Assignment 2 – 102088 Secondary Curriculum 1B 24 April 2019

Catherine Lock 19199102

Problem Based Learning: How Safe are our Creeks?

Introduction.

This assignment presents a six-week guided, problem-based, research style, unit of work grounded in

the NSW Education Standards Authority (NESA, 2012) Year K-10 Science syllabus, suitable for

secondary students in Stage 5. It is based on LW2 (Living World) – “Conserving and maintaining the

quality and sustainability of the environment requires scientific understanding of interactions within,

the cycling of matter and the flow of energy through ecosystems”. It also explores additional

knowledge content descriptors mainly: Emerging science technologies in environmental science

(STEM Drone technology) and the construction of a real life and digital ‘River Model’ to predict

how populations may change due to environmental changes relating to pollution (Digital ‘River

Model’ showcased in Resource 1). Ideas for this unit of work were sourced from the Australian Water

Association (2019), Buck Institute for Education (2009) and Fairfield City Council (2019).

PBL Unit of Work: Research Style Design

The unit of work is designed on action research educational theories and processes (Baumfield, Hall &

Wall, 2013; Dana & Yendol-Hoppey, 2014; Efron & Ravid, 2013; Kervin, Vialle, Howard, Herrington

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& Okely, 2015), and thereby serves as a means of introducing students to real world university-based

research. The Driving Question: How safe are our Creeks? acts as the overarching research topic.

A Qualitative or Non-Empirical data search, in the form of a literature review of data from secondary

sources (community newspaper and Council website), is performed by students working in groups.

Students then decide what form of assessment they would like to submit, either a video, a website, an

article or a photo essay to develop their ICT skills to communicate their learning. Students then visit

the creek three times to perform analytical testing. This Quantitative Empirical data collection and

analysis is divided into four analytical parameter groups (Physical Quality, Microbiological Quality,

Chemical Quality and Heavy Metal Contamination) with each parameter group acting as a subtopic

under the overarching research topic. This provides students with opportunities to practice real world

Working Scientifically Skills.

The analytical testing is based on multi-element single probe style analysis for Physical Quality

parameters, single use Coli-Lab test plates for Microbiological Analysis and ‘litmus’ type colorimetric

analytical science for Chemical Quality parameters, to ease execution difficulties .

The Qualitative findings from the literature review and Quantitative results obtained from four groups

of creek water testing are then merged together (Baumfield, Hall & Wall, 2013), to answer the Driving

Question: How safe are our Creeks? at the Science Fair style Exhibition Day. At the Exhibition Day

students present their video, a website, an article or a photo essay to an audience of scientist judges,

parents, other classes and community members and perform a demonstration of sample analysis

(sample collection, sample testing, collection and analysis of results graphically and in tabular from) to

showcase their Working Scientifically skills.

Students also create a collaborative ‘River Model’ both physically and digitally via Google Slides to

visually communicate the health of the creek to Exhibition Day visitors.

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PBL Unit of Work: Pedagogical Design and Differentiation

The unit of work is also designed on the professional evidence-based pedagogical models of practice

Understanding by Design (UBD) and Inquiry Based Learning (IBL) in the form of Project Based

Learning (PBL). UBD or backwards mapping principles (McTighe & Wiggins, 2012) serve to link

student learning to real world scenarios and relevant syllabus outcomes, content, concepts and

Working Scientifically skills. IBL serves to increase student motivation and engagement (Hmelo-

Silver et al, 2007) and the develop ‘softer skills’ (Bereiter & Scardamalia, 2006), necessary for citizens

of the 21st century (Bell, 2010). PBL strategies utilised in this Unit of Work include the 5 E’s Model

(Goldston, et al., 2013; Tanner, 2010) and four opportunities (one dummy run and three creeks visits)

for students to execute engaging practical Working Scientifically skills (Abrahams, 2009).

The unit of work is differentiated (Heacox, 2002; Tomlinson, 1995) to support a diverse range of year

ten learners utilising the three principles of Universal Design for Learning (National Centre on UDL,

2012) catering for student choice by providing multiple means of Engagement, Representation and

Student Action & Expression. The unit of work also includes other relevant educational teaching and

learning strategies (NSW Department of Education and Training, 2003; State of Victoria Department

of Education, 2017; Vancouver Island University, 2018) and evidence-based research (Hattie, 2008)

cited in the reference section.

PBL Unit of Work: Formative and Summative Assessment

This Unit of Work draws on the use of both Formative and Summative Assessment to ascertain student

learning. Formative Assessment for Learning allows students to assess their own understanding during

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the learning process while Formative Assessment as Learning enables students to monitor and reflect

on their own learning. Examples of formative assessment embedded in the Unit of Work are: List 5

Things, Travelling Mind Map, Concept Mapping, Exit Note, Traffic Light & Questioning, Checklists

and Exemplars (Regier, 2012) as well as Peer Assessment and Teacher Feedback. The latter two

strategies are formative assessments that also aim to develop adolescent self-regulation (Meusen-

Beekman, Joosten-ten Brinke & Boshuizen, 2015). The Peer Assessment and Teacher Feedback

strategies are used in week six to provide feedback on student performance during the in-class

Practical Demonstration trial before Exhibition Day. At the Exhibition Day, which is modelled on

Science Fair style presentation, students demonstrate the Working Scientifically skills they used during

their creek visits: collecting samples, analyse samples, read results, analyse results, communicate

results in diagrammatic, tabular and graphical formats (Buck Institute for Education, 2009).

The Summative Assessment of Learning in this Unit of Work, which allows the students to

demonstrate what they know after completing the literature review and one creek visit, is the

assessment of either a Video, Website, Article or Photo Essay submitted at the end of week 4 against a

rubric (NSW Government: Education Public Schools, 2019; NSW Department of Education and

Training (2004). Students are required to work in groups to research how safe the local creeks are, by

working thorough a scaffolded resource list and by performing their own secondary sourced data to

answer the driving question. Students are required to submit their ICT (Information Communication

Technology) based Video, Website, Article or Photo Essay as a group, and are also required to submit

their individual contribution in the form of hard copy notes.

Students are also required to submit a Peer Assessment that will be graded and assessed according to

the rubric. Students receive marks for their group contribution on providing justified constructive

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criticism of another group’s presentation. No marks that students award in the Peer Assessment will

be used to award marks to another group. This has been included as an assessible criteria to teach

students the value of working together and providing quality constructive criticism.

ICT (Information Communication Technology), Numeracy and Literacy

All Literacy, Numeracy and ICT activities are identified by the ‘Learning Across the Curriculum

Icons’ in the unit of work. Please refer to the unit of work especially the Assessment Plan Table (pg.

13-15) and the Teaching / Learning Strategies and Tools Table (pg. 18 & 19), for further details on

Literacy, Numeracy and ICT Focus point allocation.

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REFERENCES

Abrahams, I. (2009). Does Practical Work Really Motivate? A study of the affective value of

practical work in secondary school science. International Journal of Science Education

31(17). DOI: 10.1080/09500690802342836 Retrieved from

https://www.researchgate.net/publication/47550225_Does_Practical_Work_Really_Motivate

_A_study_of_the_affective_value_of_practical_work_in_secondary_school_science

Australian Institute for Teaching and School Leadership Ltd (AITSL). (2011). Australian

Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/

Australian Water Association. Science 5 – Investigating our local waterway for Year 9. (n.d.).

Retrieved April 22, 2019, from

http://www.awa.asn.au/documents/Science_5_Investigating_our_local_waterway_for_Year_

9.pdf

Baumfield, V., Hall, E., & Wall, K. (2013) Action research in education: learning through

practitioner enquiry Second edition Sage Publications (2013) 50 - 69 Chapter Number 4

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing

House, 83:2, 39-43, DOI: 10.1080/00098650903505415

Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centred models of

teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational

psychology (2nd ed., pp. 695–713). Mahwah, NJ: Erlbaum.

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Buck Institute for Education. (2009, September 28). High School Project: Save the Beach [Video

file]. Retrieved from https://www.youtube.com/watch?v=cJ5Z53JAivE

Fairfield City Council (2019). Catchment. Retrieved April 22, 2019, from

http://www.fairfieldcity.nsw.gov.au/info/20008/health_and_safety/79/catchment

Dana, N.F., & Yendol-Hoppey, D. (2014). The reflective educator’s guide to classroom research (3rd

ed). Thousand Oaks, CA: Crown. Chapter 4: Developing a research plan: Making inquiry a

part of your teaching practice.

Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. New York: The

Guildford Press. Chapter 1: Introduction to Action Research.

Goldston, M., Dantzler, J., Day, J. & Webb, B. (2013). A Psychometric Approach to the Development

of a 5E Lesson Plan Scoring Instrument for Inquiry-Based Teaching, Journal of Science

Teacher Education, 24:3, 527-551, DOI: 10.1007/s10972-012-9327-7.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement.

Routledge. Retrieved from

https://research.acer.edu.au/cgi/viewcontent.cgi?article=1207&context=research_conference

Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and teach.

All Learners, Grades 3-12. Free Spirit Publishing Inc. Minneapolis, MN.

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Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-

based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006). Educational

Psychologist, 42(2), 99-107.

Kervin, L., Vialle, W., Howard, S., Herrington, J. & Okely, T. (2015). Research for Educators (2nd

ed.). South Melbourne. Cengage Learning Australia. Chapter 3: Approaches to Educational

research.

Lee, D., Huh, Y., & Reigeluth, C. M. (2015). Collaboration, intragroup conflict, and social skills in

project-based learning. Instructional Science, 43(5), 561-590.

doi:http://dx.doi.org/10.1007/s11251-015-9348-7

McTighe, J., & Wiggins, G. (2012). Understanding by Design® Framework. Retrieved 3 April 2019

from https://www.uab.edu/elearning/images/facultytoolkit/Step1_UbD.pdf

Meusen-Beekman, K. D., Joosten-ten Brinke, D., & Boshuizen, H. P. (2015). Developing young

adolescents’ self-regulation by means of formative assessment: A theoretical perspective.

Cogent Education, 2(1), 1071233.

National Centre on Universal Design for Learning (NCUDL). (2012). The Three Principals of UDL.

Retrieved from http://www.udlcenter.org/aboutudl/whatisudl/3principles.

NSW Department of Education and Training. (2003). Quality Teaching in NSW public Schools.

Retrieved from http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

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NSW Department of Education and Training (2004). Strategies for the Education of gifted and

talented students. Retrieved from https://education.nsw.gov.au/policy-library/associated-

documents/polimp.pdf

NSW Education Standards Authority. (2017). Science K-10 Syllabus. Retrieved from

https://syllabus.nesa.nsw.edu.au/science/science-k10/

NSW Government: Education Public Schools. Digital Resource Repository. (n.d.) Rubric. Retrieved

April 22, 2019 from

https://schoolsequella.det.nsw.edu.au/items/bebc596d-7e55-4bf2-83dc-be16daabe9fd/1/

Regier, N. (2012). Book Two: 60 Formative Assessment Strategies. Regier Educational Resources.

Retrieved from

http://www.stma.k12.mn.us/documents/DW/Q_Comp/FormativeAssessStrategies.pdf

State of Victoria Department of Education. (2017), High Impact Teaching Strategies: Excellence in

Teaching and Learning. Retrieved 18 August 2018 from

https://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstrat.p

df

Tanner, K.D. (2010). Order Matters: Using the 5E Model to Align Teaching with How People Learn.

CBE—Life Sciences Education. 9, 159–164, Retrieved from

https://www.researchgate.net/publication/46110663_Order_Matters_Using_the_5E_Model_
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 to_Align_Teaching_with_How_People_Learn.

Tomlinson, C.A. (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria:

VA Association for Supervision and Curriculum Development (ASCD).

Vancouver Island University (VIU). (2018). Teaching and Learning Handbook. Ch 7. Teaching and

Learning Strategies. Retrieved from

https://ciel.viu.ca/sites/default/files/chapter7_teaching_strategies_viu_tl_handbook.pdf

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 PBL Unit Plan 7 classes per fortnight, 6 weeks, lessons 60 min each

Unit Title: How Safe are our Creeks! Total Duration of the
Unit (in hours):
21 hours (6 weeks)

Subject: Science Years 7-10, Living World (LW2 + Additional Content) Teacher(s): Mrs. Lock Grade Level:
Stage 5, Year 10
Other subject areas to be included, if any: N/A

Outcomes
Outcome Type Outcome Code and Descriptor
Values and attitudes SC5-1VA
appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the
world around them
SC5-2VA
shows a willingness to engage in finding solutions to science-related personal, social and global issues, including
shaping sustainable futures
SC5-3VA
demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and
influence of science and technology, including ethical considerations
Skills SC5-6WS
undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
SC5-7WS
processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-
based arguments and conclusions
SC5-8WS
applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
SC5-9WS
presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific
language, conventions and representations

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Knowledge and SC5-14LW
analyses interactions between components and processes within biological systems
understanding SC5-15LW
explains how biological understanding has advanced through scientific discoveries, technological developments and
the needs of society

LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of
interactions within, the cycling of matter and the flow of energy through ecosystems.
Students:
a. recall that ecosystems consist of communities of interdependent organisms and abiotic components of the
environment (ACSSU176)
b. outline using examples how matter is cycled through ecosystems such as nitrogen (ACSSU176)
c.
d. analyse how changes in some biotic and abiotic components of an ecosystem affect populations and/or
communities
e. assess ways that Aboriginal and Torres Strait Islander peoples' cultural practices and knowledge of the
environment contribute to the conservation and management of sustainable ecosystems
f. evaluate some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the
quality and sustainability of the environment with human activities and needs

Additional content
Additional content is not prerequisite knowledge for following stages, but may be used to broaden and deepen
students' skills, knowledge and understanding in Stage 5.
Students:
 describe examples of advances in science and/or emerging science and technologies, in areas that involve
biological science such as dentistry, environmental science, biomedical engineering, physiology, pharmaceuticals
or nanotechnology
 investigate how models can be used to predict the changes in populations due to environmental changes, eg the
impact of fire or flooding, introduction of a disease or predator
 debate why any investigation relating to biological research and involving or affecting animals, must be humane,
justified and ethical

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Cross curriculum priorities
The cross-curriculum priorities are:
 Aboriginal and Torres Strait Islander histories and cultures
 Asia and Australia’s engagement with Asia
 Sustainability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work
successfully in the 21st century.

The general capabilities are:

 Critical and creative thinking
 Ethical understanding
 Information and communication technology capability
 Intercultural understanding
 Literacy
 Numeracy
 Personal and social capability

NESA syllabuses include other areas identified as important learning for all students:
 Civics and citizenship
 Difference and diversity
 Work and enterprise

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 Assessment Plan
What am I looking for? How will I know the students have achieved these goals? How will we use formative assessment to give students feedback during the unit?
Include project rubric(s) and an assessment plan so that students know how they will be assessed.
Rubric(s)/Assessment Activity Outcome Code Formative or Individual or Group?
Summative?
List 5 Things SC5-15LW Formative
Write up what you learned from the visit to Western Sydney SC5-8WS
Assessment as Individual
University and relate it to use for creek monitoring. Critical and creative thinking
Learning
Literacy
Travelling Mind Map SC5-9WS Formative
Write up your references (both in-class and self-sourced) in APA Literacy Assessment as Group
format. Aboriginal and Torres Strait Learning
Islander histories and cultures
Concept Map Activity SC5-9WS
Students pick who they want to work with and what they are going Literacy Formative Group
to do either: Video / Website / Article or Photo essay and submit a Personal and social capability Assessment for
concept map to teacher. Students need to outline what they are Learning
including in their Video or Website or Article or Photo essay.
Submit Labelled Artefacts - Rubric SC5-14LW
For the Assessment and the Exhibition Day Display Table. SC5-6WS
Summative Individual/Group
Students label and submit artefacts and submit them to the Sustainability
Assessment of
teacher. Explain the impact of these artefacts specifically the Ethical understanding
Learning
Abiotic Artefacts and how they could affect Biodiversity. Load Literacy
photos of artefacts on Google Slides use teacher’s exemplar as a Information and communication
guide (See Resource 1 in Appendix). technology capability
Exit Note
Students indicate who they are working with (either group of Personal and social capability Formative Individual
individual) for the second part of the unit of work (2 Creek Visits Literacy Assessment for
and Exhibition Day Demonstration). Learning
Students submit choice of analysis to teacher on scale of 1
(first choice) to 4 (last choice). Teacher uses preferences to
allocate groups to parameter testing choices.

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Traffic Light with Questioning SC5-15LW
Do an in-class dummy run using tap water to make sure you know SC5-6WS
Formative Group
how to use the equipment / reagents. Literacy Numeracy
Assessment as
Personal and social capability
Learning
Rubric SC5-14LW
Summative Assessment Criteria SC5-15LW
Summative Group
SC5-6WS
(Video or Website or Article or Photo essay) SC5-7WS Assessment of
NOTE: SC5-8WS Learning
Ten marks of the rubric are allocated to Peer Assessment. SC5-9WS
Students receive marks for their group contribution on Information and communication
providing justified constructive criticism of another group’s technology capability
presentation. No marks that students award in the Peer Literacy
Assessment will be used to award marks to another group. Personal and social capability

Graph and Table Checklist SC5-6WS

What information do you need to provide when drawing up a table SC5-7WS
Formative Group/individual
and graph? (See Appendix D pg. 39 & 40 for Student Tick boxes SC5-9WS
Information and communication Assessment for
scaffolding for tables and graphs) Learning
Assist students to write up Qualitative data in Table format. technology capability
Literacy
Personal and social capability
Produce Product Exemplar SC5-6WS
Write up your Quantitative data obtained from all creek visits in SC5-7WS
Formative Group/individual
Table format. SC5-9WS
Information and communication Assessment as
Prepare a graph to communicate all your creek visits Quantitative Learning
data scientifically. (See Appendix D pg. 39 & 40 for Student Tick technology capability
boxes scaffolding for tables and graphs) Literacy
Numeracy
Personal and social capability

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Exhibition Day Demonstration, Peer Assessment & Reflection
SC5-6WS Summative Group
Reflection: SC5-7WS
Assessment of
1) How does the analysis that we did on site at the creek SC5-8WS
SC5-9WS Learning
support or not support our research we did for our
Information and communication
Assessment?
2) What were the parts I understood the best? technology capability
3) What do I not understand so well? Literacy
4) What did I enjoy doing best? Numeracy
5) What was the worst thing I did? Personal and social capability
6) What knowledge or skill did I learn from this project? Civics and citizenship
7) What did I learn about myself?
Difference and diversity

Teacher Reflection – What aspects of the project were not

engaging or poorly understood. Ask Students for feedback
and work on implementing changes to improve the project.

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 Scenario
Background
The City of Fairfield is a local government area in Western Sydney, it covers
an area of 102 square kilometres (39 sq. mi) and has a population of 198,817
according to the 2016 census. The five main creeks that run for about 52km
through this area are Prospect Creek, Cabramatta Creek, Orphan School
Creek, Clear Paddock Creek and Green Valley Creek. Three minor creeks that
run for about 4 km through this area are Burns Creek, Long Creek and Prout
Creek.
Increased population growth, industrialization and urbanization has
placed and continues to place environmental stress on the creeks of
this area.
What you as a student need to do
In this project-based learning unit you are encouraged to engage with
your local environment and explore some of the creek sites along the
many walking tracks in the community. You will need to observe and
record some of the problems that you see along the creeks and do
some internet research to define the problems. In addition to this you
will need to perform some on site testing and collect some water
samples from the creek and analyse them. You will need to record your
results, analyse them and present your working scientifically skills to an
audience at the Science Fair Style Exhibition Day.
Note to teachers: Presumed knowledge
Students have been taught basic skills required to create a video,
webpage, video, article or photo essay.
Challenge
Attention Students! Do you know what state the local creek is in? Why is it
important? Who cares?
In the next six weeks we will be completing a research-style project-based
unit of work, exploring the state of our local creeks within the Fairfield City
Council. We will spend time researching the state of our creeks in groups, by
studying newspaper articles, videos and pictures from a prepared reference
list. You are encouraged to find your own quality secondary sourced data and
reference all your data sources in the APA referencing format.
We will be visiting Western Sydney University to discover cutting edge
research into drone technology and you will need to put on your thinking
caps to relate how this emerging STEM discipline can be used in economically
efficient ways to benefit our local communities.
You will need to communicate your group’s research findings (by using a
detailed rubric) to prepare a professional video, website, article or photo
essay to submit by the end of week four. Individual notes detailing your group
contribution also need to be submitted.
Want to get some hands-on field experience and do some environmental
science? Well the second part of this unit is just for you! We will be visiting
the local creeks and doing some field analysis on site. You can choose what
analysis you would like to conduct: Physical Creek Water Quality,
Microbiological Creek Water Quality, Chemical Creek Water Quality or
measuring the Heavy Metal Contamination of the creek water. Then we will
write up all we have done and put our skills on show at the Science Fair style
Exhibition Day.
On the Exhibition Day at the end of our project, you will:
1) Present your video, website, article or photo essay to scientist judges,
parents, and the local community,
2) Demonstrate your working scientifically skills that you have learned
throughout this unit,
3) and create a real and digital ‘River Model’ of the creek quality by
displaying artefacts collected from our site visits.
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 Driving Question

How Safe are our Creeks in Fairfield City Council?

Entry Event Visit Western Sydney University, tour drone department, discuss how drone technology could be used to
assist monitoring creek quality in Fairfield City Council.

Products ASSESSMENT - A Video, a Website, an Article, a Photo Essay at the end of your project

AND

A Practical demonstration of sample processing (collect sample, analyse sample, read results, analyse
results, communicate results) and a creek ‘River - Model’ to display at the Exhibition Day.

Public Audience Exhibition Day - scientist judges, parents, other classes, community, internet community

Resources and 1) Internet access, device for taking photos & recording field observations. You can use Google Science Journal app for
Materials Needed 2)
Qualitative Data Collection.
Bus & Parent approval for visit to Western Sydney University. (Science and Technology)
3) Access to catchment area creek in local community.
4) Sampling equipment to take water samples (bucket, bucket on a stick, sample containers (2 L plastic bottle, sterile
specimen bottles for microbiological samples).
5) Equipment / chemicals to do the analysis either in site or in the lab. Student Groups choose option a, b, c or d for
Quantitative Data Collection. Extra staff member possibly lab technician to help students use the equipment/reagents
(Do equipment/reagent dummy run in class before creek visit). Do Safety Precautions for Creek Visit.
a) Physical Creek Water Quality, On Site: pH, Dissolved oxygen, turbidity, temperature, conductivity, salinity, total
dissolved solids, specific gravity. Analyticon Multi Parameter Water Quality Meter. Do a Blank on tap water.
b) Microbiological Creek Water Quality: Total Coliforms (MPN – Most Probable Number) & E.coli (MPN). 30 ml sterile
container to collect samples, incubator, pipette or droppers, UV light source, Coli-Lab™ testing plates. Do a Blank on
tap water.
c) Chemical Creek Water Quality: Ammonia, Nitrate/Nitrite & Phosphate. Indigo Instruments water quality test strips.
Do a Blank on tap water.
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 d) Heavy Metal Contamination of Creek Water: Cd, Cr, Cu, Fe, Lead, Hg, Ni, Zn and other +2 valence metals. Test strips
from Select Scientific. Do a Blank on distilled water.
6) Computer room / device to prepare video, website, article or photo essay.
7) Peers to practice demonstrations with. Teacher feedback.
8) Venue for Exhibition Day.

Teaching/Learning Strategies and Tools

Outline the strategies and resources that will support students’ completion of the unit
Essential knowledge How Safe are our Creeks in Fairfield City Council?
and skills What can be done to improve the quality of our creeks?
What knowledge and/or
skills are going to be used to Week 1
enable the student to  Visit to Western Sydney University – Field Trip (Experiential Learning) and Guest Lecture/Demonstration by
respond to the driving University Expert (Direct Instruction). This introductory activity involves an emerging STEM discipline and
question?
How will these be taught
serves to ENGAGE students in the project. SC5-15LW, SC5-1VA.
and/or scaffolded?  List 5 Things Formative Assessment – Writing and Problem Solving (Indirect Instruction). SC5-15LW & SC5-
8WS, SC5-2VA
 Preparation for next week read up, watch video’s on Reference Resource List, find other references not listed
on the Reference Resource List – Homework (Independent Study).
Week 2
 Research Champion Newspaper Articles, Fairfield City Council Website, find additional good quality
data/information EXPLORE – Research (Independent study), Team/Group Based Learning (Interactive
Instruction).
 Watch Creek videos on Abiotic and Biotic factors, Biodiversity and Aboriginal use of land in Kakadu National
Park (Direct Instruction).
 Travelling Mind Map – Reference write up including video references (Interactive Instruction). SC5-9WS
 Concept Map Activity – Concept Formation & Mapping (Indirect Instruction). SC5-9WS
Week 3
 Research Analytical Testing methods EXPLORE – Research (Independent study), Team/Group Based Learning
(Interactive Instruction).
 Water Monitoring Assigned Questions – Independent Study / Group Based Learning (Interactive Instruction).

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  Creek Visit 1 ENGAGE / EXPLORE – Field Trip & Field Observations (Experiential Learning).
 Collect Artefacts and take photographs use Google Scientific Journal ENGAGE / EXPLORE - Building a ‘Model’
Display Table for Exhibition Day (Experiential Learning). Submit annotated Photos on Google Slides as per
teacher exemplar. (Direct Instruction) SC5-14LW, SC5-6WS
 Exit Note – Formation of Laboratory Groups (Interactive Instruction) and managerial / administration function
for teacher.
 Working on Assessment 1 – Students work on the assessment in groups (Interactive Instruction), students
read, write/type, inquire, discuss (Indirect Instruction) teacher acts as a facilitator, moves from group to group
and asks questions/ brainstorms (Interactive Instruction) and finds out how the students are progressing,
looking out for misconceptions. EXPLAIN Direct instruction will be provided depending on what areas of
difficulties and/ or misconceptions the students are experiencing.
 Rubric – Students use the rubric to guide their assessment content and structure. Using resources on
reference list to extend their knowledge and apply it to real world scenario’s. EXTEND. Teacher acts as a
facilitator.
 Traffic Light & Questioning – Do an in-class dummy run using tap water to make sure you know how to use
the equipment and reagents – Conduct Experiments (Experiential Learning). EXPLAIN. SC5-15LW, SC5-6WS

Week 4
 Creek Visit 2 – Experiential Learning. ENGAGE / EXPLORE
 Write up Data (Qualitative and Quantitative) – Group work, reading, writing, problem solving, inquiry,
discussion (Interactive & Indirect Instruction). EVALUATE.
 Submit Assessment SC5-14LW, SC5-15LW, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS,
Week 5
 Creek Visit 3 – Experiential Learning. ENGAGE / EXPLORE
 Write up Data (Qualitative and Quantitative) – Group work, reading, writing, problem solving, inquiry,
discussion (Interactive & Indirect Instruction). EVALUATE. SC5-6WS, SC5-7WS, SC5-9WS,
Week 6
 Prepare for Demonstration – Experiential Learning EVALUATE. SC5-3VA, SC5-6WS, SC5-7WS, SC5-9WS,

 Peer Assessment – Interactive Learning EVALUATE. SC5-1VA, SC5-2VA, SC5-3VA.

 Teacher Feedback – Indirect Instruction EVALUATE. SC5-1VA, SC5-2VA, SC5-3VA.
 Participate in Exhibition Day – Experiential Learning EVALUATE. SC5-1VA, SC5-2VA, SC5-3VA, SC5-14LW, SC5-
15LW, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS,

20
 Time management
What strategies will you use
to help students complete
the project on time?
Self-management
How will you establish a
culture that promotes self-
regulated learning in
students?
What strategies will be used
to help students develop
these skills?
Time line and Time line marker ticks – displayed publicly
Formative assessment benchmarks
Summative assessment benchmarks
See Appendix A for Indicative Time line & Student Checklist
Presumed Knowledge – students have ICT skills required for assessment preparation. However, lack of ICT Skills is
remedied by working in groups, peer group learning, class time to work on assessments with teacher present,
students perform online research and search YouTube to find out how to do the things they don’t know about, under
teacher’s supervision.
Not understanding how to write up a scientific report – Scaffold Appendix D (Tips and checklists for Scientific
diagrams (pg. 37), data tables (pg. 39) and graphs (pg. 40)
Finding research articles – Scaffold Appendix C, students encouraged to find further information by themselves.
CRAP test referencing – Scaffold Appendix C & Travelling mind map
Formative assessments act as learning benchmarks help students and teacher to identify gaps in student knowledge
Specifically, the use of Peer Assessment and Teacher Feedback are key formative assessments that have been
incorporated to increase student self-regulation (Meusen-Beekman, Joosten-ten Brinke & Boshuizen, 2015).
Providing time in class to work on assessments, tutorial style instruction with teacher available to answer questions.
Ad-hoc provision of:
1) Direct Instruction when needed
2) Questioning and prompting when required and
3) Brainstorming and discussion.
21
Group management
How will you promote full
participation and keep track
of each group’s progress?
How will you encourage the
development of social skills?
What strategies to help kids manage the group, roles, & manage conflict?
 According to Lee, Huh & Reigeluth (2013), three types of intragroup conflict occur.
Task related conflict
 Task related occurs because students having different ideas due to differing perspectives (Dillenbourg et al.
1996). This can often be positive and challenges individuals to rethink their ideas, coordinate, and
collaboratively build new ideas.
 To help remedy task related conflict an Indicative Time line has been constructed and will be given to
students to help them manage task related aspects of the project. Students will know what they need to do
and when they need to do it.
Process related conflict
 Process-related conflicts arising from the division of tasks, management of responsibilities, and social loafing
behaviors (Littleton & Ha¨kkinen 1999). Students are to submit an individual hardcopy detailing their
contribution to their group assignment in order to manage this.
 Procedural scaffolding scripts that structure group work processes can assist collaborative learning (Noroozi et
al. 2013). Activities have been structured and sequenced according to a Timeline for students to follow in
order to assist with this issue.
 Sequencing activities and specifying or distributing individual roles can help learners better regulate their
learning activities and facilitate knowledge building on the reasoning of their peers. (Weinberger, 2011;
Dillenbourg & Jermann, 2007). Consequently student roles within the group are identified and students are
required to fill these roles responsibly. Each student is required to hand in an individual hard copy submission
for their Assessment detailing what content and how many hours they contributed to their Assessment
(video, webpage, article or photo essay).
Relational related conflict
 Perceived dissimilarities may let members classify themselves and others into distinct social groups, and this
cognitive process can trigger relationship conflict among members (Pelled, 1996).
 Pelled et al. (1999) found that the more differences in tenure and race present in a group, the more
relationship conflicts occurred in the group.
22

ICT
How will you guide students
to use technology effectively
in researching and presenting
their project?
Differentiation
 Some of these conflicts may be circumvented by allowing students to choose which groups they would like to
work in and by students indicating and the teacher managing preferences. An example of this from week
three - choosing groups and analysis parameters for creek visits – is detailed below:
1) Students decide what analysis you/your group would like to do either Physical Quality, Microbiological Quality,
Chemical Quality or Heavy Metal Contamination by submitting your preferences in an Exit Note.
2) Submit your individual Exit Note detailing the names of your group members to your teacher. Don’t forget to
complete the preference section (1 to 4) indicating what parameters your group would like to analyse. 1 indicates
first choice, 4 indicates last choice.
3) Teacher uses Exit Notes to confirm group members and decide on what groups will be analysing (either Physical
Quality, Microbiological Quality, Chemical Quality or Heavy Metal Contamination). This is required to share
resources and ensure each group of parameters is analysed in order to achieve the research style architecture of the
PBL study.
How is ICT Scaffolded?
 Reference List in Appendix C provides links to help students find information.
 CRAP Test in link in Appendix C provides information students can use to choose quality resources.
 Google Slides – RESOURCE 1 helps students use Google slides
 Working in Groups Buddy Peer Learning, students share their knowledge on ICT to complete the task
 Direct Instruction teacher helps students with ICT problems
 Online Tutorials use You Tube or other online source to find out how to do things.
 Use of Google Science Journal app to take photo and record filed observations.
 Exemplars
 Checklists
 Formative Assessments
 Practice Demonstrations – help students to present Tables and Graphs created in Excel
 Peer Assessment – Peers share and assess how ICT could be utilized to enhance presentations
 UDL principals – Providing multiple means of Engagement, Representation and Action & Expression
 Group work / individual work
 Different types of instruction – Direct, Indirect, Interactive, Independent and Experiential.
 Choice of assessment type (video, website, article or photo essay)
 Choice of parameters (analysis of creek water – Physical, Micro or Chemical parameters)
 Choice of artefacts (appropriate biotic and abiotic factors) to submit both physically and digitally using
photography skills & Google Slides (Appendix Resource 1)
23
 Reflection
Methods
How individual, team, and/or
whole class will reflect
during/at end of project? Reflection:
 Formative assessments aligned with outcomes are used as a means of reflection.
 Peer Assessment and Teacher feedback activities are planned to reflect on self-regulation learning.
 Class time to work on project with opportunities for questioning and discussion.
 Flip Classrooms
1) How does the analysis that we did on site at the creek support or not support our research we did for our Assessment?
2) What were the parts I understood the best?
3) What do I not understand so well?
4) What did I enjoy doing best?
5) What was the worst thing I did?
6) What knowledge or skill did I learn from this project?
7) What did I learn about myself?

Teacher Reflection – What aspects of the project were not engaging or poorly understood. Ask Students for feedback
and work on implementing changes to improve the project.

24
Resource checklist:
(Attach all relevant resources to the program)

Indicative Project Timeline & Student Checklist – Please refer to Appendix A (Formative Assessment Strategies highlighted in red).

Criteria for product – Please refer to Appendix B (Rubric).

Formative assessment strategies – Please refer to page 4-6 of this document under the heading Assessment

Scaffolds
Appendix C – Student Resource List & APA Referencing Exemplar (Online Newspaper Article, You Tube Video, Internet Photograph and
Website).
Appendix D – How to write up a Scientific Report. (Checklists for Scientific Diagrams pg.37, Data Tables pg.39 and Graphs pg.40)

Other essential resources – Resource 1 Google Slides; Digital ‘River-Model’.

25
APPENDIX A - PBL Unit INDICATIVE Timeline (Plan 7 classes per fortnight, 6 weeks) & Student
Checklist
WEEK ACTIVITY
NUMBER
1 Project Introduction (1 Lesson)
Introduce what we will be doing in the
project, what is expected of students
regarding collaboration. Go over the Rubric
and answer student questions.
Excursion to WSU (3 Lessons combined)
2 Research Champion Newspaper Articles &
watch videos. Find other relevant sources of
information (1 lesson).
Research Fairfield City Council Website on
local creeks. Find other relevant sources of
information (1 lesson).
Students work on planning the structure of
their Assessments by referring to the
Assessment Rubric. Watch videos on Abiotic
and Biotic factors, Biodiversity and
Aboriginal use of land in Kakadu National
Park. (1 lesson).
3 Research Analytical Testing methods (a, b, c
OR d – 1 set of parameters only). What are
the parameters used to monitor water
quality, how do we assess them, why do we
assess them? (1 Lesson)
Creek Visit 1: (1 Lesson)
 Get an idea of where you will take
samples/collect data. What
sampling equipment will you need?
 Observe the quality of the creek,
take photos for your Assessment.
Make field observations.
 Collect appropriate Abiotic and
Biotic artefacts for the ‘River Model’
Display Table on Exhibition Day.
Work on your Assessment (Video or
Website or Article or Photo essay)
Include information for creek improvement
and ideas from UWS on using drone
technology. Use Rubric. (2 lessons)
WHAT YOU (STUDENTS) NEED TO DO
BY THE END OF THE WEEK - CHECKLIST
 Organise a group to work with (Groups of 4)
for your Assessment.
 Decide what product you/your group will be
submitting for your Assessment either a Video
or Website or Article or Photo essay.
 Preparation for next week read up / watch
video’s on Resource List.
 Write up what you learned from the visit to
WSU. (List 5 Things)
 Write up your references (both in-class and
self-sourced) in APA format use exemplar
provided in Appendix C and Travelling Mind
Map.
 Work on your Assessment plan
 Search up other articles on the internet.
Remember Currency, Reliability, Authority and
Purpose/Point of View.
 Submit your Assessment plan to your teacher
in the form of a Concept Map. Use the
Assessment Rubric in Appendix B, to guide
your thinking.
 Complete Creek Visit 1 Requirements.
 Label and submit your artefacts to teacher.
Explain how they affect Biodiversity. (Rubric)
 Submit a scientific drawing of your sampling
regime to the teacher detailing sampling
locations.
26
 WEEK ACTIVITY
NUMBER
3 Work on the Assessment (Video or Website
or Article or Photo essay). Include
information for creek improvement and
ideas from UWS on using drone technology.
Use Rubric. (2 lessons)
Teacher uses Exit Notes to confirm group
members and decide on what groups will be
analysing (either Physical Quality,
Microbiological Quality, Chemical Quality or
Heavy Metal Contamination). This is
required to share resources and ensure
each group of parameters is analysed.
Equipment Dummy run in class. (1 lesson)
4 Creek Visit 2: Observe creek, record
Qualitative data. Collect appropriate Biotic
and Abiotic artefacts for Exhibition Day,
how do they affect Biodiversity?
Analyse Creek Water and Blank (on site if
weather good or in class if weather is bad).
Record Quantitative Data. (3 Lessons)
5 Creek Visit 3: Observe creek, record
Qualitative data. Collect Biotic and Abiotic
artefacts for Exhibition Day.
Analyse Creek Water and Blank (on site if
weather good or in class if weather is bad).
Record Quantitative Data. (3 Lessons)
Class Discussion to address any Problems.
(1 Lesson)
6 Work on preparing your Exhibition Day
demonstration. Demonstrate how you
obtained your Quantitative Results to the
class for peer assessment. (3 lessons)
EXHIBITION DAY (1 Lesson)
1) Assessment Presentation
2) Working Scientifically Skill
Demonstration
3) Digital and real life ‘Model’ of
creek Quality (Artefact Display)
Red Text indicates topics for Formative Assessment
WHAT YOU (STUDENTS) NEED TO DO
BY THE END OF THE WEEK - CHECKLIST
 Decide on who will be in your group for the Creek
Visits.
 Decide what analysis you/your group would like
to do either Physical Quality, Microbiological
Quality, Chemical Quality or Heavy Metal
Contamination by submitting your preferences in
an Exit Note.
 Do an in-class dummy run using tap water to
make sure you know how to use the equipment /
reagents. (Traffic Light & Questioning)
 Write up your Qualitative data in Table format.
(Checklist)
 Write up your Quantitative data in Table format.
Submit scientific drawing of creek sampling sites.
 Prepare a graph to communicate your
Quantitative data scientifically.
 Label and submit your artefacts to teacher.
Explain how they affect Biodiversity.
 SUBMIT your Assessment at the end of the
Week 4.
 Label and submit your artefacts to teacher.
Explain how they affect Biodiversity.
 Write up your Qualitative data for all creek visits
in Table format.
 Write up your Quantitative data obtained from
all creek visits in Table format. (Checklist,
Exemplar)
 Prepare a graph to communicate all your creek
visits Quantitative data scientifically.
(Checklist, Exemplar)
 Prepare for a Peer Assessment of your
Demonstration
 Teacher Feedback
 Participate in Exhibition Day (Science Fair Style)
27
APPENDIX B: PBL Rubric - Video/Website/Article or Photo Essay

Limited Basic Sound Thorough Outstanding

SC5-14LW Some artefacts Appropriate Biotic and Appropriate Biotic and Appropriate Biotic and Abiotic Appropriate Biotic and Abiotic
SCLS-6WS from the first Abiotic artefacts from Abiotic artefacts from the artefacts from the first Creek artefacts from the first Creek visit
Undertakes first-hand Creek visit are the first Creek visit are first Creek visit are visit are identified, are identified, distinguished and
investigations to identified and identified, identified, distinguished and distinguished and submitted submitted and informatively
collect valid and submitted but not distinguished and submitted and informatively and informatively labelled. labelled.
reliable data and labelled. submitted and labelled. The impact of the presence of at
information, informatively labelled. least one Abiotic artefact in the
The impact of the presence of
individually and Some attempt at showing at least one Abiotic artefact in environment is specifically
collaboratively how Biodiversity and the the environment is discussed and its potential effect
impact of Abiotic factors on specifically discussed and its on Biodiversity is explained.

/10 the environment is made. potential effect on The need to apply Water Quality
and Biodiversity is explained. Guidelines is succinctly argued
and and justified.
Work is loaded on Google
Slides. Work is loaded on Google and
Slides. Work is loaded on Google Slides

SC5-14LW Identifies the Identifies and Identifies, discusses and Identifies, discusses and Identifies, discusses and explains
SCLS-7WS problems discusses the examines the problems explains the problems the problems affecting creek
affecting creek problems affecting affecting creek quality from affecting creek quality from quality from secondary
processes, analyses quality from creek quality from secondary (Newspaper secondary (Newspaper (Newspaper articles, videos,
and evaluates data
secondary secondary sources articles, videos and Council articles, videos, Council Council Website and other
from first-hand
sources (Newspaper articles, Website) and discusses Website and other appropriate sources) and
investigations and (Newspaper videos and Council specific changes that could appropriate sources) and succinctly argues why any
secondary sources to explains why any proposed
articles, videos Website). be made to make the creek proposed changes are necessary
develop evidence- and justifies how the changes
and Council better. changes are necessary and
based arguments and Website). how they would affect the would affect the improvement of
conclusions
improvement of creek quality. creek quality.
/10

28
 Limited Basic Sound Thorough Outstanding
SC5-14LW Lists why the Lists why the creek Lists why the creek visited Lists why the creek visited is Lists why the creek visited is safe
SCLS-8WS creek visited is visited is safe and is safe and gives several safe and gives several and gives several examples.
safe. gives several examples. examples. Lists why the creek visited is not
applies scientific examples.
understanding and Lists why the Lists why the creek visited Lists why the creek visited is safe and gives several examples.
critical thinking skills creek visited is Lists why the creek is not safe and gives not safe and gives several Develops a plan with several
to suggest possible not safe. visited is not safe and several examples. examples. steps selecting changes that
solutions to identified gives several Shows how specific Explains why specific could be made to make the creek
problems examples. changes could be made to changes could be made to visited a safer better place and
/10 make the creek visited a make the creek visited a justify why these planned steps
safer better place. safer better place. are necessary.

C5-15LW States how drone Discusses how and Discusses how and why Prepares a basic comparison Prepares a basic plan to submit
SCLS-8WS technology could why drone technology drone technology could be of how and why drone to council, recommending how
be useful to could be useful to useful to Councils to technology could be useful to and why drone technology could
applies scientific
Councils to Councils to monitor the monitor the quality of Councils to monitor the be useful to Councils to monitor
understanding and creeks and illustrates what the quality of creeks and justifies
monitor the quality of creeks. quality of creeks.
critical thinking skills quality of creeks. Councils could do if they reasoning.
to suggest possible Explains the limitations of
used drones to monitor the Drone technology use to Assesses the limitations of Drone
solutions to identified quality of creeks. Examines
problems monitor creek quality. technology use to monitor creek
the limitations of Drone quality.
/10 technology use to monitor
creek quality.

29
 Limited Basic Sound Thorough Outstanding
SC5-14LW No apparent Submission lacks Submission structure Submission has a clearly Submission is stylized, clear
SC5-15LW structure to the clearly defined follows specified order. defined structure and each and/or creative to assist the
submission. structure. Literature review from component complements reader to navigate the submission
SCLS-9WS
Language is The language is primary and secondary those before and after. easily.
presents science unclear, many sometimes unclear, sources provide a sound Literature review from primary Literature review from primary
ideas and evidence
grammatical or frequent spelling and background into the Driving and secondary sources and secondary sources provide a
for a particular
spelling errors. grammatical errors. Question. Submission provide a thorough thorough background into the
purpose and to a attempts to answer the background into the Driving Driving Question. Submission
specific audience, No Referencing. Referencing is vague.
question: What can be Question. Submission answers the Question: What can
using appropriate
done to improve the quality answers the Question: What be done to improve the quality of
scientific language, of our Creeks? but lacks can be done to improve the our Creeks and is significance in
conventions and
depth. quality of our Creeks and is the real world. Emerging
representations
Some spelling and significance in the real world. Technology is discussed and
Including APA applications to real world
grammar errors are Spelling and grammar are
Referencing problems are analysed.
present. Several sources mostly correct. Several
referenced. sources are referenced in an The language is clarity and uses
appropriate way. descriptive verbs Spelling,
punctuation and grammar are
correct. All sources are
/10 referenced in an appropriate way.

NOTE: Peer Assessment has been included as an assessible criteria in this unit of work to teach students the value of working together and providing
quality constructive criticism and encourage students to take it seriously. This is not a skill that is encouraged on social media and has therefore been
included for that explicit purpose. Students receive marks for their group contribution on providing justified constructive criticism of another group’s
presentation. No marks that students award in the Peer Assessment will be used to award marks to another group.

Limited Basic Sound Thorough Outstanding

PEER Two or less comments Two comments Two comments made about Two or more comments were Two or more comments were
ASSESSMENT made about another made about another group’s made about another group’s made about another group’s
/10 group’s presentation. another group’s presentation. Comments presentation. Comments presentation. Comments
presentation. discussed. Good things discussed and explained. discussed and explained. Good
Comments highlighted. Improvements Good things highlighted. things highlighted and justified.
discussed. highlighted. Improvements highlighted. Improvements highlighted and
justified

30
APPENDIX C
STUDENT - RESOURCE LIST / APA REFERENCING EXEMPLAR

Fairfield Champion Articles

https://www.fairfieldchampion.com.au/story/1295911/factory-caused-pollution-in-cabramatta-
creek/
https://www.fairfieldchampion.com.au/story/5945498/federal-labors-vow-to-end-plastic-
bottles/?cs=9397
https://www.fairfieldchampion.com.au/story/5404422/building-sites-blitz-to-protect-rivers/
https://www.fairfieldchampion.com.au/story/5357924/whats-the-smell-work-begins-to-fix-smelly-
problem-at-smithfield/
https://www.fairfieldchampion.com.au/story/5453792/antarctica-contaminated-with-
microplastics/?cs=9397
APA Referencing Example

NEWSPAPER ARTICLE Tasker, B. (2018, June 7). Antarctica Contaminated with

(FROM ELECTRONIC DATABASE) Reference Microplastics. Fairfield City Champion, Retrieved from
list https://www.fairfieldchampion.com.au/story/5453792/a
ntarctica-contaminated-with-microplastics/?cs=9397
In-text citation Tasker (2018) stated that…
or
…. Microplastics in Antarctica (Tasker, 2018).

Fairfield Creek Videos and picture

https://www.youtube.com/watch?v=-6sVROx7MGE Containers Prospect Creek, Fairfield Park video
VIDEO (FROM THE INTERNET) Reference list Gream, C. (2017, June 11). Containers Prospect Creek,
Fairfield Park [Video file]. Retrieved from
https://www.youtube.com/watch?v=-6sVROx7MGE
In-text citation Gream (2017) showed that the containers in Fairfield
Park…
or
Containers if Fairfield Park… (Gream, 2017).

31
https://www.liverpoolchampion.com.au/story/5675219/stricter-plans-for-trolleys/ picture of trolley
in creek

IMAGE ON THE INTERNET Reference list
In-text citation
Dumped Trolleys cause chaos [Image]. (2018,
September 28). Retrieved from
http://www.smh.com.au/snapshots/
In the above image (Dumped Trolleys cause chaos,
2018) it can be …

Fairfield City Council Website

http://www.fairfieldcity.nsw.gov.au/info/20008/health_and_safety/79/catchment
(look for 5 articles on creeks under school projects)

WEB PAGE / Note: Web pages and documents on the web include the following elements:
DOCUMENT ON THE - Author/editor/compiler
INTERNET Reference - Date of page/date of document
list - Title of document (incl. version no.)/Title of page
- Name of sponsor of the source (if not named as the author)
- Date retrieved (needed when the source may change over time e.g.
webpages, WIKIs)
- URL

Document on the Internet:

Fairfield City Council (2019). Catchment. Retrieved April 22, 2019, from
http://www.fairfieldcity.nsw.gov.au/info/20008/health_and_safety/79/catch
ment

In-text citation
…in the Fairfield City Council website... (Catchment, n.d.).
Note: Capitalise all major words when giving a title in-text.
The Turning Page Bookshop (2000) explains that…

Biotic and Abiotic Factors

https://www.youtube.com/watch?v=MdlwPtKg-VI

Biodiversity
https://www.youtube.com/watch?v=7tgNamjTRkk

32
Aboriginal wetland burning in Kakadu (2005) CSIRO
https://www.youtube.com/watch?v=AXG_2JSW0FA

Drones and ecology

https://blog.nature.org/science/2015/11/05/drones-in-the-field/ using drones for water quality
observing
https://www.environment.nsw.gov.au/news/drones-and-phones-technology-zooms-in-to-help-
saving-our-species- drones and ecology

Water Quality Guidelines – How could we use this information to enhance the artefact display on
Exhibition Day?
https://www.nhmrc.gov.au/sites/default/files/images/guidelines-for-managing-risks-in-recreational-
water.pdf#page=156&zoom=110,-65,793
http://www.waterquality.gov.au/anz-guidelines/guideline-values/default

CRAP Test
https://www.utoledo.edu/success/writingcenter/pdfs/The%20CRAP%20Test.docx

Water Testing
a) http://www.analyticon.com/products/portable-handheld-meters/docs/wqc24_lit.pdf

b) https://highschoolbiotechnology.com/images/pdfs/E.coli_High_School_Test_Procedure.pdf

c) https://www.indigoinstruments.com/test_strips/water_quality/

d) https://www.selectscientific.com.au/metals-check.html?

GOOGLE SLIDES LINK

https://docs.google.com/presentation/d/1yK-
F3SRrDxHcDU5qZLXY0MLTo9V3GUUqC8AQiHt9qJ8/edit#slide=id.p

33
APPENDIX D - How to write up a Scientific Report.
How to write up a Scientific Report.
https://www.youtube.com/watch?v=Yqioa8Njhhk

1) The scientific report starts with a TITLE. This is what your scientific report is
about. It can be a question but should contain keywords that can be easily
searched on Google or another ICT database. It is usually about 6-8 words long
and should contain a summary of what you are investigating or questioning.

TITLE: (The name or Title of the investigation / experiment)

2) After the Title, scientists write up what the AIM of the investigation is. The AIM
is the purpose or the goal of the experiment. It is a statement that starts with
the word To and then is followed by a verb. e.g. To investigate, to observe, to
discover, to calculate, to examine etc.

AIM: (What we are trying to do, or the question you are testing or the problem
you are investigating)

To (followed by a verb) ….

34
3) The Aim is followed by the HYPOTHESIS. This is a guess or an educated prediction
of what you think will happen and is based on prior knowledge or things that you
already know about. When scientists write a HYPOTHESIS, they usually start the
HYPOTHESIS with the word If followed by then later in the sentence.

HYPOTHESIS: (An educated prediction or guess of what you think will happen).

If ………………………………………………….. then……………………………………….

4) After the Hypothesis comes the EXPERIMENTAL DESIGN. When you write this
section of your report you need to ask yourself some questions about the things
you are measuring (Dependent Variable), the units and you are going to use for
measurements, the equipment you are going to use for measurement and how
many times you are going to repeat the experiment. You will also need to think
about the things that you will change in your experiment (Independent Variables)
and the things you will keep the same (Controlled Variable). This section of
scientific reports is usually not done very well and can often be erroneously missing
or not there!

Experimental Design Parameters List the Variables and Units of

Measurement in the boxes below.
Independent Variable
(The thing that you change)
Dependant Variable
(The thing you measure)
Measuring Instrument

Units of Measurement

Repetition
(How many times you repeat it)
Controlled Variable
(The thing you keep the same)

35
5) In the EXPERIMENTAL DESIGN section, we also need to think about safety, what
things can be dangerous and what can we do to make the experiment safer. This
process is called a Risk Assessment (What are the possible dangers?). These can be
Electrical Hazards, Physical Hazards, Chemical Hazards or Biological Hazards.

RISK ASSESSMENT
Types of Hazards List the Hazards and Safety Precautions
in the boxes below.
Electrical Hazards

Physical Hazards

Chemical Hazards

Biological Hazards

6) After the Experimental Design and Risk Assessment, comes the MATERIALS. This is
a list of all the equipment you will need to complete the experiment. Remember to
include how many items you need and some details on the type of items you need.
(e.g. 250 ml glass beaker, metric tape measure, 500g weight or 60g of Copper
Sulphate).

MATERIALS:

36
7) After the Materials section, comes the EXPERIMENTAL SET UP. This is where we
can draw a scientific diagram for the procedure or the method. When we draw
scientific diagrams, there are several things to remember. Use the tick box below to
tick off items that you have included in your diagram.
Use a sharp pencil, draw what you see
Heading at top, underline heading using a ruler
Simple diagram, no shading
Use a third of a page or more for your diagram
Use a ruler for label lines, no crossing overlines or lines with arrow heads
Print labels, no running writing
Connect label lines to drawing, no gaps

EXPERIMENTAL SET UP (Diagram for the procedure or method)

37
8) After the Experiment section, comes the PROCEDURE. This is where we write what
we are doing. It is a step by step recipe that uses all the materials listed in the
Materials section. Each step is numbered and is a short sentence that starts with a
verb. We write the Procedure so that anybody else can replicate or do the
experiment without having seen it.
1.

2.

3.

4.

5.

9) After the Procedure comes the RESULTS. This is where we write what we observed
and what we measured. The things that we observed with our 5 senses are called
observations and are examples of qualitative data and we usually record these in
English. The things we measure, for example time or distance, are the quantitative
data and we usually record these with numbers. Quantitative data is then used to
create tables and graphs.

RESULTS:

Observations (Anything you noticed using your 5 senses)

38
Example of a Data Table

Use the tick box below to tick off items that you have included in your table.

Quantitative data is arranged in rows and columns

Each measurement needs to be in a separate box
Remember to put the table heading or title at the top of the table
Independent Variable on the left side of the data table
Dependent Variable/s are in column/s on the right side of the data table
Units are written in the column headings

RESULTS:

Tables (Draw up a table with rows and columns to represent measured data)

39
RESULTS:
Graphs (Draw up a graph with a x and y axis to graphically represent measured data)

Use the tick box below to tick off items that you have included in your graph.
Title
X axis (Independent variable)
X units
Y axis (Dependent Variable/s)
Y units
An even scale (i.e. numbers go up in the same amount in the same distance)
Use pencil for point lines
Plot points correctly
Draw the line of best fit (either a single straight line or a curved line drawn by hand)
Key
40
10) After the Results section comes the DISCUSSION of the investigation. In the
DISCUSSION section you need to discuss your results. Link the theory and concepts
you learned in class to explain what happened in your experiment. Here we talk
about accuracy, reliability, validity, limitations and improvements.

DISCUSSION:

Background Scientific Information & Explanation of Results (Why do you think

that you got the results you did? Explain it scientifically, link your results to the
theory and concepts learned in class).

Assess the accuracy of the measurements (How precise where your

measurements? How many decimal places did you measure?)

41
Assess the reliability of the results (How many times did you repeat it? Where the
results the same for each repetition or ‘treatment’ How close were the results to the
average?)

Assess the reliability of the results (How many times did you repeat it? Where the
results the same for each repetition or ‘treatment’ How close were the results to the
average?)

Assess the validity of the whole experiment (Was it fair? Were all the variables not
tested kept the same? Was it based on scientific principles and ideas? Was it
accurate and reliable?)

Limitations (What was not right or did not work in your experiment?)

42
Improvements (Without changing the Aim, how could you fix any problems and
how could you improve the experiment if you had unlimited resources?)

Further Research (What other experiments with DIFFERENT Aims could be done
that would give more information?)

43
11) After the Discussion, scientists write up the CONCLUSION of the investigation. In
the CONCLUSION section you need to restate the AIM and say whether it was
achieved, and why. You also need to restate the Hypothesis and say whether it was
achieved, and why.

CONCLUSION: (Answer your Aim here. What pattern/trend was observed in your
results? Answer your aim here. Do the results support or refute the hypothesis).

44
RESOURCE 1 – GOOGLE SLIDES

Exhibition Day Digital ‘River Model’ Artefact Display

Students are required to visit the creek, observe the creek habitat for biotic and abiotic
factors and take some photographs of each. They need to create at least two Google
Slides per group by following the example and providing information about
Biodiversity and Biodegradability / Decomposition.

https://docs.google.com/presentation/d/1yK-
F3SRrDxHcDU5qZLXY0MLTo9V3GUUqC8AQiHt9qJ8/edit#slide=id.p

Slide 2 of 5

45
Slide 5 of 5

46
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Mandl, & J. Haake (Eds.), Scripting computer-supported collaborative learning (Vol. 6,

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HighSchoolScience101. (2017, December 26). How to Write a Scientific Report. [Video file].

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New South Wales Department od Education and Training (2004). Strategies for the Education of

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