and
activities for students
who are unable to access Students to organise
themselves in small
site.
groups, no larger than 4
for natural hazard
assignment.
Time permitting, students
to form groups and start
working on their
Students negotiate and
assignment.
collaboratively decide
on hazard to being
researching.

Whiteboard
markers

Assignment: Explain
Students to choose one
natural hazard related to
water(e.g., tsunami,
drought ,cyclone) and,
working in small groups,
complete a research task
on it following the points
provided within the
rubric

Teacher informs students


to complete this
assignment task as
homework, submitting it
within the due date.