Curriculum into the classroom
Science
Water — Waste not, want not — continued
Lessons 5-8
Year 7
Unit 2
Assessment — Water issue
Assessment concepts
Example assessment sequence
Mixtures can be
separated using a range
of techniques
Introduce and review the assessment
Water is an important
resource that cycles
through the environment
Review the Guide to making judgments and understand the
standards A–E
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 realworld problem and the impact of
this solution on society.
Example resources
Assessment task — Water
issue
Supporting learning resource —
Notes for Assessment — Water
issue
•
•
•
•
Review the separate sections of the assessment and ensure they
understand what they are expected to do.
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
http://www.australiancurriculum.edu.au/Science/Curriculum/F-10
[accessed on 13 August 2012]
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Learning Object — Graphic
organiser toolkit
Helpful information
Assessment task — Water
issue model response
Website — Water secure
(© Water secure)
http://www.watersecure.com.au/
pub/
Website — SA Water
(© Government of South
Australia 2004)
http://www.sawater.com.au/SA
Water/Education/OurWaterSyst
ems/Filtration.htm
Website — Water Science for
Schools
(U.S. Geological Survey)
http://www.usgs.gov/water/
For assessment
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Sci_Y07_U2_LP_05-08
Australian Curriculum references for this lesson
General capabilities
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
•
•
•
•
•
Literacy
Comprehending texts through listening, viewing
and reading
Composing texts through speaking, writing and
creating
Text knowledge
Grammar knowledge
Word knowledge
Visual knowledge
Science as a Human Endeavour
Numeracy
•
Interpreting and drawing conclusions from
statistical information
Nature and development of science
ICT capability
Science knowledge can develop through
collaboration and connecting ideas across the
disciplines of science
Queensland Student ICT Expectations:
•
Inquiring with ICT
•
Operating with ICT
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
http://www.australiancurriculum.edu.au/Science/Curriculum/F-10
[accessed on 13 August 2012]
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Student ICT Expectations — by the end of Year of 7
http://education.qld.gov.au/smartclassrooms/enabling-learners/ictexpectations/
[accessed on 13 August 2012]
Australian Curriculum ICT learning continuum:
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Investigating with ICT
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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