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Inquiry

Phases

Guiding
Questions

Teaching strategies and


processes

Resources

(Content ideas and


sequence)
Phase 1
Remember
ing

What is the
climate like in
your chosen
region?
What season
is it?
How much
rainfall do
you get?
How does the
weather
make you
feel?

Phase 2
Understan
ding

Why is it
wetter on the
east coast of
Queensland
than the rest
of Australia?

Phase 3

Where, what,

List different types of


climates
Recognise and identify the
climate it is now. Use
http://www.flashearth.com
/ to view the current
weather in the
town/state/country
Review and analyse
elements on the map of
Australian rainfall
Identify key regions on the
map showing purpose
(largest rainfall, lowest
rainfall, reliability, capital
cities etc.)
Write first chapter of virtual
diary using Penzu app on
computer, iPad or iPod
https://penzu.com/journals
/13469836/16086287
Students predict why the
east coast of Queensland
receives more rainfall
than the rest of Australia
Explain and define
topography
Identity the topography
along the east coast of
Queensland (Google
Maps)
Summarise features of the
rain shadow effect with
diagram
Compare east coast of
Queensland topography to
South Africa topography
(Google Maps)
Write second chapter of
virtual diary using Penzu
app on computer, iPad or
iPod
https://penzu.com/journals
/13469836/16086287
KWL What do they already

Map 1 average rainfall in


Australia
Smartboard or projector
ICTs computers, iPads, iP
Internet access
Maps of Australia
Rainfall and temperature
and graphs in several re
Encyclopaedias
A range of books describin
climate and temperatur
various regions around
Australia
Penzu https://penzu.com/journ
69836/16086287

Figure 1 Mountains and


shadow
Smartboard or projector
Google maps
Class computer or iPad se
Penzu https://penzu.com/journ
69836/16086287

Internet access

Applying

when, where,
why and how is
water used?
How much water
is available for
the world to use
and consume?
How is this
fraction of water
used around the
world?

Phase 4
Analysing

Where does
water come
from?
What happens to
water after you
used it?

know and want to know


about water
Carry out an information
task where students are
provided with a key topic
word to find a definition
for. Turn this into a class
glossary
Use Weebly website to
gather notes and
information about how
water is used around the
world and how much is
available to use and
consume
Independently respond to
and evaluate the
information and data in
virtual diary
- Third chapter of virtual
diary using Penzu app on
computer, iPad or iPod
https://penzu.com/journals
/13469836/16086287
Discuss possible ways of
where water might come
from (after the rain) How
does water reach your
house?
Differentiate between bore
pumps, rain water tanks
Students make predictions
about what happens after
they use water and it goes
down the drain
Deconstruct diagram of how
water can be stored. Grey
Water hoses in the garden
or treatment plants
View and Discuss diagram
and text what happens
to the water when it goes
down the drain?
Watch YouTube clip on
where the water goes
after it goes down the
drain
Students create a flow chart
of possible ways is
supplied to homes.

Computers or iPads or iPo


Weebly website link Wor
Usage
http://waterusagecqu.wee
/

Class dictionary set


A large poster for the glos
Strips of paper to write de
on
Bluetac
Penzu https://penzu.com/journ
69836/16086287

YouTube clip where does


come from?
Diagram of how water can
stored and supplied from
water tanks or under th
ground and using bore p
YouTube clip where does
water go?
Text and diagram where
the water go?
Smart board or projector
Internet access
Penzu https://penzu.com/journ
69836/16086287

Phase 5
Evaluating

How clean is our


water?
Where can I find
the safest
drinking water?

Phase 6
Creating

How much water


do you use? How
can you reduce
your usage?
How does
population
growth and
climate affect
the water
supply?

Followed by what happens


to it when it goes down
the drain
Present this with a reflection
in their fourth chapter in
their virtual diary using
Penzu app on computer,
iPad or iPod
https://penzu.com/journals
/13469836/16086287
Students estimate a
percentage of how clean
their drinking water is (1%
is poor 100% is clean)
Research different elements
that contaminate the
water
Explain how to use the
equipment in the testing
kit
Model how to use the water
testing kit and how to
record the data found
Conduct the water testing
experiment in small
groups
Record data in the graphic
organiser
Students check for
consistency among other
groups
Write fifth chapter of virtual
diary which presents the
data from the
experiments where can I
find the safest drinking
water? Use Penzu app on
computer, iPad or iPod
https://penzu.com/journals
/13469836/16086287
Define water scarcity
Generate a mind map of
causes of water scarcity
View Worldometre
population growth and
water
How does climate affect
water supply?
Design and create a graphic
organiser estimate how

Water testing kit x 12 (tes


strips, results charts, te
tubes, water containers
makers)
A range of water samples
water, bottled water, po
water, ocean water)
Graphic organiser to recor
Text elements that conta
water
Penzu https://penzu.com/journ
69836/16086287

Graphic organiser
Smartboard or projector
http://www.worldometers.
White strips of paper
Bluetak
Laminator
13 A3 blank white posters
Colouring in materials
The Water Project

Phase 7
Reflecting

much water you use each


day
Compare results with other
students
Analyse the data
Use a graphic organiser to
display different ways to
reduce water usage of
water at home and at
school
Assemble a team of experts
to find an effective
projects which sponsors
countries with water
scarcity
Watch The Water Project
YouTube clip (What will
What can we do
the domination go
to help?
towards?)
Generate ways to raise
money for the foundation
free-dress day
Create posters on ways to
reduce water usage at
home
Display posters around the
school in other classrooms
Write sixth chapter of virtual
diary, detailing what the
Water Project is and how
can you minimise the
effects of water scarcity.
Use Penzu app on
computer, iPad or iPod
https://penzu.com/journals
/13469836/16086287
How is water
How do you value and
valued and
perceive water?
perceived by
Read texts The Rainbow
you and other
Serpent and The River
communities
Ganges
around the
Watch YouTube clips on the
world?
texts
Determine and compare
how water is valued and
perceived by other
communities around the
world
Assemble students into
groups to create a short

http://thewaterproject.o
gclid=CKHG173D_cACF
df4oARA
The Water Project What
https://www.youtube.co
h?
v=bySIiPDV6wo&index=
UUWFPw3t1Kzh9vo-20M
Penzu https://penzu.com/journ
69836/16086287

Smartboard or projector
The Rainbow Serpent text
The River Ganges text
YouTube The rainbow Se
https://www.youtube.co
h?v=cLktDAY-bz0
YouTube The Rainbow Se
https://www.youtube.co
h?v=pCuuRRrfOXo
YouTube The river Gange
https://www.youtube.co
h?v=yPD-bMsGKTk
Penzu https://penzu.com/journ

skit or mime which


represents how Hindu
people, Aboriginal and
Torres Strait Islander
peoples or themselves,
value and perceive water.
Present skits to class
Reflect on how water is
important to you.
Draw on differences and
similarities between each
culture and themselves
Write seventh and final
chapter of virtual diary,
reflecting on the
information, skills and
data found throughout the
unit. Use Penzu app on
computer, iPad or iPod
https://penzu.com/journals
/13469836/16086287

69836/16086287