Unit+Overview


 * **Lesson**
 * number** ||< **What will be learned** || **How learning will unfold** ||
 * 1 || * Students will gain the necessary background knowledge needed for the unit.


 * They will learn what a river actually is, their importance and the vocabulary used whilst talking about river systems.


 * Class will discuss the intended goals, outcomes and problem that the unit will cover. ||< * **You Tube**: Used at the beginning of the lesson to hook the learners into the unit and present them with a visual representation of the Maroochy River.
 * Teacher will ask the students open ended questions that will develop into an initial discussion on rivers. This leads the teacher into presenting the steps, ICTs and topics to be covered in the unit.
 * The problem that needs to be solved is defined and clearly outlined to the students. At this point the class is given the opportunity to ask any questions that they may have.
 * **Websites:** Students are provided with websites that they are to use to gain a deep understanding surrounding rivers. To clarify their findings students are required to complete the worksheet provided. All findings found throughout the unit will be kept in their SOSE books. This will give the students an easy reference point to find their information to complete their final task.
 * Students findings are discussed in a whole class forum. It is essential that all students have a clear understanding on rivers in order to be able to complete the final task.
 * Conclude the lesson with a recap on the initial discussion, the unit, the problem that needs to be resolved and the task. ||
 * 2 || * Students will learn the exact location of the Maroochy River and many of its features such as, the mouth, catchment area and its main tributaries. Having this background information will allow students to gain a broader knowledge and understanding of the unit.
 * Students will gain a deeper understanding of the characteristics of a healthy and unhealthy river system. Students will be able to record their findings and use as evidence in their final PowerPoint presentation.
 * Via website research and final class discussion students should now have a deep sense of the characteristics that make up a river systems and whether or not it is healthy or unhealthy. || * **Google Earth** will be used to locate the Maroochy River. Most students will already be aware of the location however certain features of the river will be located. This will further deepen their knowledge and allow them to review key vocabulary from the previous lesson.
 * As a group teacher and class will discuss these particular features and extreme weather, pollution and humans can impact on the river and the particular features looked at through **Google Earth**.
 * Students will visit **Websites** in order to broaden their knowledge on rivers. The provided websites will allow students to determine characteristics of healthy and unhealthy river systems. The knowledge gained from this activity is important information that will be used in their final presentation.
 * To conclude the lesson essential questions will be asked and discussed to promote deep understanding within the cohort. ||
 * 3 || * Students will gain information from another source (Murray River) that will allow them to compare and contrast the two systems and begin to develop a plan towards solving the problem the unit has presented.
 * By completing the interactive questionnaire students learn of the pressures that are on the Murray River. This presents the students with a real life situation and problem that may one day have an effect on us all.
 * Students work collaboratively discussing their findings thus far. From there each group comes up with a key question to ask the real life expert. By doing this students are confirming the knowledge they have learnt throughout the unit. || * To provide students with an alternate information source the next two lessons will focus themselves on the Murray River.


 * **Google Earth** will be used to help students locate the mighty river and allow them to get a visual on the size of the Murray River compared to the Maroochy River.


 * The **Interactive Questionnaire** is used to provide students with another source in which to gather information from. This tool is engaging and allows students to form their own opinion on the pressures on the Murray River and how this can be transferred to the Maroochy River.


 * In order to prepare for the next lesson (Skype) students and teacher discuss the outcomes of the interactive questionnaire. In groups of four students then spend time formulating a question to ask the real life expert. ||
 * 4 || * Through the help and opinions of an expert, students learn the real life facts of the breakdown and pressures on a river system.


 * Students learn how local people can make a difference to the health of their local river.


 * Through class discussions and concept mapping students can now transform their own opinions into facts. These facts are vital for their final presentation. || * Before the **Skype** session is to take place the students are organised into their groups and their key question are read out.
 * **Skype** is used to contact a professional expert located in South Australia on the Murray River.
 * Students ask the expert a variety of questions to extract relevant information.
 * In their groups students record the information they receive during the session through the use of a concept map.
 * Once the **Skype** session is finished the group comes together to discuss the outcomes. Collaboratively a **Concept Map** is created recording the entire class findings. ||
 * 5 || * Via the You Tube clip it is confirmed to the students the devastation that man made pollution can have on waterways.
 * Students learn the facts regarding man made pollution and the effect it has on our waterways.
 * The facts that are recorded are to be used to complete their final PowerPoint presentation.
 * Through the class blogs students confirm and deepen their understanding so far by posting their own views on the topic. || * **You Tube** is used so that student can visually see the impact man can and has had on the water ways of the world.
 * Via a class discussion the problems that the clip have made evident are related back to the local Maroochy River.
 * Students are then provided with **Websites** that will help them to record using the provided worksheet facts regarding pollution and our waterways.
 * As a class, students collaborate through the use of their class **Blog** (students are familiar with this practice). They are encouraged to express their feelings on what they have learnt, seen and discussed so far. Students are also encouraged to begin to formulate some ideas on solutions to these problems and how they may include these in their PowerPoint presentations. ||
 * 6 || * Students arrange and rearrange the information on the concept map. Are there any patterns beginning to emerge.


 * Students once again begin to associate these problems with their local river.


 * Students report on and learn about the health and state of the Maroochy River. || * Discuss blog comments that have been posted since the last lesson. Are there any common themes or trends?
 * Use the already created **Concept Map** and add any new understandings, beliefs and ideas that the students may bring up.
 * Is the information that is beginning to emerge getting the students closer to solving the problem and their final presentation?
 * Turn the discussion back to the Maroochy River. Ask the students questions that get them thinking about all the things on the concept map but in a local sense. E.g. how would an increase of manmade pollution into the Maroochy River effect wild life, water quality and water flow?
 * In their final presentation groups (four students already arranged) students are to visit the provided **Websites** which relate to the health and state of the Maroochy River. The websites provided provide specific information for the students to record and use. Student are to record their findings using a "Y" chart. ||
 * 7 || * Students begin to extract their understandings, beliefs and significant ideas through their concept maps.


 * Students learn about each other's critical concepts via the posting of each group's concept maps on the class blog. || * The **Concept Map** from previous lessons is used to help students bring all the information they have gathered together. This is done as an entire class and any questions regarding the previous six should be asked at this point.
 * From their students are asked to split into their groups and begin to plan using a **Concept Map** of their own. Teacher spends time with each group discussing their plans and ideas.
 * Each group is to post their **Concept Map** for peer and teacher review. This collaborative work encourages deeper understanding and more specific outcomes via PowerPoint presentation. ||
 * 8-9 || * Students organise their information and work out the specific information that they want to apply to the task.


 * Students begin to apply significant ideas and points to their PowerPoint.


 * Students take time reviewing and editing their presentation. || * In their working groups students discuss any comments made via class **Blog** by teacher and peers on their **Concept Maps.**
 * Students should now have their information sequenced and be ready to emphasise specific points to solve the problem of the potential of their local river running dry.
 * In their groups students begin work on their PowerPoint presentation. They have been shown and presented with an exemplar that they can base their presentation on. Students are familiar with PowerPoint and how to create one.
 * Each group presents a draught copy to the teacher which is discussed. Ideas maybe given to the students at this point to help them finalise their work. ||
 * 10 || * It is now time for students to make a difference by conveying their message through a well prepared, insightful and detailed PowerPoint.


 * Students learn that whilst a problem may seem too big for them to make a difference individually if they work as a team and express their point of view on real life problems backed up with factual evidence they really can make a change for the better. || * Students have been given time to practice and have a run through of their presentation. Final adjustments maybe made at this time.
 * The special guest has arrived and it is now time to present the PowerPoint's and make a difference.
 * The students are assessed on their presentations. A rubric is used to do this.
 * The local minister talks to the class as a whole and congratulates them on their presentations. He thanks them for making a difference and ensures them that their point of view will be forwarded on in the next local meeting.
 * As part of the unit the minister will come back and visit the students and report on the progress of maintaining and ensuring tomorrow for the local Maroochy River. ||