UNIT PLANNER

Pre-service Teacher name: Highlight planning process: Date:

Tia Langston Planned collaboratively with ST 24 / 08 /
Planned collaboratively with peer 2020
Year level/ age range & number of students: Planned independently based on ST lessons
Year 7 – 30 students Planned Independently
Unit title:
Geography – Water scarcity in the world
Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The
Arts, Technologies and Languages & Australian Curriculum links)
 The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and
West Asia and/or North Africa (ACHGK040).

Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability
Science – water
English

Student diversity consideration: students with disability, gifted and talented students, students for whom EAL/D
Learning intentions: Success criteria for students:
To discover details about the water scarcity in To display informative information on the water
different countries. scarcity in the country of choice. Using persuasive
To learn why water can be scarce and what we can writing to encourage reader to donate to cause.
do to help this problem.
Formative assessment: Summative assessment:
Water scarcity in Australia – information gathering, Research piece on water scarcity in a country of
interpretation of graphs and display in books. choice. Displayed through making a website with a
blog page to encourage readers to donate to a charity
for their chosen country.

Range of teaching strategies: preparation/ organisation/ resources:

(What range of teaching strategies will I use and so what resources will I need for the students to engage in the activity? Where
will I access the resources from?)
Differentiation of task complexity for students needing additional support and those ESL students.

Differentiation: Use the microphone and speaker for student who is hard of hearing so he can hear
instructions clearly without needing to sit down the front.

Differentiation: (Are there any students that I need to personalise the activity for)
The use of laptops in this tasks helps the students with dyslexia.
Specific student needs: learning/ behaviour Adjustment and considerations
Task complexity will be altered for ESL students. Unit starting mid way through topic of water
Paired/group work for some tasks. scarcity – focussing on completing a summative
Modelling for most steps of the formative assessment with teacher assistance before
assessment which will be very similar to the completing the summative.
summative assessment.
UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK MON TUES WED THURS FRI
BEG.
Week 6 L1 – economic L2
value of water
Week 7 L3 L4 PFD - moderation School closure
day
Week 8 L5 L6 L7

Week 9 L8 L9 L10

Week 10 L11 L12

SEQUENCE OF LESSONS/ LEARNING EXPERIENCES
Lesson Main Check for
sequence Learning Experiences Resources learning/
Focus Assessment
Water scarcity in Australia
Discuss plan of next 2 lessons -> in groups of 2 you will work
through the section you are assigned – answer questions on the
page – keep in mind your topic – once completed you and your
partner will report back to 2 other pairs (then they will share) – as
a class we will quickly reiterate the important points.
1-
continuation
Begin: show PowerPoint – students have access to this on
laptops.
To compare and explain water use in different parts of Australia
- How is fresh water used in Australia?
- Water for agriculture
- Adding an economic value to water
Present findings to the class
Evaluation: 45 minutes

2 Continue question answering and analysis of data task

- Share with small groups  share with class main
points taken.
- Ask students to show thumbs up, down, sideways if
they feel confident – do again for if they feel
capable of doing this work on their own but on a
different country?

Evaluation: 45 minutes

3 Begin assessment A – Australia task modelling Borrow books

Explain success criteria & learning intentions + how the from library
next 4 weeks will lead to creating our own websites.
Lesson focus – using PowerPoints and official websites for
information gathering.
How does water scarcity effect...
 The agriculture
 The people
 The economy
 The environment

Encourage students to find their own resources for data

collection – when resource (website or book) has been found –
share link with class on google classrooms to use in Assessment
B.
Explain referencing!
Name of website, date accessed, URL (website link).

Video on water usage per area in Aus.

https://education.abc.net.au/home#!/media/1239330/getting-
your-facts-straight-about-water-use
Evaluation: 45 minutes
 4 Graph creation – Water usage per activity

Evaluation: 45 minutes

Today’s research focus:

- Graph creation (different graph type to last lesson) –
water scarcity growth across the last 10 years.
5
- The value of water in this country.

Evaluation: 45 minutes

- Map of country + Map of water consumption in

different areas of the country
6 - What places use the most water – why? (bigger
population? Larger agricultural focus?)

Evaluation: 45 minutes

- Identify and analyse the current management

strategies being implemented
- Information on the water scarcity… specifically…
7 - What other information have we found?

Everyone share a different fact they have found.

Mark books.
Evaluation: 45 minutes

- Information on the water scarcity… specifically… Check

- What other information have we found? research –
Everyone share a different fact they have found. look at detail
8 Mark books. and readiness
for
independent
assessment B
Evaluation: 45 minutes

Assessment B – begin
Same questions as Australia focus

Have students pick out their country of choice – pick a

country they know something about to save time on
9
researching where it is and other info about country.

Spend lesson collecting data and creating graphs / maps to

display data. Look at analysing graphs to display later.

Evaluation: 45 minutes

Continue research on chosen country

- Begin writing written pieces and developing ways to
10 display the data to a reader who may know nothing
about water scarcity in this country.
Evaluation: 45 minutes

Continue research on chosen country

- Begin to collect the research and sort
- Continue creating writing pieces, graphs, maps and
11
diagrams to display data (other display methods
encouraged).

Evaluation: 45 minutes

Begin creating website – focus on best ways to display data.

- Website must be easy to navigate, not too crowded
and easy to read/understand.
- Must be appealing to the eye – to draw in potential
12 donators.
- Focus on the content of the work rather than the
amount.
- Ensure each dot point is covered.

Evaluation: 45 minutes

Continue on website creation & adding in data / written

10 pieces to persuade

Evaluation: 45 minutes

Continue adding to website – look to finalise the

11 information on website and work towards formatting.

Evaluation: 45 minutes

Focus on website layout – drafting writing pieces and

ensuring it is appealing to the reader.
12
Website to be completed & handed up for marking.

Evaluation: 45 minutes

13
Evaluation: 45 minutes
 Lesson 1 – resources

Water use footprint generator – USA version

https://www.watercalculator.org/wfc2/complete/

The water we eat

http://thewaterweeat.com/

LESSON 1:
Groups based on learning levels – high to low
G1 = Q1-3 G2= Q4 - 6 G3 = Q7 - 9

LESSON 2:

Assessment A: week 7 & 8

Needs to include
- Graph 1 (2 different types) – water scarcity growth across the last 10 years.
- Graph 2 – Water usage per activity
- Map of country + Map of water consumption in different areas of the country.
- Map showing other areas of importance.
- Diagrams.
- What factors led to water scarcity in this country?
- Identify and analyse the current management strategies being implemented
- What places use the most water – why? (bigger population? Larger agricultural focus?)
- Information on the water scarcity… specifically…
- The value of water in this country.
-
- How does water scarcity effect...
 The agriculture
 The people
 The economy
 The environment
Other skills that need to be used:
- Collecting and analysing different forms of data – keep record of data and use correct referencing.
- Representing data in different formats (maps & graphs)
- Diagram making
- Comparisons between data
- Analysis of graphs displayed

Important: Propose actions to improve the water management in this country.

Assessment B: week 9 (research) & 10 (website creation)
- Label all countries within North Africa and Asia that can be selected
Algeria Egypt Libya Morocco
Sudan
Armenia Qatar Bahrain Timor-Leste Cyprus
Bhutan Brunei Maldives
Iraq Afghanistan Saudi Arabia Uzbekistan Malaysia
Israel Laos Lebanon Kyrgyzstan Oman
Japan Indonesia China Thailand Singapore
Jordan Azerbaijan United Arab Emirates Tajikistan
Philippines India Pakistan Bangladesh Vietnam
Tunisia Western Sahara
Turkey Iran South Korea North Korea Myanmar
Turkmenistan State of Palestine Kuwait Georgia Mongolia
Yemen Sri Lanka Kazakhstan Syria Cambodia

- Complete same tasks as in part A but focussed on country of choice.

- Website can be multiple pages but must include all the requirements – be visually appealing and
follow the goal of enticing donations to support this country’s water crisis.
-
Personal target

Learning intention
Success criteria Self-assessed Teacher assessed

Crafting ideas
Text forms and features
Vocabulary