Design+Rationale

Using provided websites students identify and become familiar with river systems, their importance and the vocabulary used when discussing a river. ||< **You Tube:** Used to hook learners into the lesson and the unit. The clip chosen is both visually and audibly stimulating. 1.1 //Define the information problem:// The unit and the steps involved to reach the outcome are discussed and outlined to the class. Students are informed of what the problem is and what information is required to complete their PowerPoint presentation to solve the outlined problem. || characteristics of healthy and unhealthy rivers. ||< **Google Earth:** Provides students with stimulating and factual information regarding in this case the Maroochy River. visual representation. 2.2 //Select the best sources:// By looking at another major river (the Murray River) students are provided with a range of sources that they can use to gain a deeper understanding of what it is they are trying to solve. ||
 * = **Learning**
 * Sequence** ||< **Activities** ||< **ICT used for.......** ||= **Link to Big6** ||
 * = **1** ||< Maroochy River (You Tube: []) flyover to allow students to get a feel for rivers and the upcoming unit.
 * Websites:** Students are provided with websites (to ensure the safe and ethical use of the internet) to complete the provided worksheet to give them some back ground knowledge and set them up for the unit. ||< **1. Task Definition**
 * = 2 ||< Students have a close look at the Maroochy River (Google Earth), its location, the mouth, catchment area and its main tributaries. Students identify through the use of provided websites the
 * Websites:** Students are provided with the websites (to ensure the safe and ethical use of the internet) to complete the provided worksheet to give them some back ground knowledge and set them up for the unit. ||< 1.2 //Identify information needed:// Students identify certain characteristics of healthy and unhealthy rivers. As students continue to work through the unit this information will become critical to solve the problem. ||
 * = 3 ||< Students will visit the Murray River and complete an interactive questionnaire on the pressures on the Murray River. This will give students an insight into how devastating the demise of a major river can be. The lesson will also provide students with some background knowledge for their next lesson. ||< **Google Earth:** Used to locate and identify the Murray River. Provides students with a relevant
 * Interactive Questionnaire:** Engages students and allows them to form their own opinion on the pressures on the Murray River and how this can be transferred to other rivers. ||< 2. **Information Seeking Strategies**
 * = 4 ||< Skype a local ranger involved with the Murray River. Students collaborate (prior to Skype session) their ideas using a concept map to come up with questions to confirm their findings. ||< **Concept Map:** Used to organise information and form questions for the ranger.

//3.1 Locate sources:// Students use Skype to communicate with a local expert on the Murray River. //4.2 Extract relevant information:// In groups students ask questions of the expert that they have prepared beforehand. The answers provide the students with expert knowledge to widen their current understanding on the unit. || learning students are encouraged to post comments (using their school blogs) about the Skype discussion and the latest You Tube clip. ||< **You Tube:** This was used so as student could get a clear visual demonstration on how seriously man made pollution can destroy once pristine waterways. //3.2 Find information within sources:// Students view and record relevant information from the You Tube clip. || //5.1 Organise from multiple sources:// As a class and in their groups students evaluate and communicate their information and understandings thus far. In order to create a deeper understanding findings are recorded for the groups to use in their presentations. || 6.1 //Judge the result:// The final presentation is marked and used towards their final grade for this unit. Student can also judge the result for themselves when the local minister returns to the class to report back to them. || This unit has been designed for year six to seven students. The goal of the unit is to allow students to experience a diverse range of ICTs whilst completing a self guided learning journey. The problem that the students need to investigate and ultimately come up with a solution to is the decline in health of their local river (Maroochy River). Whilst students may not ultimately have the power to stop this, their unit outcomes will be presented the local member of government who does have the power to do something and therefore the students would have made a big difference.
 * Skype:** Students can see and communicate with an expert on rivers first hand. Students can clarify, broaden and deepen their learning. ||< **3. Location and Access**
 * 4. Use of Information**
 * = 5 ||< View You Tube clip ([] ) that shows the devastation that can be caused by man made products such as plastic bags. A class discussion will follow to get the students feelings and opinions of the clip. Students then complete the provided work sheet using the assigned websites. By completing the worksheets students are gathering valuable information for their group presentation. To promote collaborative
 * Blog:** Student all have and are familiar with their class blogger account. Used to promote collaborative learning.
 * Websites:** To promote the safe and ethical use of the internet whilst at school student access provided websites to complete worksheet. ||< **3. Location and Access**
 * = 6 ||< Recap and discuss blog comments from the previous lesson. Are there any common themes. Record comments and key words using a concept map. Begin to relate the findings from afar to the Maroochy River. Use open ended questions to lead the students into discussion. For example how would an increase of manmade pollution flowing into the Maroochy River effect wild life, water quality and water flow? In groups (four) students then use the provided websites to gain further information on the current state of the Maroochy River. They are to record their findings using a "Y" chart. The groups the students work in for this activity are the groups they complete their final task in. ||< **Websites:** Once again websites are provided so as students can easily find the correct and specific information. It also promotes a safe and ethical environment. ||< **5. Synthesis**
 * = 7 || As an entire class students discuss all the information they have gathered and recorded so far. This discussion takes place using the concept map that has been previously created. Students then break into their presentation groups. During this time the groups discuss and begin to plan their presentation. Students begin and outline their planning through the creation of their own concept map (bubbl.us). These maps are posted to their school blog accounts for peer and teacher review. || **Concept Map:** Helps students to collate all the information they have gathered thus far. || 5.1 //Organise from multiple sources:// In their presentation groups students create a concept map in order to determine how all the information will fit together and solve the unit's problem. ||
 * = 8-9 ||< Students in their groups of four are to use all the information they have gathered throughout the unit to create a PowerPoint presentation. The PowerPoint will be presented to the local member for waterways on the Sunshine Coast. By presenting the facts they have found, concerns that they have and solutions, students are going a long way to solving the problem that the unit presented which was rivers running dry. ||< **PowerPoint:** Students create a PowerPoint to express their findings and as their assessment piece. Students may choose from different **You Tube** clips and photos provided to enhance their presentation. ||< 5.1 Organise from multiple sources: Students create, organise and apply their information and understandings to develop a creative PowerPoint presentation. ||
 * = 10 ||< Students present their work to the local minister and the rest of the class expressing their point of view and possible solutions to real world and local problems. The local minister is invited back for a visit in 4-6 weeks to follow up with students. He will present to the students the action that has been taken and the difference they have made. ||< **PowerPoint:** Students present their work. ||< //5.2 Present the information:// In their groups of four, students communicate their knowledge and understanding through the use of a PowerPoint presentation.
 * 6. Evaluation**

This unit is designed around The Big 6 learning framework. This framework was chosen as it allows teacher and students to systematically work through different tasks to ultimately solve what the unit is about. Eisenberg (2001) states, The Big 6 are all about helping students to find process and use information effectively. The Big 6 focuses on the process as well as content. Through the use of this framework students are required to discover, sort out and finally present their own findings. Throughout this unit students are faced with a lot of information from many different sources. The information they receive and the way that they analyse and use it is critical for their final product. Through the structure of the unit and the use of The Big 6 students will successfully complete and solve the problem that the unit presents.

The major key learning areas incorporated in this unit of work is Studies of Society and Environment (SOSE) and ICTs. The year juncture the unit is based on is by the end of year 7. The SOSE element of the unit is based upon the place and space strand. The knowledge and understanding it works around according to the Queensland Studies Authority (2007) is that, sustainability requires a balance between using, conserving and protecting environments, and involves decisions about how resources are used and managed. The unit also incorporates a number of the SOSE ways of working that are outlined in the Essential Learnings (2007). To view these please use the link (ways of working) to the teacher's page. According to the cross-curriculum priority (2007) ICTs can be used across all key learning areas to support thinking, learning, collaboration and communication. This unit requires students to incorporate many of the key points outlined in the cross-curriculum priority. Use the link provided to view all of these outlined on the teacher's page.

Through the use of a variety of learning activities incorporating the use of different ICTs all students of the cohort have been catered for. Students work individually and collaboratively on the different tasks. This allows all students to broaden and deepen their knowledge on the topic. It also allows students to attain, practice and refine their skills using different ICTs ethically, safely and in a responsible manner. The unit and the framework it has been developed around encourage all students to practice skill for life. Eisenberg (2001) states, The Big Six skills are also essential life skills. It is the development of these skills for life throughout this unit that will encourage students to become lifelong learnersand embrace the ever changing world of ICTs.