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.
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 hold groups,
a maintained plan to the management of the planting sites (weeding and
watering),
identified issues and suggestions for the mitigation of identified issues
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
4. Processes involved in the development
of proposal
Report
Key locations
Planting
designs and
identification
On going
management
and mitigation
of issues
Assessments
All images sourced from (google images 2015)
5. Student Activities Cont..
Identifying resources and issues, develop way to mitigate issues such as managing on-going
maintenance
Costs and other issue that have been identified.
If students have chosen another direction guidance and additional resource will be suggested
by the teacher to be considered by the group. Guidance will by scaffolded to help the student
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.
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 that 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.
The minimum requirements will included a proposed idea, an implementation plan and
minimizing 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 which will need to be submitted at the end of the lesson
for evidence of learning and DoL 5 critical thinking skill regarding considering planning
requirements.
6. 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
7. ICT Resources
Video – Camera and computer editing,
programs to continually develop
proposal,
Movies,
Prezi,
Weebly,
websites or wiki space,
Timeline programs
Google Images (2015)
8. 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.
9. 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
10. 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 time line are meet and students develop self-
regulated thinking skills by asking themselves questions such as what
do you need to do, by when? This timeline will be used as evidence of
planning and the overall assessment of this unit.
