Curriculum into the classroom
Science
Water — Waste not, want not — continued / Year 7 / Unit 2
Lessons 5-8 / Assessment — Water issue
Assessment concepts /
Example assessment sequence
Introduce and review the assessment
•Review the separate sections of the assessment and ensure they understand what they are expected to do.
Review the Guide to making judgments and understand the standards A–E
•Work through the Guide to making judgments and highlight the assessable elements for the assessment.
•Discuss what responses might look like at each of the standards A–E.
•Clarify any components of the assessment.
Conduct the assessment
•Complete the assessment.
Relevant aspect of the Achievement standard
In this unit, assessment of student learning aligns to the following components of the Achievement standard.
By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences.
Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society.
Students identify questions that can be investigated scientifically.They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.
Australian Curriculum: Science for Prep(F)-10 Version 3.0

[accessed on 13 August 2012]
/ Mixtures can be separated using a range of techniques
/ Water is an important resource that cycles through the environment
/ Ideas across disciplines of science can be collaborated on and connected to develop knowledge
/ Science and technology contribute to finding solutions to a range of contemporary issues
/ Ideas and solutions are communicated using scientific language and representations
View unit mapping of concepts
View year level mapping of concepts
Assessment purpose
To describe and compare natural and artificial water treatment processes and to describe a solution to a real-world problem and the impact of this solution on society.
Example resources
Assessment task — Water issue
Supporting learning resource— Notes for Assessment — Water issue
Learning Object — Graphic organiser toolkit
Helpful information
Assessment task — Water issue model response
Website — Water secure
(© Water secure)

Website — SA Water
(© Government of South Australia 2004)

Website — Water Science for Schools
(U.S. Geological Survey)
/ For assessment

Australian Curriculum references for this lesson

This assessment provides opportunities to gather evidence of student learning in:
Year 7 Science — Content descriptions
Science Understanding
Chemical sciences
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques
Earth and space sciences
Water is an important resource that cycles through the environment
Science as a Human Endeavour
Nature and development of science
Science knowledge can develop through collaboration and connecting ideas across the disciplines of science
Use and influence of science
Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations
Communicating
Communicates ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate
View a mapping of the Science Content descriptions for this unit
View a mapping of the Science Content descriptions for this year level
Australian Curriculum: Science for Prep(F)-10 Version 3.0

[accessed on 13 August 2012] / General capabilities
Literacy
•Comprehending texts through listening, viewing and reading
•Composing texts through speaking, writing and creating
•Text knowledge
•Grammar knowledge
•Word knowledge
•Visual knowledge
Numeracy
•Interpreting and drawing conclusions from statistical information
ICT capability
Queensland Student ICT Expectations:
•Inquiring with ICT
•Operating with ICT
Student ICT Expectations — by the end of Year of 7

[accessed on 13 August 2012]
Australian Curriculum ICT learning continuum:
•Investigating with ICT
•Managing and operating ICT
Critical and creative thinking
•Inquiring — identifying, exploring and clarifying information
•Generating innovative ideas and possibilities
•Reflecting on thinking, actions and processes
Personal and social capability
•Self-management
•Social management
View a mapping of the General capabilities learning continua for this unit

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