Curriculum into the classroom EEC
Science
Water — Waste not, want not at North Keppel Island / Year 7 / Unit 1
Lesson 3 / Water — Evaluating water quality
Lesson concepts /
Example learning sequence
Discuss water catchments
•Study the North Keppel Island catchment area.
•Discuss local water sources such as creeks, rivers, bores or dams and movement of this water through the catchment.
Explore water quality
•Examine samples from local water sources.
•Discuss how different types of water have different qualities.
•Define water quality terminology and testing procedures.
Investigating water quality (1/2 group at dam)
•Perform water quality testing of local water samples and collect data.
•Identify the components in their water samples.
Investigating water quality (1/2 group macroinvertabrate)
•Perform macro invertabrate testing of local water samples and collect data.
Evaluating water quality
•Summarise and draw conclusions about the data collected from the water sample tests. Are both the tests a true indication of water quality?
•Discuss and reflect on the appropriateness of the method used to collect the data.
•Consider the quality of data.
Understanding water quality
•Identify different factors that affect water quality.
•Establish links between the different uses of water and water quality.
Exampleresources
Website — Total Water Cycle Management(Department of Environment and Resource Management)

Slideshow —Water quality
Materials and equipment list
Sheet — Turbidity tube
Sheet — Water quality tests
Helpful information
Supporting learning resource — Finding information about water catchments
Slideshow —Turbidity Units (NTUs)
Safety
Teachers need to:
•identify safety issues relevant to water samples and water quality testing during the practical activities and conduct risk assessments
•refer to Workplace health and safety (WHS) policy pertaining to schools.
/ Water is an important resource that cycles through the environment (Unit 2)

/ Experiments are collaboratively conducted ensuring safety guidelines are followed
/ Equipment is selected to collect data with appropriate accuracy

/ Data from investigations is summarised and conclusions are drawn

/ The method used is reflected on and the quality of data evaluated

/ Ideas and findings are communicated using scientific language and representations
View unit mapping of concepts
View year level mapping of concepts
Learning area specific language:
potable, acidity, macro invertebrates, nitrates, salinity, turbidity, pH
Lesson objectives
Students will:
recognise that before water is used, water quality must be tested.
Evidence of learning
Can the student:
link water quality to the different uses of water?
Ideas for monitoring
Monitor students’ ability to:
identify water quality testing methods
make links between uses of water and water quality.
Learning alerts
Be aware of:
students stating that clear water is clean water.
Suggested next steps for learning
Review water quality testing and clarify that water may contain contaminants that are invisible to the naked eye.
Ideas for differentiation
Support
Provide students with a table to collate data.
Extension
Research Australian water quality standards and compare water quality requirements for things other than human consumption.
/ New
/ Ongoing
/ New & building for assessment
/ Ongoing & building for assessment
/ New & building for monitoring
/ Ongoing & building for monitoring

Australian Curriculum references for this lesson

Australian Curriculum references for this lesson
Year 7 Science — Content descriptions
Science Understanding
Earth and space sciences
Water is an important resource that cycles through the environment
Science Inquiry Skills
Planning and conducting
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
In fair tests, measure and control variables and select equipment to collect data with accuracy appropriate to the task
Processing and analysing data and information
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions
Evaluating
Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method
Communicating
Communicate 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

[accessed on 27 July 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
•Using fractions, decimals, percentages, ratios and rates
•Interpreting and drawing conclusions from statistical information
ICT capability
Queensland Student ICT Expectations:
•Operating with ICT
Student ICT Expectations — by the end of Year of 7

[accessed on 31 July 2012]
Australian Curriculum ICT learning continuum:
•Managing and operating ICT
Creative and critical thinking
•Inquiring — identifying, exploring and clarifying information
•Generating innovative ideas and possibilities
•Reflecting on thinking, actions and processes
Personal and social capability
•Social management
Ethical behaviour
•Reflecting on personal ethics and decision making
View a mapping of the General capabilities learning continua for this unit

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Andrew Gill (NKIEEC)