Hamish McCartney

17709917
EDU5LDP Assessment 2a.
Year 7 Geography Unit
Water in the world.

School profile:
The school my classroom is placed in is a regional Victorian, non-religious, P-12
Grammar school. The school has strong values and is known for its strong academic

performance as well as its commitment to social and emotional wellbeing. In recent

years they have had a higher number of enrolments from students with physical
disabilities, intellectual disabilities or that have previously been bullied at other
schools because of their knowledge and reputation for dealing and accommodating
well with different learning styles, abilities and their exceptional bullying policies and
knowledge.

Class Profile:
*Derived from EDU5CSD Assignment 1c.

General: The class is made up of a number of diverse students. As a whole the class is
a very caring and compassionate group that follows the schools philosophies well.
The ability of the class ranges widely with a couple of students sitting at the bottom
end, two that are extremely gifted and then the rest sit around a medium-high
standard. With the diversity of both learning abilities and personalities the classmates
work very well as a close tight knit group that is supporting, caring and
understanding. Within the class there are a number of friendship groups although they
do not clash and are more than happy interacting with each other.
Classroom Rights and Responsibilities:
Rights:
Every student and teacher has the right to a safe and positive learning
environment.
To their own learning space.
The right to speak freely and politely without being interrupted by another.
Responsibilities:
Bringing appropriate equipment to class.
Speaking politely to all other students and teacher.
To respect others and your own learning environment.
To arrive at class on time.
To respect the views and thoughts of others.
Not only the students or teachers job to uphold these rights and responsibilities but
also classmates responsibility to ensure others are meeting them.
Behavioral Management (Proactive/Preventative):
-Setting up a safe and open classroom in which the students can feel wanted, free and
have fun (Glassers choice theory).
-Setting up good student-teacher relationships. Hopefully they can progress and the
teacher can be placed within that students quality world as a result.
-Planning engaging lessons. By engaging the students, behavioral issues are decreased
due to students enjoying and having fun in the content delivered.
-Changing teaching methods and activities.
-Room arrangement.
Reward System:

The class operates on a reward system for good behaviour and personally excelling at
tasks. The system is a points system with good deeds, good behaviour, regulation,
information and personal work ethic all receiving personal praise and a point (judged
by the teacher).
There is a separate role attached to the whiteboard where the students can put a point
next to their name when they receive one.
At the end of the week the students points are tallied and the top 5 receive a small
prize out of the prize box or can trade the points in for free time or iPad/reading time.
No person can win a prize 3 weeks in a row in order to rotate it around the class.

Individual Learning Profiles:

1. Jayden Physical Disability (broken wrist).
Personal: Jayden is not dealing overly well with his recent injury (broken wrist). He
sees it as an excuse and valid reason for not doing work and participating in class
activities due to the break being in his dominant hand. He is usually good when going
about his work although can take a bit of motivating before fully immersing himself
in a task.
Emotional: He is a very reserved and closed off student. He can be very shy and can
become upset easily. His broken wrist has heightened his fragile nature and made him
more emotionally susceptible to outside influences upsetting him.
Physical: Jayden is a very small, skinny boy. He is very fit and enjoys a number of
outside school sports as well as recess and lunchtime sports and P.E. Having a broken
wrist has heightened his fragile nature due to not being able to participate.
Social: He is very quiet and not a huge social contributor to the classroom. He has
two close friends that he engages with both in and outside the classroom. This small
trio can sometimes (if unmonitored) distract each other and members of the class.
Intellectual: Intellectually Jayden is a naturally bright boy however he often does not
apply himself and therefor becomes disengaged in tasks. He is at an appropriate level
in all areas of his schooling although in recent years it has been heavily commented
on that he is not reaching his full potential.

2. Amy Autism.
Personal: Amy was diagnosed with severe autism when she was two years old. She
previously went to a local primary school before she moved to the school in Grade 5
due to her parents feeling the previous school wasnt best meeting her needs. Since
coming to the school they have seen a large improvement in her intellectual abilities
and social/emotional health.
Emotional: Amy is a very emotionally withdrawn girl. She is very quiet and will often
keep to herself no matter what she is feeling. When she reaches a certain point of
anxiety or anger she will shut down both emotionally and physically often slumping
on the floor and becoming non-responsive for some time.

Physical: Physically Amy is a very tall and large girl for her age. She does not like or
willingly participate in physical activity and would much rather play games on her
iPad. Her diet is good and improving after it was addressed with her family that a
change needs to be made to her nutrition at school.
Social: Amys social profile is lacking immensely due to her autism. Over her
schooling she has struggled to interact and socialize with classmates. Her ability to
read and respond to non-verbal communication is also poor. Amy avoids eye contact
as much as possible when in conversation and becomes overwhelmed if conversation
occurs for a long period of time (5 minutes). In small group situations Amy can
function and work at an acceptable level (this is with only 2 other students in the
classroom however). Once this social work setting gets beyond those two close
students she becomes incredibly overwhelmed and shuts down. It is very hard to bring
her back from that closed off state.
Intellectual: Amys intellectual ability has been increasing at a pleasing rate since
coming to the school. She is operating at around a grade 6 level now, which is a big
improvement. She is a very visual learner and enjoys learning through technology and
research. She can become very overwhelmed with large portions of information and
works better when tasks and information are broken down into smaller more
manageable steps.

3. Ben Profoundly deaf.

Personal: Ben was born completely deaf. He has attended the school from grade prep
and is well known. He is a very motivated person that always strives to achieve his
best no matter what stands in his way. He has a very supportive family around him
and a number of very close friends that he has familiarized himself with since starting
in prep.
Emotional: Ben is a very emotionally sounds boy for the challenges he faces within
the classroom. He is very measured and patient person during learning tasks when
messages are taking some time to be relayed back to him.
Physical: Ben is a physically fit boy. He is very tall and athletic for his age and enjoys
playing soccer as much as he can. His diet is very healthy as his mother is a dietitian.
His persistent and motivated nature has allowed him to excel at soccer.
Social: Due to Bens deafness he struggles to socially interact with students in and
outside the classroom. A handful of members of the class know basic sign language
and can interact with him on a simple level. He communicates through an iPad
dictation, which is then responded to with written notes or words on another iPad.
Having this iPad method as a tool has allowed him to become much more social than
in previous years when iPads were not available.
Intellectual: Intellectually Ben is very switched on. He operates at around a year 8
levels in most areas of his schooling. His inquisitive nature motivates him to research
further into topics which gives him really good understanding.

4. John Serious developmental delay (Aide).

Personal: John has a number of elements to his serious developmental delay. His
physical development has been stunted since age 7 resulting in his bones being
incredibly fragile and caused him to be in a wheelchair. His intellectual development
has also been stunted and is behind a year 7 levels and sits at about a grade 4 levels.
He has great funding for an aide, which allows him to have an aide 5 days a week.
Emotional: Emotionally John can become overwhelmed very easily. When he is in a
classroom that is loud with lots of chat and information he often breaks down easily.
He thrives in a warm and nurturing environment when the class is very supportive and
help is accessible (in the form of his aide, the teacher and peers).
Physical: Physically John is very small and thin due to his stunted growth. He is not
very active (for the obvious reasons of being in a wheelchair) but is very capable of
moving himself around. On some days John can walk with the assistance of crutches
which he likes doing although he gets tired very easily and has to return to his
wheelchair.
Social: John does not do well in big social situations with lots of information and
different cues going on. When this happens it is too much for him to process and he
can become upset. In smaller group situations he handles the social side well and can
engage and communicate in appropriate manners.
Intellectual: Intellectually John is very slow to process information and understand
new things within the classroom. He operates on a much slower basis, which means
he learns best when information is in very small, concise, manageable portions. He
operates at around a grade 4 levels in most aspects, which is a great improvement
from where he was in previous years.

5. Sarah ADHD (Medicated).

Personal: Sarah was diagnosed and medicated for ADHD when she was 8 years old.
She is a very bubbly social child who enjoys chatting with friends and playing sport.
She comes from a big sporting family. Sport seems to be a really good constructive
outlet for her. Her main issue within her ADHD is her inattentive nature, which can
become a big problem and struggle in school. She is an easily distracted girl and her
fine motor skills (in this case writing) are of a low standard. Her hyperactivity can
sometimes turn into mild aggression or acting without thinking but her medication
helps calm her down and re-focus.
Emotional: Sarah handles her emotions okay at times. She isnt overly fond of taking
her medication all the time. When she doesnt it is noticeable and she can lose track of
her emotions quickly when she becomes hyperactive and disruptive. She can often
have trouble controlling her emotions in social situations within her friendship group
and can get worked up over small things very easily.
Physical: She is a very physically fit child that enjoys sport as a nice constructive
outlet. She comes from a big sporting background, which drives her in the sporting
field. Because of this and due to the ADHD she has a very healthy no-sugar diet.

Social: Sarah is very socially active and has a great group of core friends that she
enjoys socializing with. Her social skills need a little bit of work as minor
disagreements can be blown out into huge problems as she can not handle them as
well as some of the other girls in the group. Over the course of the last 2 years though
these social skills and blowouts have gotten a lot better and she is beginning to
regulate her emotions a lot better within social situations.
Intellectual: Intellectually Sarah is behind where a student of her age should be. This
being said great improvements have been made during the last year. Her writing is of
a poor standard and can often be hard to read. She gets easily distracted and off topic
which allows her to fall behind. When presented with tasks she finds it very difficult
to manage lists and other tight organisation schedules.

6. Adisa Gifted EAL.

Personal: Adisa arrived from Algeria in the middle of grade 6 (2015). He moved over
with his parents and two sisters. His English is poor although he is a very quick
learner. He can communicate on a basic scale although he often needs written cues or
translations. He does better with written cues than verbal as it allows him to sit there
and understand in his own time. This then helps his speech.
Emotional: Emotionally Adisa is a very sound and calculated child who doesnt show
too much. Because of his language barrier and calculated nature it is often very hard
to tell what he is feeling.
Physical: He is a very active child who loves playing soccer. For his age he is tall and
well built, making him physically bigger than a lot of the other kids.
Social: For someone who speaks English as a second language he does very well
socially with the other students. Playing soccer in a local team and at school has
helped this tremendously. By being in these social situations his English has been
improved a lot quicker.
Intellectual: Adisa is a very smart and well-equipped student. His math is at an
exceptional level, sitting at around a year 9 standard. His research skills and ability to
critically analyse information is exceptional. His high intellect has allowed him to
pick up English very quickly.

Water in the World - Unit Rationale:

This Water in the World unit looks at the available water sources and how our
culture and others use and perceive these sources. By looking at how water moves
around the environment they will gain tangible understanding on how water connects
different communities. Students will investigate and critically analyse how
geographical location and culture directly relate to views and water uses, and how that
directly and indirectly effects the surrounding environment. By drawing upon local
water studies as well as international from Africa, Europe and Asia the students will
be able to gauge and understand water knowledge related to a variety of cultures and
geographical locations in order to give them a more rounded educated opinion on
water usage and sustainability.

Water in the World - Unit Overview:

Lesson

Description/Learning Purpose:

1
2

Diagnostic assessment will occur

Description: This lesson looks at different water

sources (groundwater, lakes etc) and what
significance they hold for the environment and
humans. This will be examined through knowledge
and understanding of the water cycle.
Learning purpose: To provide students with
knowledge and understanding of the water cycle and
its aspects in order to form building blocks for the
rest of the unit.
Description: This lesson looks at how water flows
and the way in which that flow connects different
people and places. The effects of this connection will
also be looked at.
Learning Purpose: To engage students with how the
way water moves and where it comes from, and how
that connects people and places. Students will look at
an example of a location close to them whilst
examining the social, economic and environmental
benefits/negative effects.
Description: Looking at the quantity and variability
of water both in Australia as a whole and in local
areas. This will be done through investigation into
rainfall, climate, topography etc.
Learning Purpose: Make students aware of the
quantity and variability of water in Australia and
locally. Directly link to how that affects them in a
social, environmental and economic way.

Curriculum reference:

Classification of
environmental resources and
the forms that water takes as a
resource (ACHGK037).

The way that flows of water

connects places as it moves
through the environment and
the way this affects places
(ACHGK038).

The quantity and variability of

Australias water resources
compared with other
continents (ACHGK039)

Description: How Australias water quantity and

variability compares to two other countries in African
country of Algeria and that of Sweden. Comparing
elements the same as explored in the last class
(rainfall, climate, topography etc).
Learning Purpose: To compare and contrast water
quantity and variability with two other vastly
different countries. Able to hypothesize and
investigate the reasons other geographical locations
vary to us in water quantity and variability.
Description: Investigating what the causes are of
making water a scarce resource in places. Then
moving to how can we manage it and how is it
currently managed? Is it sustainable? Why is it such a
difficult resource to manage?

The quantity and variability of

Australias water resources
compared with other
continents (ACHGK039)

The nature of water

scarcity and ways of
overcoming it, including
studies drawn from Australia
and West Asia and/or North
Africa (ACHGK040)

*Formative Assessment to occur Refer below.

10

Learning Purpose: Understanding the management

and resource struggles associated with water and how
that affects their surrounding community and
communities abroad.
Description: What value does water have to us as a
Economic, cultural, spiritual
community How does this compare to Aboriginal
and aesthetic value of water
and Torres Strait Islanders?
for people, including
Aboriginal and Torres Strait
Learning Purpose: To gain knowledge and
Islander Peoples and peoples
understanding on how water is differently valued
of the
between our community and that of past and present
Asia region(ACHGK041)
Aboriginal and Torres Strait Islander peoples.
Description: How do other cultures value water
Economic, cultural, spiritual
compared to ours? This lesson will be looking at the
and aesthetic value of water
economic, cultural, spiritual and aesthetic value
for people, including
peoples in Asian countries place on water. This will
Aboriginal and Torres Strait
be compared to the information gathered from the
Islander Peoples and peoples
previously lesson.
of the
Asia region(ACHGK041)
Learning Purpose: To investigate and learn about
what importance and value Asian communities place
on water and how that compares to ours.
Description: Summative Assessment.
(ACHGK037).
(ACHGK038).
(ACHGK039).
(ACHGK040).
(ACHGK041).
Description: Summative Assessment.

Lesson Plans and Differentiation.

Lesson 2:
TOPIC: The Water Cycle.

Duration: 60 minutes.

Aim: To provide students with knowledge and understanding of the water cycle and
its aspects in order to form building blocks for the rest of the unit.
Objective(s):
Students gain an understanding of the different types of water sources.
Understand the flow and cycle of the water cycle.
Use of ICT:
-Smart board.
-iPads (class set)

Resources:
- http://water.usgs.gov/edu/watercycle-kids.html
- http://www.educationsoutheastwater.com.au/resources/naturalwater-cycle-game/
Organisation (including risk assessment)
-Class in regular U shape formation with 3 desks in the middle of the U facing the board.
Duration

Learning
Activity

Teaching Agenda

Learning outcomes/assessment

2 Min.

Introduction -Introduce the focus of the lesson: The

-To understand what is
Water Cycle.
expected for the rest of the
-We will be learning about the different
lesson.
bodies of water and how they interact with
each other.

8 Min.

Inquiry
Brainstorm.

-Students begin thinking and

inquiring about what they
water cycle is and what makes
it up.
-Gauge and mentally note what
students are already
knowledgeable and who isnt
engaged/contributing.

5 Min.

Extra time
to copy
brainstorm.

-Place The Water Cycle in the middle of

the board in a circle.
-Ask the students to replicate the
brainstorm in their workbooks.
-Ask the students what elements do they
think are a part of the water cycle?
-What bodies or types of water are
involved?
-Any other relevant information they
have.
-Give students an extra 5 minutes to copy
down elements they havent yet.

15 Min.

Water Cycle -Turn on smart board with resource ready

explained.
to go (Website already loaded, URL in
resource tab above).
-Explain that the diagram represents how
the water cycle works.
-Point out the different bodies of water
(Oceans, streams, lakes, groundwater,
rain).

-Consolidate knowledge on the

water cycle.
-Look for student engagement
when others are talking.
-Frontload it would be
beneficial to listen and look
closely because it will be
needed for the next task.

-Use the 5 minutes to walk

around the room looking at
what students have engaged
with the activity.

-Move through the water cycle from

evaporation (Use the side notes for a
guide).
-Once moved through evaporation and
cloud formation ask the students one by
one to read out an element from the side
timeline of events.
-When students are explaining use a 1m
ruler to point to the relevant pictures.
-Where possible elaborate or ask the
student reading an elaborative question.
30 Min.

2 Min.

Personal
Recreation.

Wrap up
(with 2 min
left).

-Introduce the activity (Recreating the

water cycle diagram).
-Students will receive a written list of
events in regards to the water cycle (sheet
attached).
-Each student will also get an A4 sheet of
paper.
-They must draw and annotate a diagram
that represents the water cycle with the
information on the sheet.
-Whilst the activity is taking place work
with students.
-Put in place the above disciplinary
measures if misbehavior occurs.
-2 minute wrap up back up time.
-Names on your diagram and place them
up the front before you go (For a quick
analysis).

-Put into practice and expand

on water cycle knowledge.
-Whilst activity is taking place
walk around the room assisting
students will any information
or answers.
-Keep an eye on misbehavior
and students off task.

Differentiation:
Jayden (Physical Disability):
Brainstorm differentiation Jayden will be in possession of an iPad and create a brainstorm using the app
Popplet. He is familiar with the app through other subjects.
Activity differentiation Jayden will be provided with a print out of the diagram displayed on the smart
board. He will be required to highlight the main points and functions of the
water cycle and then stick it in his book.
Once he has done this and shown the teacher he will move onto his next task.
Jayden will receive an iPad in which he will enter the URL
(http://www.educationsoutheastwater.com.au/resources/natural-water-cyclegame/), which will be on the whiteboard. Once he has entered the URL he can
begin the Water cycle interactive game. The game allows the user to navigate
their way through the water cycle. When new levels are reached new
information about the next stage of the water cycle is released and what needs
to happen to reach the next level.
Amy (Autism):
Brainstorm differentiation:
Amy will be sitting with Jayden and is able to use the iPad to brainstorm on
Popplet. She enjoys using the iPad a lot and keeps her on track and happy.
Activity differentiation:
Amy usually enjoys drawing and creating diagrams so the activity suits her
well.
The information on the sheet the others receive however will be broken up for
Amy into much smaller segments. Only two stages of the water cycle will be
on each sheet. When she completes the sheet she has been instructed to put up
her hand and she will receive the next two stages.

IF Amy becomes increasingly overwhelmed with the amount of information or

the task at hand she can go onto the water cycle game (instructions above) as
she highly enjoys using the iPads and playing games.

Ben (Profoundly deaf):

Brainstorming and Water cycle differentiation:
Ben will receive a lesson outline as he always does. Within this it will include
a written commentary of lesson information. This will apply to the brainstorm
in which we complete first.
Ben will also receive a copy on the water cycle in order to follow what stages
we are up to and read it better.
Activity differentiation:
Ben will receive an activity sheet with the water cycle stages the same as the
other students. On the top of Bens sheet however he will have a clear set of
written instructions that the other students received verbally.

John (Serious Developmental Delay):

Brainstorm and Water cycle differentiation:
John will be fine with the instruction given and the discussion surrounding the
brainstorm with the help of his aide.
When going through the water cycle Johns aide will have the sheet printed
out with her and be moving John through the process as the class moves
through it.
Activity differentiation:
John will receive the same broken down, simplified sheets as Amy with stages
of the water cycle. Johns aide will be in possession of the next two stages
sheets and will provide John with those when he is ready to move on.
Johns aide will also still be in possession of the detailed water cycle that was
displayed on the board in order to help him work through the drawn diagram
and provide examples.
Sarah (ADHD):
Brainstorm and Water Cycle differentiation:
Sitting in on the front tables of the classroom closest to the whiteboard.
When going through the brainstorm and water cycle pause at times to draw
Sarahs attention back in with suspense. Also touch her in the shoulder when
visibly distracted in order to bring her back to the conversation.
Activity differentiation:
Also provide her with the simplified two-step water cycle information sheets.
When she has completed the stages described on that sheet instruct her to
come over and ask for the next two steps.
Adisa (Gifted/EAL):
Brainstorm and Water Cycle differentiation:
Will be given the same commentary style sheet at Ben in order to go back over
the information and understand it. With his highly improving English he is
able to decipher information if he has a commentary sheet to work along with
when verbal teaching is occurring.
Activity differentiation:
Simplified two-stage information on Adisas sheet in order for it to be
presented in simpler terms that he can navigate through.
Will be seated next to Adam (close friend and does well to explain things out
for Adisa) for any elaboration or extra explanation.

Lesson 5:
TOPIC: Water quantity and variability in other countries.

Duration: 60 minutes.

Aim: To compare and contrast water quantity and variability with two other vastly
different countries. Able to hypothesize and investigate the reasons other geographical
locations vary to us in water quantity and variability.
Objective(s):
-Develop an understanding of two other countries water quantity and variability.
-Be able to compare these two countries against each other and Australia.
-Understand what elements cause these differences.
Use of ICT
Resources
-Class iPad set.
Organisation (including risk assessment)
-Class in regular U shape formation with 3 desks in the middle of the U facing the board.
Duratio
n

Learning
Activity

Teaching Agenda

Learning outcomes/assessment

5 Min.

Brainstorm
Recap

-What did we learn last lesson? What

influences the water quantity and variability
in Australia?

2 Min.

Lesson
Intro.

-Today we are now going to look at water

quantity and variability in two countries
around the world.
-The first country is Adisas country of
Algeria and the second is Sweden.

-Recapping on Australias
water quantity and
variability and consolidating
that knowledge.
-Students understand what
the main focus of the lesson
will be.
-Check for understanding
and clarity.

5 Min.

What is
required?

-Students are to get in pairs.

-Each pair will receive an iPad and research
the answers to similar questions to last
lesson:
- On average how much rainfall does
the country get in a year?
- How much rainfall occurs in each
season?
- What are the evaporation levels like?
- What are the countries 3 major water
storages and how much do they hold?
- How would you describe the general
climate and topography of the
country?
- How would you describe the
countries water situation?
-Once these questions have been completed
for both countries the following question
must be answered:
- How does Algerias and Swedens

-Students understand what is

required of them for the rest
of the lesson.
-Any questions answered
ready to begin.

40 Min. Completing
Activity.

8 Min.

Closing
discussion.

water quantity and variability

compare to that of Australias?
-Students to work in their pairs to answer the
above questions.
-Suggest that one could be the researcher and
the other the scribe for one country, and then
swap roles for the second country.

-Stop students and focus back into the

whiteboard.
-Start discussion on the factors that effect the
two international countries water quantity
and variability and how they compare to
Australia.
-Why does this difference occur?

-Understand the difference

in water quantity and
variability of other countries
compared to Australia.
-Develop understanding as
to why these differences
occur.
-Allows verbalisation of
researched knowledge.

Try and ask a variety of groups at random.

Differentiation:
Jayden (Physical Disability):
Activity differentiation:
For this task Jayden will be the researcher for both countries and his partner
will be the scribe. This will allow him to be involved fully in the task.
Post task the notes taken down by the scribe will be photocopied with a copy
being given to Jayden the following lesson.
Amy (Autism):
Activity differentiation:
For this task Amy wont work with a partner as working in a team can often
upset her when there is a difference, sharing issues and other social conflicts.
She will be given each question on an individual slither of paper as well as a
template to enter the answer to each question in. This template will allow her
to have structure in her answers and make it easier to compare the two
countries results.
Ben (Profoundly deaf):
Activity differentiation:
Commentary sheet of what will happen throughout the lesson will be provided
to Ben before the lesson starts.
A sheet with the questions will be provided once the activity commences.
John (Serious Developmental Delay):
Activity differentiation:
John will also work with himself (although he will somewhat be working in a
pair with his aide).
He will, like Amy receives small slithers that have singular questions on them
in order to break the information down into more manageable portions. His
aide will be in possession of the questions.

Sarah (ADHD):
Activity differentiation:
Sarah will work on her own as she does not work well or efficiently when in a
group.
Sarah will also receive questions one at a time in order for her to focus solely
on one question and not bounce between multiple and become distracted.
She will be allowed to wear her headphones in order to block out surrounding
distractions, which is effective for her most of the time.
Adisa (Gifted/EAL):
Activity differentiation:
Given a commentary sheet the same as Ben.
Once again paired up with his friend Adam in order to work and bounce off
each other.
One of the countries explored is Adisas home country of Algeria, which
should evoke great interest and knowledge within him. It also allows him to
communicate with students real and tangible experiences around what water
quantity and variability is like in Algeria.
Lesson 8:
TOPIC: Investigating the importance Asian cultures place on water.
Duration: 60 minutes.
Aim: To investigate and learn about what importance and value Asian communities
place on water and how that compares to ours.
Objective(s):
-Understand the value different Asian communities place upon water.
-Be able to compare that to the previously researched Indigenous Australian and
Torres Strait Islander views of water.
Use of ICT
Resources
-Class iPad set.
-Video
-Smart board
(http://splash.abc.net.au/home#!/media/1476846/)
Organisation (including risk assessment)
-Class in regular U shape formation with 3 desks in the middle of the U facing the board.
Duratio
n

Learning Activity

Teaching Agenda

Learning outcomes/assessment

10 Min. Recap.

-Recapping through class discussion

what values Indigenous Australians.
-Look to gauge points from a broad
range of students.

-Consolidate knowledge
around Indigenous views
towards water.

5 Min.

-We will be exploring the importance

Asian cultures place on water and
ways in which they use it.

-Introduce the topic and

make them aware of the
lessons outcomes.

Lesson
introduction.

-Quick zing around the room what

there thoughts are?
10 Min. ABC Video 1.

-Video link in resources above.

-Before playing read the short bio just
below the video to give students a idea
about what its about.
-Before playing ensure subtitles are
one (bottom right corner).

-Give students ideas on how

some Asian cultures view
and use water.

5 Min.

-Video link in resources above.

-Before playing read the short bio just
below the video to give students a idea
about what its about.
-Before playing ensure subtitles are
one (bottom right corner).

-Give students a second and

slightly different view of
how a differing Asian culture
uses and views water.

-Students receive an A3 compare and

contrast template.
In one bubble they will put dot point as
to how Asian cultures (based off the
video) view water
In the second they will put how
indigenous Australians view water.
In the middle of the two they will place
similarities.
-Light discussion among students to
share ideas and knowledge from the
video.

-Consolidate and gather

information around different
worldviews of water into one
diagram for future reference.
-Differentiation for the task
listed below.

ABC Video 2.

30 Min. Compare and

contrast.

Differentiation:
Jayden (Physical Disability):
Activity differentiation:
Uses iPad to creating a comparing and contrasting mind map on Popplet.
Amy (Autism):
Amy will also have access to an iPad in order to watch the videos again and
she is encouraged to do so.
She should be okay completing this task with support from the teacher.
Headphones are allowed.
Ben (Profoundly deaf):
Video differentiation:
Videos that have great subtitles where found.
Commentary sheet on the lessons outline etc provided as always.
John (Serious Developmental Delay):
John will sit on the side desk with his aide.
The videos will be on the iPad, which allows him and his aide to pause at
points to write down information and do it in a step by step process.
Headphones provided.

Sarah (ADHD):
Sarah will sit with John and his aide and undertake the task in the same
manner. This allows her to pause the video and take a break rather than
watching it with everyone else, getting distracted and not being able to go
back and look at the information.
Adisa (Gifted/EAL):
Same commentary sheet as Ben received.
A subtitle to help him follow as this is usually a better method for him to
follow and understand as sometimes quick talking gets him lost.
An iPad will be available to him if he wishes to view the videos again if
information was lost in translation.

Assessment pieces/criteria:
Diagnostic Assessment- Lesson 1.
This diagnostic assessment that will be undertaken in lesson 1 will pose key questions
and statements that relate to the overall unit that the students must expand and express
their opinions on.

Students will get into groups of four and sit around a table with the A3 graphic
organiser (below) in the middle of the table.
Each student is to place there name next to his or her box.
The following questions will be asked:
-What are 3 different water sources you know of?
-How does water get to the clouds?
-Where is the water that comes out of your tap sources from?
-What do you know of Indigenous Aborigines connection to water?
-What value does our society place on water?
Once a singular question is asked the students have 3 minutes to write down
their thoughts and knowledge.
At the conclusion of the questions the students will go around the table and
look at what other classmates said.
The sheets will then be handed up.

Differentiation:
Jayden- will answer the questions typing on an iPad.
Amy- will be strategically placed with students she works well with.
Ben- handed a commentary sheet of the task and written questions.
John- will complete as normal in a group but with aide assistance.
Sarah- will complete as normal with close monitoring.
Adisa- placed with Adam but will complete as normal.
Formative Assessment- Every second lesson.
Exit Slip:
At the end of every second lesson students will receive an exit slip. In the last 10
minutes of that class they will fill out this exit slip and hand it back on their way out
the door.
Example:

Differentiation:
Jayden- will complete a copy on the iPad and email it to the teacher via school email.
Ben- when completing the exit slip the first time he will have what is required and an
example on his commentary sheet.
All other students should be able to complete the small task with a regular amount of
assistance.

Summative Assessment- Lesson 8 & 9.

Poster presentation
2x60 minute lessons.

Duration:

In pairs the students are asked to pick one major element from the unit and
produce a creative poster presentation to the class.
Because of the open nature of the task there will be no set questions for each
potential unit. Instead the pair has to decide what topic they would like to
present to the class and what information will be the most important in
delivering that. When they have discussed this and come to a conclusion they
must run it by the teacher first for approval. This allows great scope for
creativity and self guided assessment.
The presentation is to be around 4-5 minutes long.
Examples of potential paths students could go down will be presented (For
example going further into Balinese rice fields and create a presentation
surrounding that).

Differentiation:
Jayden: Will be using an iPad to be type up information to print out a put on the
poster. Teacher will choose his partner to avoid him choosing someone he knows he
can slack off with.
Amy: Will work on her own. This is her preferred method. A close eye will be kept on
progress and will be prompted to appropriate topics (for instance the water cycle).
Assessment outline given in very small chunks.
Ben: Handed an assignment outline the same as other students. Put the option forward
as to whether he would prefer to do it solo or with a partner. He will most likely
choose a partner.
John: Will complete the assignment with another student (preferably one of his friends
he works well with) along with the assistance of his aide. Having the option to create
and draw on the poster in order to translate the information should appeal to him.

Sarah: Will be fine in a pair with a close friend she can work with. Assessment outline
given in very small chunks.
Adisa: Adisa will pair up with Adam. It is a good pairing as they understand and work
well together.

References:
ABC. (2008). Sharing water for a millennium. Retrieved from:
http://splash.abc.net.au/home#!/media/1476846/
ABC. (2010). New dam, new house: the Mekong. Retrieved from:
http://splash.abc.net.au/home#!/media/526413/
Australian Curriculum. (2016). Year 7-10 Geography curriculum. Retrieved from:
http://www.australiancurriculum.edu.au/humanities-and-socialsciences/geography/curriculum/f-10?layout=1
McCartney, H. (2016). EDU5CSD Task 1C.
Trio, A., Madson, A., Kiltzke, H. (N.D). Reading strategies and misconceptions. Exit
slips. Retrieved from: http://readingstrategiesmsu.weebly.com/exit-slips.html
Scootle. (2016). Geography/Year 7/Unit 1: Water of the world. Retrieved from:
http://www.scootle.edu.au/ec/search?accContentId=ACHGK037&userlevel=(7)
South East Water. (2015). Natural Water Cycle Game. Retrieved from:
http://www.educationsoutheastwater.com.au/resources/natural-water-cycle-game/