FACULTY OF EDUCATION Student Name: ______Tahlia Smart________

TEACHING & LEARNING PROGRAM Student ID: _____20932309________________

(Secondary)

SCHOOL: ____________________ YR: ___7___ SUBJECT: ____Digital Technlogies____________ TOPIC: _______Water Management_______________

PROGRAM OVERVIEW FOR PERIOD (date) _30/04/2018____ TO (date) ___19/04/2018_____

Students will be looking at ways in which they can improve their schools’ current way of using water. Students will research into Perth’s water
usage, storage and water sources to develop an understanding of where our schools water comes from, what is costs, and the availability of water
in the region. A variety of research methods and problem-solving methods will be conducted in order to engage students in learning. The design
thinking process will be followed which include the sequential steps which are: Empathize→Define→Ideate→Prototype→Test.

Students prior learning includes some elaborations of the following digital technologies curriculum units:
• Explore how to acquire data from a range of digital sources (ACTDIP025)
• Create information using relevant software, and create data to model objects and/or events (ACTDIP026)
• Create and communicate information collaboratively online, taking into account social contexts (ACTDIP032)
• Define and break down a given task, identifying the purpose (WATPPS39)
• Consider components/resources to develop solutions, identifying constraints (WATPPS40)

Students prior learning in Science includes:

• Some of Earth’s resources are renewable but others are non-renewable (ACSSU116)
• Water is an important resource that cycles through the environment (ACSSU222)

Student will develop a greater understanding of the elaborations that come under these curriculum units.
In order to measure student understanding and development of knowledge, different types of assessment will be conducted by the teacher in each
lesson. Assessment include formal summative assessment (tests, recorded/marked work/project work) and informal observation, anecdotal notes,
and student confidence feedback.

1
Week/ Curriculum Links to Objectives Learning & Teaching Experiences/Content Resources Assessment
Lesson Digital General Aims that you Formative or
Technologies Capabilities/ What students are doing/learning/engaging activities? What they will use? summative
want them to
Strands- Sub Cross How
achieve
Strands / ICT Curricular achievement will
Capability be judged?
How results will
be recorded?
Lesson 1:
Wk 1, Create and General - Identify uses of Setting the Scene Images with ‘things’ Formative:
Lesson 1 communicate Capability: water in everyday (Design thinking stages: Empathise & Define) related to water Can students
interactive ICT (e.g. farm crops, identify the
life and explain Introduction:
ideas surfing, flowers, commonality
why water is • Brainstorming: Images of “things” related to water. Students attempt to
collaboratively Cross clouds, dolphins). between the
online, taking Curricular: fundamental to guess what these images have in common. (Expected answer: water) Paper & pens. images related
into account Sustainability our lives. • Discussion about the season of Summer and popular activities that Devices. to water?
social - Identify at least 3 students do when the temperature is high. If swimming or water parks Projector. (Observation)
contexts types of water are discussed, ask students to describe the difference between water
(ACTDIP032) reservoirs, and parks and swimming in the ocean. Student ICT tool 1: Can students
Students to log into identify at least 3
identify where • Identifying prior knowledge: KWL chart online group activity. Ask
Creating Coggle It different types of
Solutions by: these are in the students to contribute to the KWL chart, with heading “what we know, (https://coggle.it/) water reservoirs
Define and Perth region what we would like to know” about water catchments & reservoirs Students to create and identify
break down a - Classify and sort around Perth. an account if they reservoirs
given task, reservoirs as either don’t already have located in the
identifying the natural or artificial Activity: one. Perth region and
purpose record these on
using Coggle It. • Why is retaining water so important to us?
(WATPPS39) their Coggle It
- Discuss what Think-Pair-Share:
mind map.
information is Using Coggle It create a mind map of the many uses of water in (Anecdotal
required to decide everyday life. Allow students to complete their own mind map and notes)
whether our then work with a peer. Furthering the mind map, ask students to add
school has the how we access water and where it is stored (give hints, around our Can students
potential to home, natural reservoirs and artificial reservoirs). Expected answers: identify what
information they
increase its water rainwater, rivers, dams, ocean and lakes.
will need to see
storage or water • In another mind map, ask students to classify the types of reservoirs
if water

2
 catchment (at least into two different groups, natural reservoirs & artificial reservoirs. retainment is
4 criteria) in a class • Think-Pair-Share: needed at
discussion. Do we have any water reservoirs at our school? If Yes, what is the use school, or if the
water retainment
for it? If No, why aren’t there any water catchment systems in place?
system could be
• Class Discussion: How do we decide if there is a need for collecting improved?
and storing water at school? Expected Answers: Need to know where (Observation)
we get our water from, what it is used for, rainfall statistics and the
quantity of water that is sourced to the school, etc.

Closure:
• Reflect on the problem of water quality and quantity in Western
Australia and particularly the south west region and how this affects
our everyday lives.
• Do we have enough information? What else may we need to
consider? Think about this for next lesson.
• Next lesson we will begin with assessing the school and potential ways
to collect and store water. Think of ways you could collect data.

Lesson 2:
Wk 1, Explore how to General - Decide on where (Design thinking stage: Define) Map of school. Formative:
Lesson 2 acquire data fr Capability: water could be Introduction Pens & Paper. Are students
om a range of ICT Devices. able to identify
more efficiently • Why is wasting water a problem, don’t we have heaps of water to
digital sources Projector. where water may
used, stored, or spare in the world?
(ACTDIP025) Cross Popsticks with be inefficiently
Curricular: collected. • Play Youtube video “Perth’s Water Sources: Dams, Catchments & students names on used, or where
Creating Sustainability - Determine where Rainfall”, which will give a brief insight into Perth’s Water Sources and them. water used could
solutions by: school’s water is inspiration for the research activity. be improved?
Define and sourced from, or if https://youtu.be/xm9O-TVo4KU Teacher ICT Tool 1: (Anecdotal)
break down a it is a combination Youtube: (Example
given task, of current Were students
of resources. Activity:
identifying the innovations and able to work
purpose - Analyse the • Students take a quick walk around the school, identifying and pointing situation in Perth) collaboratively in
(WATPPS39) schools current out where water may be collected, where it flows or pools. If it hasn’t “Perth’s Water groups to
water storage been raining, ask students to imagine and think scientifically where Sources: Dams, develop a
Catchments & question of
3
system, and where water may travel and collect. Inspect water storage system in school. Rainfall” interest around
the greatest • Play Youtube video to assist student with the define step and online the topic of the
potential to save research further in the lesson “Online research: Tips for effective Student ICT Tool 2: ‘water problem’
Edmodo in their school
water is. search strategies”
Students create an and community?
- Collaborate with https://www.youtube.com/watch?v=LTJygQwYV84
account (can log in (Observational)
peers and find • Research: with a google
information in Randomly group students into 4 by pop stick method. These students account) and Ask students
relation to the will be conducting research based on a question they have concerning password and join how confident
water problem in the problem around water use, collection or storage at the school. the teacher set-up they are to
their school. Students will put forward their question to the teacher before classroom. Students conduct research
can create by giving a 0-10
conducting their research, to ensure students all are researching
discussions, response, 10
something different. questions and share being extremely
• Students will then individually create an Edmodo account and join the research findings. confident, 0
associated class the teacher has prepared. Students will record their being completely
findings, questions, collaborate with peers, and respond to posts as a Teacher ICT Tool 2: unconfident.
group. All students are expected to create at least 1 post that shows Edmodo – used by
teacher to post Summative:
they have found relevant information to the ‘problem’. Students are
relevant Did students
also required to make comment or contribute to 2 other posts in the
information, and to contribute to the
class. assess student work Edmodo
and participation. classroom with 1
Expected questions students may have or explore in their research: post and
• Where is there potential to save more rainwater? comment on at
• Where is water sourced from in Perth? least 2 other
posts?
• What adjustments could be made to the school to save more water?
Or how could water be used more efficiently?
• Where is there the biggest downfall in water storage, use or collection
in the school?
• What is the cost of water?
• Desalination, wastewater, stormwater processes? Are these applicable
for our school?

4
 Conclusion:
• Students to do a preliminary analysis of the research and decide
which area of the ‘water problem’, is of most significance to their
school. (Expected areas: a better water collection system, and/or
storage system, efficient use of water by students and school,
sourcing water from sustainable sources, investing in water sources
from desalination, wastewater, and/or stormwater.
• Class discussion:
1. What other research could we conduct to give us a better idea of
the situation and which endeavour is the most feasible option?
2. What are the limitation of the research conducted solely using
online resources?
3. Ideas on how else we could collect information/data besides
online research of the current water situation

Lesson 3:
Wk 2, Create General Characterize the (Design thinking stage: Define) Map of school. Formative:
Lesson 3 information Capability: differences Introduction: Pens & Paper Could students
using relevant ICT Devices. successfully
between • Review ways to analyse qualitative and quantitative data.
software, and Projector. analyse the data
qualitative and • Focus on quantitative data for analysis today
create data to Cross and deliberate
model objects Curricular: quantitative data. Give short presentation on qualitative and qualitative research Student ICT tool 1: tasks within
and/or events Sustainability methods using Slide Share. Access to shared groups
(ACTDIP026) Work in groups to https://www.slideshare.net/doha07/quantitative-and-qualitative- Coggle It. (Anecdotal
categorize data in research notes)
Creating a mind map • Before lesson, create groups of students based on their ability to Student ICT Tool 2:
solutions by: Access to Edmodo Did each group
format. cooperate and successfully participate in the activities. Groups will
Consider classroom. member
components/re remain as they are for the next 3 lessons, where students move on to contribute to the
sources to Identify what the ideate, prototype and test stages. Student ICT Tool 3: mind map, and
develop research needs to • One student from each group creates a Coggle It mind map and Access to shared was this
solutions, be conducted and invites their peers. This will be a central place where they store and class google drive. information
identifying what data is share information. completed and
constraints Teacher ICT Tool 2: shared on
missing.
(WATPPS40) Edmodo – used by google drive?

5
Prioritize more Activity: teacher to post (Anecdotal)
significant • As a group, students will conduct more research and then summarize relevant
problems the quantitative and qualitative findings from the research shared on information, and to Summative:
assess student work Were the
concerning the Edmodo.
and participation. research findings
schools use of • Guide students to websites such as the Water Corporation and the
categorized and
water. Bureau of Meteorology Teacher ICT Tool 3: summarized on
http://www.water.wa.gov.au/urban-water/urban- Classdojo to assign Coggle It?
Collect and development/stormwater students to groups
analyse relevant http://www.bom.gov.au/water/dashboards/#/water- based on their Was the group
data, and storages/summary/state ability to work able to
together determine which
determine what
successfully and method could be
type of analyses • Students will categorize information using Coggle It. This information cooperatively. used for more
should be is then analysed to determine which of the research is deemed most data collection?
conducted. relevant and important. Teacher ICT Tool 4:
• After the analyses of students own research is complete, each mind Slideshare - Outline
map is uploaded to a shared google drive folder. Students will then key differences and
points of Qualitative
perform another analysis of the information to determine what
vs. Quantitative
data/information still needs to be collected.
Research. (Up to
• Collecting more data: slide 10)
Each group is to decide on one more data collection they are to carry
out. (Expected answers: qualitative data, teachers, staff,
groundkeepers’ opinions/judgements on how water
use/storage/collection could be improved at the school).
Students are able to determine how this information can be collected.
The information is collected on Coggle It.

Conclusion
• Review of key research findings.
• Ensure each group has analysed the research and shared their key
findings on google drive by sharing their mind map.
• Ensure each group knows what data they are to collect and which
person is responsible for which task.

6
 Lesson 4
Week 2, Create and General Organise and (Design thinking stages: Define & Ideate) Map of school. Formative:
Lesson 4 communicate Capability: deliberate tasks Introduction: Pens & Paper Was each group
information ICT Devices. able to come up
for each student in • Revisit what we have collected so far about water use in our school.
collaboratively Projector. with an idea and
the group. • Find inspirational school projects from around the world, where
online, taking Cross refine it based
into account Curricular: schools have been able to overcome a problem they have faced that Student ICT tool 1: on feedback?
social contexts Sustainability Describe at least 4 affected their community, or where they increased the sustainability Access to shared (Anecdotal
(ACTDIP032) ideas (can be of their school. Coggle It. notes)
either realistic or • Today we will be moving from the define stage, to the ideate stage.
Create and practical) to Explain to students that we will be looking at ways to overcome the Student ICT Tool 2: Were groups
communicate Access to Edmodo successful in
improve water use problem of inefficient water use.
information classroom. generating ideas
collaboratively in the school. • Students will be in the same group as Lesson 3. Refer to Class Dojo. to solve a
online, taking Student ICT Tool 4: problem?
into account Collaborate and Activity: Creation tools such (Observational)
social contexts generate ideas Ideate process: Brainstorm as: Infogram,
(ACTDIP032) with peers • Teacher will facilitate a group discussion and guide student thinking PowerPoint.
Infogram has the
through towards finding a solution for the defined problem.
Creating ability for students
discussion. • As the teacher and facilitator, you should share ideas if you have
solutions by: to add graphs, data,
Consider them, but spend your time and energy supporting your team and images, media and
components/re Design an guiding the discussion. Stick to one conversation at a time, and recorded voice, and
sources to infographic poster refocus the group if people become side tracked. google drive links.
develop or report that • Welcome creativity, and encourage your team to come up with as
solutions, summarizes key many ideas as possible, regardless of whether they're practical or
identifying
research findings impractical.
constraints
and ideas that can • Make sure a good number of different ideas are generated and that
(WATPPS40)
solve the problem. individual ideas are explored in detail.
Safely make • At the end of the group discussion each group are to start to create
solutions using an infographics poster/report on the data they have found, and 1 or 2
a range of ideas they must solve the problem.
components, Conclusion:
equipment and
• Discuss which ideas students thought were the most imaginative or
techniques
(WATPPS43) abstract and if these ideas are practical. Discuss which ideas students

7
 thought were the most realistic and/or practical.
Independently • Discuss how they went with the brainstorming activity, and if they can
apply given think of another way to come up with ideas. Discuss why it is
contextual
important to have feedback with your ideas, and how this helps to
criteria to
moving onto the prototype stage.
evaluate design
processes and
solutions
(WATPPS44)

Lesson 5:
Week 3, Create and General Refine one (Design thinking stages: Ideate & Prototype) Devices. Formative:
Lesson 5 communicate Capability: solution to combat Introduction: Projector. Was each group
information ICT able to refine
the ‘water issue’ at • Explain to students that we will do another round of creating ideas
collaboratively Student ICT tool 1: their idea and
school and and receiving feedback.
online, taking Cross Access to shared use feedback
into account Curricular: communicate the • Students can use 1 of 3 ideate brainstorming processes. Each group Coggle It. from their peers
social contexts Sustainability idea using a visual are given a choice to complete 2 out of the 3 brainstorming to do this?
(ACTDIP032) poster. processes. Student ICT Tool 2: (Anecdotal
o The Stepladder Technique Access to Edmodo notes)
Create and Use feedback from https://www.mindtools.com/pages/article/newTED_89.htm classroom.
communicate Summative:
peers to improve o Brainwriting
information Student ICT Tool 4: Could each
collaboratively and work on https://www.mindtools.com/pages/article/newCT_86.htm Creation tools such group
online, taking groups solution. o Crawford's Slip Writing Method as: Infogram, communicate
into account https://www.mindtools.com/pages/article/newCT_95.htm PowerPoint. their idea
social contexts Infogram has the through the
(ACTDIP032) Activity: ability for students infographic
to add graphs, data, poster?
• Each group will continue with the brainstorming/ideating process by
Creating images, media and
following the methods the above options. By now, students should
solutions by: recorded voice, and
Consider have come up with 1 or 2 main ideas that they believe are the best google drive links.
components/re solutions to the problem.
sources to • As a group, students work on their idea to solve the ‘water issue’ in
develop the school. They should use feedback received from previous lesson
solutions, to help refine the idea.
identifying
• Each group will do a round-robin, sharing their idea and asking for
8
 constraints feedback on this idea. The teacher observes and facilitates discussion
(WATPPS40) to ensure constructive feedback is given to each group and
expressed by each group.
Safely make
• Each group will explain/describe their idea and post their idea brief
solutions using
on Edmodo. Every student will then give written feedback, comment
a range of
components, or post a question in response to the groups idea.
equipment and • At the end of this process, each group refines their idea, and then
techniques explains to the class their idea. Students are encouraged to create
(WATPPS43) another infographic poster (Infogram) or improve the poster they
were working on from last lesson and present this poster to the class.
Independently
apply given
contextual Conclusion:
criteria to • Discuss as a class, how they found the process of brainstorming and
evaluate design generating ideas. How did the process of giving feedback, and
processes and receiving a lot of feedback help refine their idea?
solutions • Allocate group members tasks for next lesson on creating a solution
(WATPPS44)
with their key idea in mind.
• Students are also encouraged to think about how they might test
their solution.

Lesson 6:
Week 3, Create and General As a group, (Design thinking stages: Ideate, Prototype & Test) Student ICT tool 1: Formative:
Lesson 6 communicate Capability: identify or explore Introduction: Access to shared Was each group
information ICT Coggle It. able to come up
a way to test the • Ask each group to briefly explain their solution again.
collaboratively with an idea and
prototype for the • Ask for any final feedback from the group.
online, taking Cross Student ICT Tool 2: refine it based
into account Curricular: given problem. • Each group will be required to find a way to test whether their Access to Edmodo on feedback?
social contexts Sustainability solution has worked. Larger projects may need to be tested by classroom. (Anecdotal
(ACTDIP032) Create an looking at other examples or by online engineering testing by notes)
infographic poster professionals.
Creating and present this Activity:
solutions by:
poster as a group, • Students are to create and finalise solutions as a group. Students
Consider
components/re highlighting the must decide on ways to test their solution as a group. Teacher

9
sources to way in which they guidance is important in this step if students are struggling to Summative:
develop will test their come up with a way to test their solution. Was each group
solutions, solution. • Students are to divide tasks among group members to complete able to come up
identifying with a solution
the prototype and the way in which they will test this.
constraints using the
Collaborate as a • Students are to complete a detailed infographic poster (Infogram)
(WATPPS40) provided ICT
team to test the which describes the problem, the collected data and research on tools?
Safely make solution to the this problem, the solution and prototype for implementation. Note
solutions using ‘water problem’ in that students will be giving an oral presentation on their solution Was each group
a range of the school. and prototype. able to present
components, their solution by
equipment and creating an
Conclusion:
techniques infographic
(WATPPS43) • Each group will present their final solution and how they will poster to express
determine their prototype be implemented or tested in the school. their ideas?
Independently • The teacher will give feedback after each group presentation and
apply given add to the ways in which some of these ideas could be Was the group
contextual implemented. able to identify
criteria to ways to asses
evaluate design whether the
processes and prototype could
solutions be tested and/or
(WATPPS44) implemented?

Was each group

able to work
together to
manage the
task/s at hand?

10
Teacher Reflection: Identify what are the most and least effective changes you would make in future.

Self Evaluation:
Did the topic give enough expanse to research and explore?

Was there enough variety in instructional methods to engage all learners?

Were the ICT tools for students to use effective and did the tools ensure student engagement and participation in activities?

Was the task meaningfully assessed? Did students require more formative feedback on their progress?

Did students have enough understanding or prior knowledge of the process to begin the design thinking process?

Could more scaffolding be provided to ensure all students can participate in each task?

Was the feedback activity successful and could students use this process to improve their idea?

Student Evaluation:
Was the investigation able to include all elements of the Design Thinking Process?

Were students able to be creative and use their skills and knowledge to complete the Design Thinking Process?

Were students able to collaborate in the group activities using Coggle It and Edmodo?

Were the students able to create a solution using an ICT tool?

Were students able to provide and accept feedback on solutions?

11