2. “How will you present this to council?”
Queensland Curriculum (Senior Science)
Aquatic Practices (2014)
E1.2 Oceanography and riparian processes shape aquatic environments and
river processes
E2: Ecosystems Concepts and ideas
E2.1 Aquatic ecosystems include biotic and abiotic components.
E3.1 Marine and freshwater pests and threats, including pollution, impact on
aquatic environments, ways aquatic industries impact on their environment, e.g.
overfishing, agricultural runoff and human erosion activities
3. Student Activities
Students will develop their proposal and related
materials depending on their direction of project.
The teacher will observe and provide direction or the
students to consider in their proposal documents.
The development may require fencing or other designs,
if students have developed a plan in line with this
proposal the document will need to consider,
designs and
community involvement
(Google Images, 2015)
4. Student Activities
Depending on the direction of the proposal the document may require the
development of a planting schedule, this planting schedule document will cover;
the plant species,
key locations for suggested planting sites,
identification of local stakeholders and aboriginal land holder groups,
a maintenance plan to the management of the planting sites (weeding and
watering),
identified issues and suggestions for the mitigation of identified issues
5. Processes involved in the development
of proposal
Report
Key locations
Planting
designs and
identification
Ongoing
management
and mitigation
of issues
Assessments
All images sourced from (google images 2015)
6. Student Activities Cont..
Identifying resources and issues.
Develop way to mitigate issues such as managing ongoing
maintenance such as costs and other issues that have been
identified.
If students have chosen another direction guidance and
additional resources will be suggested by the teacher to be
considered by the group.
Guidance will by scaffolded to help the students use their
own critical thinking skills, open questions will be listed on the
board to aid all groups of learners to identify what information
needs to be considered.
Queensland Government (2015)
7. Student Activities Cont..
These open questions will include general rules of considering a proposal such
as,
‘What information and data do you think is important to your proposal?’
‘How are you going to justify your proposal? What arguments/persuasive skills
will you use?’
‘How can you present the information that gives impact and engages the
audience? Who will do what? Identify group roles and responsibilities for the
presentation that meet your timeline commitments’.
8. Student Activities Cont..
The minimum requirements will include a proposed idea, an
implementation plan and minimising issues and ongoing
maintenance.
The teacher will provide a short demonstration of a talk aloud
timeline to show students the thinking processes needed to correctly
manage their time for this project.
The students will be given time to develop their own timeline
which will need to be submitted at the end of the lesson for
evidence of learning and DoL 5 critical thinking skills regarding
considering planning requirements.
9. Processes involved with project
development
Week 5
Resource
development and
peer review
Week 6
Field Expert to
provide advice and
suggest directions
Week 8
Review and further
development of the
proposal for council
submission
10. ICT Resources
Video – Camera and computer editing,
programs to continually develop proposal,
Movies,
Prezi,
Weebly,
websites or wiki space,
Timeline programs
Google Images (2015)
11. Assessments
Week 5 - The level of involvement of the students and
teacher observations will be noted and used toward
grading on participation and critical review of their peers
Students will create their proposal for a field expert
review (week 8) in preparation for presentation to council
(week 10).
Students will be required to develop and submit a
timeline of expected completion dates for the next 4
weeks to the teacher.
12. DoL – Dimensions of Learning
DoL 4 Using knowledge meaningfully
Invention
Decisions making
Problem solving
DoL 5 Creative and critical thinking
Be accurate and seek accuracy
Take a position
Self-regulated thinking and planning
13. Teacher notes
Students will be required to develop and submit a timeline of expected
completion dates for the next 4 weeks to the teacher.
This timeline will allow the teacher to identify groups who may not meet the
week 10 submission and may need additional planning guidance.
This will ensure that overall project timelines are meet and students develop
self-regulated thinking skills by asking themselves questions such as, what do
you need to do and by when?
The student produced timeline will be used as evidence of planning and the
overall assessment of this unit.
