Week Lesson

- 50
min
Learning Aims (Key Questions) Learning Activities Resources Assessment Tasks








1










1

Students will be able to understand the
expectations for the unit on water and will be
able to understand the importance of water.

Prior Knowledge: Begin a KWLH Chart to
students and giving them some time to write
down what they already know about water
and what they want to learn about it.
Expectations:Tell students that in this unit
they will be making an inquiry journal in
which they will note down their reflections for
every day and the questions they want to
investigate further.
Create a word wall in the classroom and
divide it into two columns: everyday words
and scientific words
Importance of Water: Present students with a
media article Water supplies critical in the
valley and ask them to read it individually
Engage and Explore: Think, Pair and Share
activity in which students share their
understanding of the article and possible
solutions to the problem.
Evaluate: Short Reflection at the end in their
journal.

http://www.thechronicle.com.au/news
/water-supplies-critical-in-valley-
toowoomba/744076/

http://www.nrm.qld.gov.au/waterwise
/education/units/pdf/y6y7/y7-science-
water-cycles-web.pdf


Formative Assessment

- Students answer class
questions to show their
understanding like:

What do you think the
problem is?
What is the importance
of water?
What is your
understanding of the
article?
- Observing the
students and their
contribution to the
group discussion.

2 Students will be able to Investigate water as a
resource on Earth


Key Questions:
Is it possible for our water to run
out?
Does it hurt others when I take a 20
minute bath?

Engage: Students start this lesson with a
group task, in which they work out
themselves that is water a renewable
resource or not and then present their group
answers with a justification in the class
discussion -Worksheet

Engage and Explore: Students will perform
the Apple Activity and understand the
importance of water and why is it important
to protect it.

http://www.nrm.qld.gov.au/waterwise
/education/units/pdf/y6y7/y7-science-
water-cycles-web.pdf
http://www.onewater.org/education/c
urriculum/ch1


- Formative
Assessment
Questions:

What are renewable
resources?
Why do we need to
care if water levels are
critical?
How much water is
available to us for use
on earth?


Evaluate: After this, I randomly select
students and they write new learnt words on
the word wall.
Evaluate Short Reflection at the end in their
journal.

- Observing students
while doing the activity
and their contribution
to the group.

- Collecting their
completed worksheets
to have an idea of
students'
understanding.

3 Students will be able to understand how water
cycles through the environment. (Water Cycle)


Key Questions:

Where does the rain come from?
What happens to water when it
evaporates?

Engage: Start with a short recap of what a
renewable resource is and why water is
important.
Explore: Brainstorm - Students write the
words that come to their mind when they see
the term Water Cycle. (Prior Knowledge)
Explain: Discuss their answers as a class on
the board and students explain their answers.
Explain & Elaborate: Going through first 12
13 PowerPoint slides on Water Cycle and
students take notes as well. Water Cycle
PowerPoint
Evaluate: After this, I randomly select
students and they write new learnt words on
the word wall.
Evaluate: Students write a reflection at the
end in their journal.

http://www.tesaustralia.com/teaching-
resource/The-Water-Cycle-6112534/


- Formative Assessment

- Recap in the start.

- After going through
each slide asking
random students to
reiterate what I
explained.

- Looking at their
reflection at the end of
their class.



2
4,5

Students will be able to understand how water
cycles through the environment. (Water Cycle
Contd.)


Key Questions:

Where does the rain come from?
What happens to water when it
evaporates?
Enagage & Evalaute: Start with the Short
recap at the start of the lesson. Recap
Questions
Explain & Elaborate: Going through the
remaining PowerPoint slides on water cycle
and students take notes as well. Water Cycle
PowerPoint
Elaborate: Handing out worksheets to
students and they complete them in given
time and stick it in their notebooks for later
http://www.tesaustralia.com/teaching-
resource/The-Water-Cycle-6112534/

Pearson Year 7 Science
http://www.tesaustralia.com/teaching-
resource/Water-World-Lesson-3-
Where-Does-Water-Come-From-
6168247/
http://shoalwater.nsw.gov.au/Educatio
- Formative Assessment

- Recap Questions
- After going through
each slide asking
random students to
reiterate what I
explained
- While setting up
equipment, students





reference. (Students are allowed to use their
notes or discuss with partners) Hydrological
Water Cycle Worksheet
Explore & Elaborate: After this, students in
groups of 4, set up the equipment for water
cycle experiment and leave it in sunlight to
observe for the next day. Water Cycle
Experiment
Evaluate: After this, I randomly select
students and they write new learnt words on
the word wall.
Evaluate: Students write a reflection at the
end in their journal.

n/watercycle_experiment.htm


stating their
predictions.
- Students answering
worksheet questions.
- Looking at their
reflection at the end of
their class

6 Students will be able to understand the factors
affecting Water Cycle
Engage & Explore: Start with a short recap
and then students collect their Water Cycle
Experiment equipment and note down their
results and discussion questions.
Elaborate: Class discussion on the results and
answers and leading to the factors affecting
water cycle.
Explain: Going through the PowerPoint slides
for explaining the factors affecting water
cycle. (Factors Affecting Water Cycle
PowerPoint)
Evaluate: Students work in groups of 4 to
summarize the factors affecting the water
cycle using either a flowchart or a concept
map. Then, a spokesman from each group
explains the summarising method to others.
Evaluate: After this, I randomly select
students and they write new learnt words on
the word wall.
Evaluate: Students write a reflection at the
end in their journal

http://shoalwater.nsw.gov.au/Educatio
n/watercycle_experiment.htm
Pearson Year 7 Science
- Formative Assessment

- Recap at the start.
- Students contribution
in the group discussion
- After going through
each slide asking
random students to
reiterate what I
explained.
- Looking at their
reflection at the end of
their class
Summative Assesment:
- Students write the
practical report for
Water Cycle
Experiment.


7 Students will be able to write their practical
report for Water Cycle Experiment.

Key Questions:
Engage: Start with a short recap and explain
to students that today they will be working in
the class to complete their practical
notebooks and its an assessed report which is
Formative Assessment
- Students will be able
to show their
understanding while


What happens to water when it
evaporates?


due in next lesson.
Explore: Students discuss with their partners
their results again for 5 minutes.
Elaborate: Students write up their reports
and I help them with their queries, taking
rounds to monitor their progression.
Randomly going to some students and asking
them certain questions related to the water
cycle.
write up
- Students will be able
to answer questions
asked by me.
8,9 Students will be able to understand that water
is a mixture.


Key Questions:
Is tap water clean


Engage (Prior Knowledge): Split the board
into two parts, and write mixture on one side
and pure on another and ask students to
write in their notebooks of what do they
know about two terms and give their
examples as well. After this, have a class
discussion of their answers.
Explain: Go through first two slides of
PowerPoint and students understand that
water is a mixture of different chemicals. (Is
Water Pure or a Mixture PowerPoint)
Explore: Students are split into groups of 4
and they do hands on activity of cleaning
water. Cleaning Water Activity.
Elaborate: Following the activity with
classroom discussion on their observations
and relating it to the theory.
Explain: Continue with the PowerPoint slides
and students understand that desalination is a
process to purify water from oceans, rivers
and other sources.
Evaluate: After this, I randomly select
students and they write new learnt words on
the word wall.
Evaluate: Students write a reflection at the
end in their journal
Closure: Explain to students that now they
know that water is a very important resource
and we are required to conserve it. So in next
lesson they will be going on an excursion with
Royal Botanica Gardens to understand the
http://www.nrm.qld.gov.au/waterwise
/education/units/pdf/y6y7/y7-science-
water-cycles-web.pdf
Pearson Year 7 Science
-Formative Assessment

-Students answering in
class discussion.
- After going through
each slide asking
random students to
reiterate what I
explained.
- Looking at their
reflection at the end of
their class



importance of water and its conservation.
They will be required to take their inquiry
journals with them to take notes and bring
their lunch as well.






3
10 Students will be able to understand the
importance of conserving water by going to an
excursion to Royal Botanica Gardens
(Waterhole Conservation Program Guilfoyles
Volcano)

Key Questions:
Is it possible for our water to run
out?
Does it hurt others when I take a 20
minute bath?


Engage & Explore: Students will be going to
an excursion.They will be leaving at 9 am after
tutor group.
The program is for 1 and a half hour.
Explore: They will undertake a tour of
Guilfoyless Volcano (used to store water for
RBG)
Explore & Elaborate:The educational staff at
RBG conduct this program which looks at the
history of water use in the Royal Botanic
Gardens (RBG) Melbourne over the past 150
years, and new techniques of recycling and
conserving water. Hands-on activities to
investigate water flow and the construction of
irrigation pipes will lead to a greater
understanding of the concepts involved.
Evaluate: When the program finishes, the
students write the reflection in their inquiry
journals.
http://www.rbg.vic.gov.au/learn/progr
ams/secondary-melbourne


- Formative Assessment
- Students answering
questions asked by
educational staff at
RBG.
- Looking at their
reflection at the end of
their class


11 Students will be able to revise the unit and will
be introduced to their research task for the
unit.


Evaluate: Students will write a short
reflection about their learning from the
excursion and will share with each other.
Engage: Students will perform a Web activity
to see that our surroundings are
interdependent and will show their
understanding of the concept studied
Explain: Handing out Revision Task activities
for the students and they get laptops to revise
using the tasks in the document. Water
Revision Activities
Elaborate: In the last few minutes, explain
students the assessment task they will be
working on next lessons and the expectations
for that. ( Prezi, Auto Cite)Water Research
Assignment
Evaluate: Students write a reflection at the
http://www.tesaustralia.com/teaching-
resource/WATER-CYCLE-6259364/

-Formative Assessment:

- Observing students
performance in the
Web Activity.
- Conversations with
students regarding the
unit while they do
revision activities.
- Looking at their
reflection at the end of
their class






end in their journal.


12




Students will be able to make Prezi showing
Water cycle and possible solutions to conserve
water.


Engage: At the start of the lesson, ask
students to write in their inquiry journals
about their daily water usage and where they
can save water, followed by the assessment
task requirements again.
Explore & Elaborate: Students get a laptop
and start working on their assessment which
is due after three lessons. They use the class
time to research the information and to clear
their queries as well.
Evaluate: At the end of the class, students
read over their completed work to assess
their performance and get an idea of how
much more work on assessment they have to
do in other lessons.
Students write a reflection at the end in their
journal.

- Formative Assessment

- Conversations with
students regarding the
unit while they do their
assignment
- Looking at their
reflection at the end of
their class