Summary: Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management.
Water Cycle
“identify that water is an important resource that cycles through the environment”
“explain the water cycle in terms of the physical processes involved”
Notes
- General information about the water cycle and relevant processes can be found on Wikipedia.
| Activity/Resource | Notes |
|---|---|
| [Literacy] Brainstorm | Brainstorm/discussion activity: what do students know about water? Properties, uses, occurrences, etc. |
| [Discussion] Think-pair-share | Why is water important? (can write down reasons or examples during share stage) |
| [Practical] Model | Recreate the water cycle using lab equipment (enclosed in box). An example setup can be found on Study (bowl/cup/plastic wrap setup) |
| [Literacy] Poster | Students create a poster of the water cycle, complete with labels/descriptions |
| [Literacy] Concept Map | Students construct a concept map about the water cycle (will closely resemble posters/diagrams) |
| [Literacy] Information Gap | Prepare a worksheet with a sequence of steps from the water cycle Split the sequence into two even sets (random) In pairs, students work together to determine the correct sequence of both their sets of information Additional challenge: leave words missing, and have a shared word bank between the two students |
| [Literacy] Matching Activity | Students match terminology/definitions together, or match terminology with sections of a diagram |
| [Practical] Water Cycle Game | Available from the Brockton Public Schools website, key questions: Where is water found on Earth? How does water move/change forms? (roll dice, record transformation & overall journey) |
| [Literacy] Life of a Water Drop | Students create a story, comic or animation detailing the life cycle of a water drop (either scientific or anthropomorphised) |
| [Practical] Experiment | Hot water and food colouring drops in drinking glass, disposable pie pan on top of glass (with ice cubes on top) Students – record/discuss observations, relate to water cycle |
| [Practical] Evaporation | By manipulating different factors, students try to evaporate the greatest amount of water in 20 minutes (can relate to real-world conditions) |
Resource Management
“demonstrate how scientific knowledge of the water cycle has influenced the development of household, industrial and agricultural water management practices”
“research how Aboriginal and Torres Strait Islander Peoples’ knowledge is being used in decisions to care for country and place, eg terrestrial and aquatic resource management”
Notes
| Activity/Resource | Notes |
|---|---|
*Will continue adding/refining ideas here over time.
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