Year 7 Earth and Space Science

Science communication task

You have been learning about the Water cycle, and
Renewable and non-renewable resources. You are going to
work with a partner or by yourself to extend what you have
learnt and create a text to communicate it.

We will be assessing you on your scientific communication skills This Photo by Unknown Author is licensed
under CC BY-NC-ND
including

 Use of scientific language

 Use of diagrams and scientific models/analogies to represent ideas
 Use of graphs and tables to present data

You may

 Write a short children’s book aimed at a lower primary aged student (6-8 years old)
 Record a 2 minute presentation (visuals and sound) aimed at a year 7 student which will be
uploaded to Connect (you’ll need to provide a script for marking)
 Create a 3D model/diorama (you need to provide all your own equipment to make this)
with an accompanying poster to explain your model/diorama (this may be a virtual model)

You should choose from one of the following topics

Methods used to reduce the effects of soil Sources of energy for electricity in Western
erosion (e.g. on beaches and farms) Australia and how this has changed.

Renewable energy being developed by

The benefits of adding compost to soils and the
scientists in Australia (either one specific
best types of compost
example or several examples)

Old growth forests and why they are considered Explain why humans cannot drink sea water
important resources and why seagulls can.

Natural resources used by traditional Noongar Describe why different types of precipitation
people and how they managed the use of form (i.e. hail, snow, rain) in different weather
these resources. conditions

Evidence for Aboriginal use of fire to manage

Sources of water for the Perth metropolitan
land before European settlement, and the
region and how this has changed over time.
benefits to the ecosystems

The water cycle

Or you can choose your own topic related top natural resources and have this OKed by your
teacher during the first lesson.

You will need to include

 Approximately 500 words of text (about one typed 12-point font page)
 Diagrams / illustrations to support your text
 A bibliography list of texts you referred to (e.g. your school text book, websites)

You will be marked as follows

5 marks 4 marks 3 marks 2 marks 1 mark

Comprehensively Communicates their Communicates their Communicates their Does not meet the
communicates their ideas, in detail using ideas some scientific ideas everyday requirements of a D
ideas, in detail using scientific language language and language and simple grade.
scientific language and appropriate appropriate representations.
and appropriate representations. representations. Responses are often
representations. incomplete or
irrelevant.

Summarises and Summarises and Summarises and Summarises and

clearly presents data presents data in a presents data using presents some data
in a range of range of appropriate appropriate using appropriate
appropriate representations, representations, representations and
representations, explains patterns and describes trends and draws general
explains patterns and trends and uses uses evidence to conclusions.
trends linking to evidence to support support conclusions.
relevant scientific conclusions.
knowledge, and uses
evidence to support
conclusions.
Class: Earth and Space Science, Year 7 Date: June 2019 Time: 1hour
Lesson topic: Introduce the communication task

Lesson Outcomes/Objectives:
By the end of this lesson, students will be able to –
 Understanding the requirement of the communication task
 Understand the marking criteria

Preparation:
 Copies of the Science communication task
 Copies of the marking key
Methods of achieving the outcomes
Introduction: (20 minutes)
You have been learning about the Water cycle, and Renewable and non-renewable resources. You are going to
work with a partner or by yourself to extend what you have learnt and create a text to communicate it.

Distribute copies of the communication task and the marking key

We will be assessing you on your scientific communication skills including

• Use of scientific language

• Use of diagrams and scientific models/analogies to represent ideas

• Use of graphs and tables to present data

You have one week to complete the task

Explain to the class that you can choose your own topic related top natural resources and have this
approved by your teacher during the first lesson.
You will need to include (highlight keywords)
• Approximately 500 words of text (about one typed 12-point font page)
• Diagrams / illustrations to support your text
• A bibliography list of texts you referred to (e.g. your school text book, websites)

Go through the marking key with the class, highlight keywords, look for the difference between different marks

Comprehensively communicates their ideas, in detail using scientific language and appropriate representations.

Summarises and clearly presents data in a range of appropriate representations, explains patterns and trends
linking to relevant scientific knowledge, and uses evidence to support conclusions.

Instruct students to form into pairs, and allow them to choose their topic (students who are indecisive can work
with the teacher later on in the library
Move the class to the library

Ask students to leave their bags in the classroom, take their notebooks, textbooks and
pencil-cases.

Activity (30 mins)

Assign students to laptops
Have indecisive students sit together, post the list of topics on the board and brainstorm with the class
Sources of energy for electricity in Western Australia and how this has changed.

https://reneweconomy.com.au/is-this-the-day-that-solar-and-wind-changed-the-w-a-grid-forever-63484/

Explain why humans cannot drink sea water and why seagulls can.

What Happens When You Drink SeaWater?

https://www.youtube.com/watch?v=Nu6A-eZ05fE

How do seagulls drink saltwater?

https://www.stufftoblowyourmind.com/blogs/how-do-seagulls-drink-saltwater.htm

Evidence for Aboriginal use of fire to manage land before European settlement, and the
benefits to the ecosystems
Fire Aboriginal people used fire for many different purposes such as making paths, encouraging new vegetation
growth, propagating (growing) seeds, hunting (as seen in the image), cooking, warmth, light, making tools,
signalling, ceremonies and for managing the land. For example, the Noongar people used fire for smoking out and
trapping animals such as possums and to propagate seeds such as those from acacia trees. The Noongar people
also used fire to manage the environment through controlled burns. This is evident from markings on trees such
as the jarrah tree indicating that Jarrah forests were burned every three to four years, while coastal grasslands
were burned every two years. This strategy ensured that fuel that could create large uncontrollable fires did not
build up. In parts of Australia, Aboriginal fire management practices are employed to reduce the severity and size
of bushfires.

Conclusion (10 mins)

Move back to the classroom
Explain to the class that they will need to determine their topics by the end of the next lesson
Ask students short questions in regard to the task
What is the word limit?
Due day?

What to include in their text?