Stage of learning in Teaching strategies Learning experiences Assessment

this unit Of, for and as

Tuning in Lesson 1
Activities to engage KWHLAQ Chart Students fill in an KWHLAQ chart in order to determine what Assessment for learning
students in the students know about water and conservation practice issue as well Informal review of students prior
topic. as determine the students common misconceptions on the topic. knowledge of the topic discussed.
This assessment is ongoing and will
Lesson: be referred to and added at every
2 lesson: 45 each lesson.

Total: 1.5 hours Word wall Students develop a word wall for the specific terminology used in
this unit.
Guided reading Students participate in a whole class teacher guided reading of a Assessment for learning
Rochelle Strauss (author) and Rosemary Woods (illustrator) book, Informal feedback taken through
called One Well, followed by a guided discussion of the contents. group decisions and students
response to questioning.
Think, pair, share Students discuss their ideas, questions and form answers around
the book One Well.
One Well: Water bucket Physical demonstration of the concept of a single well. The Assessment for learning
activity. activity is used to support the picture book through a group Informal feedback through
reading and reinforce how much water is available for human discussion.
resources and the many demands on that resource. Through a
physical representation that students are able to take away from the
activity and the symbolism of one bucket only to provide for this.

Water cycle stations Students are involved in an activity where they become a water Assessment for learning
molecule and take a journey in the water cycle. At each station Formal written feedback for students
they explore and record from information provided and then move through work books.
on to the next. This reinforces the cyclic journey and provides
further understanding of impacts that occur and can alter this.
Notes: Students explore the water cycle more completely in
science unit.
Thinking hats. Students work within groups brainstorming on water conservation Assessment for learning
and the positives and negatives under differing hats. In groups Informal feedback to the students
they report back and as a whole construct a flow chart of what was through group discussion.
explored using the application of poppet.
Lesson 2
Music video Students engage the classroom with a rap about the water cycle.
By contrasting the positive and negative outcomes of the need for
conservation and desirable water quality.
 Scenario Each group of students are given a bucket of water and presented Assessment for learning
with a question. this is all the water we have for the class for the Students are assessing informally
day. What should we do with this water? through observation of the task.
Students brainstorm the problem and set out the measured Students also have the opportunity
requirements reinforcing the idea of limited supply and the need to for peer assessment.
maintain the water quality. Discussions lead this to make the
students aware that contamination can affect their whole plan
totally.
Folder table Students construct a water demand folder that examines water as a Assessment for learning
resource and essential life requirement. Provide written evidence of
students learning.
Questioning / groups Students respond to question who manages our water? Assessment for learning
discussion. Scaffolded questions lead students to consider the role that local Informal tracking of students work.
government plays in water management, handling and restrictions.
Link back to picture book One Well.
Research. Students investigate this by examining the local newspaper to
identify important figures in the local community and discuss their
roles.
Flow chart Students are introduced to the role of government by Assessment for learning
Exploring the role of the government in relation to water Provides a general review of the
conservation and resources management. students background understanding
of what they know about Australian
governments and the role they play.
Finding out Lesson 1
A shared
experience from QR Code scavenger hunt Students use the Q code which are placed around the classroom assessment for learning
which students will introducing the Murry darling river. Informal feedback
gather new
information about Students use the case study of the Murry Darling rivers to explore Assessment for learning
the topic. Case study the Murry where the different sources of water come from and who is Formal feedback through work done
Darling Basin. dependent on this water. in class.

4 lesson Whip around activity At the conclusion of the lesson students have to offer one thing Assessment for learning
they learnt on the subject to get a ticket out of the classroom. Gather what the students took from
45 minutes each Students use a ball to throw around the room for selection. the lesson and establish
Total 3 hours
Lesson 2

Case study the Murry Students use the case study of the Murry Darling to explore the Assessment for learning
Darling Basin. effects of mismanaging resources and the consequent effects. Assessing students building students
understanding
 Map reading Students use maps to explore the geological features of the Murry
Darling Basin.

Lesson 3

Case study the Murry Students examine the ways why the management of the Murry Assessment for learning
darling river system. Darling Basin water resources is such a complex issue by listing Flow chart shows the sequenced
the problems and who it effects in a flow chart however they wish learning of the students.
to display this. This will incorporate farmers, indigenous
communities concerned as to the health of the river systems,
businesses and small towns and tourism.
Graph reading Students examine data collected from the Murry Darling river and Assessment for learning
how resources are used. Formal written feedback.
Pause, ask questions, Students review the information using this time to ask questions
pause, review and review the information collected.

Ticket out the door. Students reflection on learning encourages interaction with the
gaining of a ticket out the door activity.
Lesson 4
Behind the new video Students watch a video about the Murry Darling basin which will
assist in supporting the development of their knowledge over the
next few lessons.
Case study the Murry Students continue to explore what is and can be done to address Assessment for learning
Darling river system. current issues of the Murry Darling Basin and become more aware Formal written feedback on students
of and how to conserve this resource in the school environment. work.
Three wests What did we learn today?
So what? (relevancy, importance, usefulness)
Now what? (how does this fit into what we are
Learning, does it affect our thinking, can we predict
Where we are going?)
Sorting out Lesson 1
Activities that help
students process
the information Catchment detox online Students engage in the ABC s Catchment detox online learning
that they have learning resource resource. Students use the program to manage a river catchment
gathered. and create a sustainable and thriving economy. Students use the
online game to management a whole catchment. Students Decide
Lesson: what activities to undertake. This includes crops, log forests, build
3 lesson: 45 each factories or set up national parks. The game responds through
envrionmnet issues as well as having to provide food and build
economy for the whole pollution.
Total: 3 hours Lesson 1

Video which Students watch video from behind the news about the Murry
darling basin to create context for the following activity.
Dramatic role play Students use the information gained through previous lessons to Assessment for learning
observe different perspectives in order to respond to the This activity provides the
constructed scenarios. Through exploring conflicting ideas and opportunity to observe the students
positions about water conservation they can discuss and bring learning within a context.
greater awareness. Students use the characters to work through the
scenarios to come to a conclusion.
Post card Students write a simple postcard for their parents about what they
learnt in the; lesson today
Lesson 2
Game show Students engage is a game show lesson where they construct and Assessment for learning
answer questions that have been explored in the previous lesson. Informal Feedback
Going further Lesson 1
Activities that Guided reading Students participate in guided reading Book: Tidelike the Frog, as
challenge and an introduction of indigenous perceptions of guided reading.
extend students
understandings. Discussion students discus the story and what is means in relation to water Assessment for learning
conservation. Informal feedback for students .
Lesson:
Jigsaw puzzle research Students explore engage in different materials to explore Assessment for learning
3 lesson: 45 each indigenous perspective upon water conservation and sustainability. Continued assessment.
Total: 1.5 hours Pro and cons Students list the pros and cons of the lesson

Lesson 2
Jigsaw puzzle research Students explore engage in different materials to explore Assessment for learning
indigenous perspective upon water conservation and sustainability. Continued assessment

Pro and cons Students list the pros and cons of the lesson
Lesson 3
Jigsaw puzzle present. Student present the information that was collected in the Assessment for learning
Continued assessment
Making Lesson 1
connections Video Students look at a behind the new story about a town that has
Activities that help stopped selling bottle water.
students put it all Http://www.abc.net.au/btn/story/s2627619.htm
together and draw Discussion Students discus what the story means in relation of water Assessment for learning
some conclusions conservation through scaffold inquiry. Informal feedback
about what they
have learnt Future scenarios Students examine the consequences of what will, happen in the
Lesson: /research future if the resources are mismanaged.
2 lesson: 45 each Water at home survey Students use the migration they have gained throughout the classes
to construct a survey.
Total: 1.5 hours
Lesson 2
Future scenarios Students examine the consequences of what will, happen in the Assessment for learning
/dramatic role play future if the resources are mismanaged. They present this Gather data for students learning in
information through drama. context.
Formal written/verbal feedback
4 box synectics Students reflect on learning through activity through literary
activity or writing metaphors.
Taking action Lesson 1
Activities that give
students the Research / incursion Students move around the school looking for water use areas
Assessment of learning
opportunity to act
which. Students examine ways in which the school community can Students reflect on learning and use
upon what they the knowledge gained throughout the
improve.
have learnt. unit to from gathered data to make
6 lesson action as well as representations and
45 minutes each discipline-specific terms (achassi082).
School water conservation Assessment of learning
Students work in groups to respond to one of the issues of
4.5 hours project.
sustainability that was explored in the previous lessons, Design Students reflect on learning and use
and implement and communicate this solution to the school/school the knowledge gained throughout the
community within a negotiated time frame discussed with the unit to from gathered data to make
students. Students the Explain how their project works within local action as well as representations and
communities and fits in with government. discipline-specific terms (achassi082).

Lesson 2

Be the teacher Students present three key ideas from their project to the class.
 School water conservation Students continue to work on their water conservation project.
Assessment of learning
project. Students work on their final
assessment. Informal and formal
feedback is given through written
and verbal recording.
Journal entry Students reflect upon their progress of their project through
Assessment of learning
writing/recording a quick journal entry. Students reflect upon their learning
progress providing them with the
opportunity to see how they are
progressing.
Lesson 3

Ho2 interactive game Student engage in the game to Find out ways to save water, and
the planet, with this interactive game for Middle Primary.
School water conservation Students continue to work on their water conservation project.
Assessment of learning
project. Students work on their water
conservation project. Feedback is
provided through both formal and
informal
Journal entry Students reflect upon their progress of their project through
Assessment as learning.
writing/recording a quick journal entry. Students reflect upon their progress
of their learning and project.
Lesson 4

Where am I riddle Students construct clues (riddles) about the key terms and
Quiz partners in the room.
School water conservation Students continue to work on their water conservation project.
Assessment of learning
project. Students work on their water
conservation project. Feedback is
provided through both formal and
informal
Journal entry Students reflect upon their progress of their project through
writing/recording a quick journal entry.
Lesson 5

Personal reflection Students reflect on what water conservation means to them.

 Project evaluation Students evaluate their project through criteria.
Assessment of learning
Summative assessment
Students work on their water
conservation project. Feedback is
provided through both formal and
informal
Lesson 6

Gallery viewing Students share their action plans with the class through a viewing
Assessment of learning / assessment as
learning.
gallery.
Peers assessment
Students assess their own and others
learning through the benchmark
discussed with the teacher.
Swot reflection Students asses their own learning through the use of a swot task.
Assessment as learning
Students reflect on their learning
progress through the swat task.