biodiversity unit 4: salinity · salinity is the movement and concentration of salt to the...

Biodiversity Unit 4: Salinity VELS 3&4 of 32 Created by Department of Primary Industries February 2010

Biodiversity Unit 4: Salinity Level 3&4 (Grade 3-6)

Unit Overview In order to complete some of the activities in this unit it is recommended that you contact Department of Primary Industries to assist with the provision of equipment and information. This unit is the second of two units that focus on salt. This unit can be delivered independently or in conjunction with the introductory unit 1: salt. This unit will expose students to the processes that cause salinity and the impacts that it has on our environment and how we use water.

Background Australia has very old soils that contain large amounts of salt. This salt was held deep in the soil until the introduction of European farming systems. No longer was all the rainwater absorbed by plants, so the groundwater began to rise bringing with it the ancient salt. When this reaches the surface, the water is evaporated leaving the salt on the surface. This is dryland salinity.

Bloom’s Taxonomy Activity Duration Page Key words and Definitions 2 Tuning In & Finding Out Where have our forests gone? 1.5 hours 3-5 Tuning In & Finding Out The Watertable 2.5 hours 6-10 Sorting Out Hold a class debate 2.0 hours 11-13 Taking Action A taste of Salt 1.0 hours 14-15 Testing Salty Water 2.0 hours 16-18 Growing in Salt 1.0 hours 19-20 Urban Salinity 2.0 hours 21 DVD 10 minutes 22 What do you know about Salinity? 1.0 hours 23 Salt Words 0.5 hours 25-26 VELS links 27-32

Did you know? In North East Victoria 1311ha of land are directly affected by dryland salinity, with a further 40,400ha considered to be at risk with shallow water tables. It is estimated that the direct cost of salinity in Victoria is $50 million per year (Department of Primary Industries, North East Salinity Action Plan, 2007).


Keyword & Definitions The following keywords and definitions will be explored throughout this unit. In order for students to become familiar with the terminology the keywords and their definitions can be used as ‘words of the week’. Have students write out the keywords and definitions and put them up in the classroom or write them on the board for easy reference. Word Definition Annual Plant A plant that will germinate, flower and die all in one

year. Evaporation Is the process when the sun heats up water and turns it

to vapour, this then goes in to the air. Ground water Water beneath the surface of the ground.

Native Vegetation They are trees, flowers or even grass species that are

wild. They have evolved in a particular region or environment and they rely on those conditions to survive. They have not been introduced by humans.

Perennial Plant A plant that only needs to be planted once and will live for more than two years.

Salinity Is the movement and concentration of salt to the detriment of land and water resources. Dryland salinity refers to areas that are not irrigated.

Watertable Is the very top of the area under the surface of the ground where all the rock and soil are filled with water.


Activity One: Where have our forests gone? Adapted from the Catchment Education Resource Book, Department of Natural Resources and Environment, Victoria.

Overview: Since European settlement more than half of Victoria’s native forests have been cleared and almost all the native grasslands. Clearing occurred to ‘improve’ the land for farming and to build towns. The area of woodland appears to have increased, although this is due to harvesting trees from forests which are now considered woodlands. This clearing has shaped our landscape as we know it today and is associated with land degradation problems such as salinity. This activity exposes students to how vegetation has changed in our landscape since European settlement. Interactive maps of Victoria’s native vegetation cover can be found at http://mapshare2.dse.vic.gov.au/MapShare2EXT/imf.jsp?site=bim. Simply open the mapping folder named ‘vegetation’ and select the different vegetation maps.

Duration: Where have our forests gone? (1.5 hours)

Equipment: • Activity Sheet 1.1 – Where have our forests gone? • Activity Sheet 1.2 - Victoria’s vegetation cover maps. • Coloured pencils

Activity:

1. Distribute the question sheet (activity sheet 1.1) and the Victorian vegetation cover maps (activity sheet 1.2) to the students.

2. The students might like to colour the different vegetation types so they are clearer to identify. 3. Allow students to read through the questions and answer them or discuss them as a class.


Activity Sheet 1.1 - Where have our forests gone? Review1788 Map

1. Locate and mark your city/town on the map.

2. What was the major type of vegetation that occurred around the area before you city/town was built?

3. What was the most common type of vegetation in Victoria at the time of European settlement?

4. Where did the forests occur in Victoria?

5. Where did the ‘shrubland’ occur? Review 1990 Map

1. Locate and mark your city/town on the map.

2. What is the major type of vegetation around your city/town today? Compare 1788 and 1990 Maps.

1. Which types of vegetation are more common in the 1990 map than 1788? Suggest reasons for their increase?

2. Describe how different the landscape might look in 1990 than in 1788.


Activity Sheet 1.2 – Victoria’s Vegetation Cover Source: Catchment Education Resource Book, Department of Natural Resources and Environment, Victoria


Activity Two: The Watertable Overview: Changes from deep rooted native plants to shallow rooted annual plants since European settlement, has caused the watertable to rise closer to the surface. Rainwater is no longer absorbed as it falls, so it moves through the soil profile and recharges the ground water. The watertable is the highest point where ground water saturates the soil and rock, once the watertable reaches 2m water logging and salts can be seen on the surface. In North East Victoria 330 groundwater bores are monitored each month to determine the depth of the watertable in high risk areas. This activity allows students to explore how salts are brought to the surface causing salinity.

Duration: Part 1 Before and after clearing (1 hour) Part 2 Monitoring test bores (1 hour)

Equipment: Part 1

• Activity Sheet 2.1 Background to salinity • Activity Sheet 2.2 The watertable • Activity Sheet 2.3 The watertable questions • Coloured Pencils

Part 2

• Activity Sheet 2.4 Groundwater monitoring data • Watertable data • Graph Paper • Ruler • Coloured Pencils

Activity: Part 1 Before and after clearing

1. Ask different students to read through each section in of activity sheet 2.1 ‘Background to

Salinity’. 2. Give the students the watertable activity sheet 2.2 to colour in the watertable on the diagrams. 3. Ask the students to answer the questions in activity sheet 2.3 relating to the diagrams. 4. Discuss the students’ answers as a class.

Part 2 Monitor test bores

1. Draw a diagram on the board of what a groundwater bore would look like. 2. Provide the students with the groundwater monitoring data activity sheet 2.4. 3. Get the students to graph the data from each bore, discuss how the data is negative (below

the ground). 4. Some questions could be: ‘What would the ground look like at bore January or July? Why do

the graphs go up and down? How many times does the groundwater reach two meters? ‘


Activity Sheet 2.1 - Background to salinity Adapted from the North Central CMA Environmental Education Resource: Salinity.


Activity Sheet 2.2 - The watertable Source: A Taste of Salt: Rivers, Catchments & Salinity, NSW Saltwatch. Reproduced with permission of Industry & Investment NSW.

• Colour the area below the watertable blue. • Salt is often found in groundwater. Colour the spots in yellow to show that salt occurs under

the water.


Activity Sheet 2.3 – The watertable questions

1. Why is the watertable closer to the surface after clearing the trees?

2. What problems can be caused when the watertable is near the surface?

3. List four things that we can do to stop the water

4. How could poor irrigation management increase the salinity problem?

5. Why are farmers concerned about the watertable rising?


Activity Sheet 2.4 - Groundwater monitoring data In the table provided below is data that was collected by farmer Warren in Indigo Valley, at three groundwater testing bores over a period of one year. Warren experienced most of his rainfall in late winter and early spring. Please put the data into a graph so that the farmer can analyse the results and answer the farmers questions. Table 1, Data at three groundwater testing bores for one year.

Picture 1: Cross section of the landscape where the bores are located.

1. Which month was the water closest to the surface in each bore?

2. Which month was the best for the vegetation growing on the farm? Why?

3. How do you think rain fall affects water table levels?

4. Which month did the groundwater start to drop in each bore?

Picture 2: A groundwater monitoring bore

Creek

Rising Watertable

Salinity Discharge

Hills

Plains

Recharge (from rainfall)

Leakage to watertable

No trees to use rainfall

Bore A

Bore B

Bore C


Activity Three: Hold a class debate Source: A Taste of Salt: Rivers, Catchments & Salinity, NSW Saltwatch. Reproduced with permission of Industry & Investment NSW.

Overview: The way in which land should be used and managed can lead to conflicting, views. What is important to one person may vary significantly to what is important to others. This activity allows students to see how the views of individuals may need to be taken into account when managing the environment.

Duration: Class debate (2 hours)

Equipment: • Activity Sheet 3.1 Clearing the hills • Activity Sheet 3.2 Recording Sheet or butchers paper • Markers or Pens • Tables and Chairs • Podium

Activity: Hold a class debate

1. Break the class up in to 6 groups. Give each group a role (Mayor, Farmer, National Parks Officer, Logger, Town Resident and Salinity Officer) as listed on the clearing hills worksheet.

2. In the groups get the students to write down their reasons for the argument for or against the clearing of the hills based on the role they are given. Get them to justify their reasons and consider any negatives. Use the activity sheet 3.2 recording sheet to write down their information or on butches paper.

3. Get each group to nominate one person to stand up and present the opinion of the role. Go between the positive and negative. A student could be a judge, time keeper and a reporter. At the end discuss with the group who they thought had the best reasons and whether or not the hills should be cleared. An article could be written on the outcome of the debate in the school newsletter.


Activity Sheet 3.1 - Clearing the hills Source: A Taste of Salt: Rivers, Catchments & Salinity, NSW Saltwatch. Reproduced with permission of Industry & Investment NSW.


Activity Sheet 3.2 - Recording Sheet

Role:

Description of Role:

Do you argue that the trees on the hill should or should not be cleared?

List at least three reasons why?

What are the negative impacts of your reasons?

Is there a way that would be positive for all people involved?


Activity Four: A taste of Salt

Overview: It’s hard to know just how much salt is in water by tasting it. Water tastes salty at very low levels and in fact is not suitable for drinking well before it reaches a level that it can be tasted. This activity allows students to see just how little salt it takes to have concentrations too high for human consumption. The amount of salt in water can be tested by a measure known as Electrical Conductivity (EC) this concept is explored in activity five.

Duration: Part 1 Taste testing salty water (30 minutes) Part 2 Salty Poems (30 minutes)

Equipment: Part 1

• 3x 1 litre drinking containers with squeeze lids • 3 litres of distilled water • Salt • 1 plastic spoon per student • Tolerance poster • Activity Sheet 4.1 Guessing Cards

Activity: Part 1 Taste testing salty water

1. Print off activity sheet 4.1 and using a colour photocopy enlarge each card to an A3 size 2. Mix up 3 different salty solutions (leave 1 as distilled water, Mix 1 tablespoon of water in the

second and 5 tablespoons in the 3rd) and put into the drink containers. You may need to mix the salt with boiling water to dissolve the salt then pour this into the container.

3. Sit the students outside in a circle and give each of them a spoon. Place the four guessing cards down in a row outside the circle.

4. Pour a small amount of water from the 2nd sample bottle on to each students’ spoon. Get them to move to taste the salty water and then move to the guessing card. Get them to explain why they think it is that amount and tell them if they are correct.

5. Get them to sit down in a circle again and repeat with sample 1 then 3. 6. Discuss the different concentrations using the salinity levels poster (activity sheet 5.1 salinity

levels) 7. Get each to guess the amount of salt (e.g. tablespoons) in each of the samples.

Part 2 Salty Poems

1. Get the students to write a poem about “The Taste of Salt” or to be a ‘Salty Dog Wrapper’ and ask them to write a rap about salinity including what they have learnt.


Activity Sheet 4.1 - Guessing Cards

Biodiversity Unit 4: Salinity VELS 3&4 of 32 Created by Department of Primary Industries, February 2010

Activity Five: Testing Salty Water Overview: You cannot tell how salty water is by looking at it or tasting it. The amount of salt in water can be tested by a measure known as Electrical Conductivity (EC). A hand held measuring device, commonly called an EC meter is used to determine the EC of a water sample. An EC meter may be borrowed from your local Department of Primary Industries or be purchased form a laboratory equipment supplier. They are relatively cheap and safe for students to use. By measuring the salinity levels in water it is possible to determine what activities the water can be used for without causing impacts. This activity allows students to look at some of the limitations of salty water.

Duration: Part 1 Too Salty (30 minutes) Part 2 Saltwatch (1.5 hours plus travel)

Equipment: Part 1

• Activity Sheet 5.1 Salinity levels • Activity Sheet 5.2 Salinity levels questions

Part 2

• Water samples or visit a local waterways • Electrical Conductivity Meters • Saltwatch data sheets • Location maps • Computers with internet access

Activity: Part 1 Too Salty

1. Give the students activity sheet 5.1: Salinity Levels. 2. Ask the students to complete the questions on activity sheet 5.2. 3. Discuss the answers.

Part 2 Saltwatch Saltwatch is an environmental monitoring program that helps communities better understand the salinity problem. It is Australia's longest running community monitoring programme. During Saltwatch Week in May of each year, Schools and community groups from all over Victoria can learn about the effects of salinity on water quality in their local catchment. Water samples are collected from local water sources (rivers, creeks, bores, channels, drains, dams, wetlands and salinity 'hot spots') and tested with a salinity meter to determine salt content. The data collected is then registered on line.

1. Participate in Saltwatch, visit http://www.vic.waterwatch.org.au/monitoring-&-data/994/ to register.


Activity Sheet 5.1 - Salinity levels


Activity Sheet 5.2 - Too salty questions Answer the following questions using the salinity levels poster that is provided.

1. The salinity concentration of water is measured in what unit?

2. What is the ideal limit for people to drink?

3. What level of salinity would affect your bathroom?

4. What level of salinity would affect you having a boiled egg?

5. What would happen if you watered your roses with water that was 2000EC?

6. How many animals could drink water that was 6000EC?

7. Which Creek has a higher level of salinity Corryong Creek or Johnson Creek?


Activity Six: Growing in Salt Overview: Salinity has a major impact on the ability of crops to germinate and survive. This directly affects farmers’ ability to produce food for people. This activity allows students to investigate the effect of salinity on crop germination.

Duration: Set up (20 minutes) Monitoring (5 minutes every 2nd day for 1 – 2 weeks) Conclusion (20 minutes) Equipment:

• Seeds (e.g, wheat, beans, rye, lawn seed) • 4 containers per group (e.g petri dishes or disposable bowl). • Cotton wool • Salt • Water • 4 squeeze bottles • Electrical Conductivity meter if available • Activity Sheet 6.1 Recording Sheet • Graph paper • Coloured pencils

Activity:

1. In squeeze bottles mix up 3 different salty solutions and 1 bottle of tap water, label the bottles A – D and the salt concentration (see guide to salt concentrations below).

2. Divide the class into small groups (e.g 3-4 students) 3. Each group is to place cotton wool in the bottom of the 4 containers and label them A – D. Put the same

number of seeds in each container. Each group could grow different seeds or all the same seeds. 4. Add solution A to container A, just enough to moisten the cotton wool. Repeat this with each container. 5. Provide the students with activity sheet 6.1 and start recording the information. 6. Check the seeds every 2 days to make sure they are moist. Make sure the matching solution is used. Each

time you check your seeds count the seeds that have germinated and record them on the recording sheet. 7. Complete your scientific report. 7.8. Discussion – Draw a bar graph to show the germination of seeds for each of the solutions. 8.9. What effect did salt have on seed germination? 9.10. If a famer had salt effected land what problems might they have?

Guide to Salt Concentrations – 1 litre of water Tap Water no salt added 0 – 100 EC Low EC ¼ teaspoon salt Approx 1400 EC Brackish water 1 teaspoon Approx 7800 EC Salty water 2 tablespoons Approx 1500 EC Sea water 10 teaspoons Approx 50,000 EC


Activity Sheet 6.1 – Recording Sheet Group Number: Your Name: Seed type:

Salt Solution

1st Count Date:

2nd Count Date:

3rd Count Date:

4th Count Date:

5th Count Date:

A B C D

Scientific Report Aim Equipment Method Results (see recording sheet) Conclusion


Activity Seven: Urban Salinity Overview: Salinity can also occur within urban areas, and is also related to the watertable rising. There are many activities that occur within the urban environment that can cause the watertable to rise, such as leaking pipes and swimming pools, over watering gardens and using products that contain salt. This activity introduces students to the idea that salinity is not only a problem in farming areas. Websites that provide information on the urban salinity include: http://www.dpi.vic.gov.au/dpi/vro/vrosite.nsf/pages/urban_salinity_indicators.

http://www.wagga.nsw.gov.au/www/html/345-urban-salinity.asp

Duration: Part 1 Research (1 hour) Part 2 Newspaper Editor (1 hour)

Equipment:

• Access to the Internet. • Paper • Scissors • Colours Pencils • Glue etc

Activity: Part 1 Research

1. Research the indicators of Urban salinity

Part 2 Newspaper Editor

1. Create an advertisement for the local newspaper to raise people’s awareness of salinity. Pick one of the indicators of urban salinity and explain in your advertisement what people should look for.


Activity Eight: Salinity DVD Overview: This short animated film was developed as part of the Wimmera Catchment Management Authorities television advertising campaign. It takes a humorous, new and innovative approach to exploring salinity in our environment. This can be used to support the activities in this unit. Copies can be borrowed from DPI or Waterwatch staff in North East Victoria.

Duration: Part 1 Fresh & Salty DVD (10 minutes)

Equipment:

DVD Fresh & Salty TV and DVD player

Activity: Part 1 Fresh & Salty DVD

1. Students are to watch the Fresh & Salty DVD. 2. Discuss what they have seen in the DVD.


Activity Nine: What do you know about Salinity? Overview: In participating in the activities in this unit, students have been exposed to many new words, concepts and processes. This activity brings together what they have learnt and experienced.

Duration: Part 1 Salinity Overview (1 hour)

Equipment:

• Activity Sheet 9.1 • Pen • Paper

Activity:

Part 1 Salinity Overview

1. Ask the students to read through each of the sections in activity sheet 9.1 and answer the questions. 2. Discuss the answers as a class,


Activity Sheet 9.1 – What do you know about salinity?

White Hats (Facts) Why do you think it’s important to stop the watertable rising? How would salty water effect the farms in your area?

Red Hat (Feeling & hunches) How do you feel about salinity occurring in your area? Do you feel you can make a difference to the raising watertable?

Yellow Hat (positive sunny hat) Why is vegetation important to stop salinity? Is all salt bad?

Black Hat (Caution, weak points) What will happen to the groundwater if we keep clearing forests? What will happen if all our water becomes salty

Green Hat (creative) What could you do with the salt in the water?

Blue Hat (What have I learnt) How can we measure the amount of salt in water? What is saltwatch?


Activity Ten: Salt Words Source: A Taste of Salt: Rivers, Catchments & Salinity, NSW Saltwatch. Reproduced with permission of Industry & Investment NSW.

Overview: Many new words are associated with learning about salinity. This activity allows students to review some of these words.

Duration: Salty Word Find (30 minutes)

Equipment:

• Activity Sheet 10.1 Saltword • Coloured pencils

Activity:

1. Provide students with the activity sheet 10.1 Saltword. 2. Students are to find the hidden words, with the remaining letters to be unscrambled to find one thing you can

do to reduce the watertable. 3. Consider a prize for the first to finish.

ANSWER: Plant Trees


Activity Sheet 10.1 – Saltword Source: A Taste of Salt: Rivers, Catchments & Salinity, NSW Saltwatch. Reproduced with permission of Industry & Investment NSW.


BIODIVERSITY UNIT 4: WHAT IS SALINITY?

LEVEL 4: VELS LINKS

Activity Description of Activity

Links to VELS LEVEL 3 Links to VELS LEVEL 4

1. Where have our forests gone?

• Where are our forests

HUMANITIES: Knowledge and Understanding: • Describe how aspects of places in their local area

have changed over time ICT for Communicating: • Students locate information on an intranet, and use

a recommended search engine and limited key words to locate information from websites.

HUMANITIES – GEOGRAPHY: Knowledge and Understanding: • Students use geographic language to identify and

describe the human and physical characteristics of local environments depicted by different kinds of maps.

• They compare the various ways humans have used and affected the Australian environment

COMMUNICATIONS: Listening, Viewing and Responding: • Students develop interpretations of the content and

provide reasons for them ICT for Communicating: • Using recommended search engines, students

refine their search strategies to locate information quickly

2. The watertable Part 1 • Before and after

clearing

ENGLISH: Reading: • Students interpret the main ideas from the text


provide reasons for them

Part 2 • Monitoring test

bores

ENGLISH: Reading: • Students interpret the main ideas from the text

MATHEMATICS: Measurement, Chance and Data: • Students use a column or bar graph to display the

results of an experiment



MATHEMATICS: Measurement, Chance and Data: • Students present data in appropriate displays




3. Hold a class debate

• Hold debate HUMANITIES: Knowledge and Understanding: • Students describe how aspects of places in their

local area have changed over time • They describe how people use and affect different

environments in Victoria THINKING: Reasoning, Processing and Enquiry : • Students collect information from a range of sources

to answer their own and others’ questions • They apply thinking strategies to organise

information and concepts in a variety of contexts, including problem solving activities

• They provide reasons for their conclusions CIVICS AND CITIZENSHIP: Knowledge and Understanding: • Students explain why protection and care for the

natural and built environment is important INTERPERSONAL DEVELOPMENT: Working in Teams: • Students cooperate with others in teams for agreed

purposes, taking roles and following guidelines established within the task

ENGLISH: Speaking and Listening: • Students vary their speaking and listening for a small

range of contexts, purposes and audiences • They project their voice adequately for an audience,

use appropriate spoken language features, and modify spoken texts to clarify meaning and information.

• They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions.

HUMANITIES – GEOGRAPHY: Knowledge and Understanding: • Students compare the various ways humans have

used and affected the Australian environment • They recommend ways of protecting

environmentally sensitive areas in a sustainable way

THINKING: Reasoning, Processing and Enquiry : • Students develop their own questions for

investigation, collect relevant information from a range of sources and make judgments about its worth

• They use the information they collect to develop concepts, solve problems or inform decision making

• They develop reasoned arguments using supporting evidence

CIVICS AND CITIZENSHIP: Community Engagement: • Students present a point of view on a significant

issue and include recommendations about the actions that individuals and governments can take to resolve issues

• They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making

INTERPERSONAL DEVELOPMENT: Working in Teams: • Students work effectively in different teams and

take on a variety of roles to complete tasks of varying length and complexity

• They work cooperatively to allocate tasks and develop timelines

• They accept responsibility for their role and tasks




ENGLISH: Speaking and Listening: • Students plan, rehearse and make presentations

for different purposes • They adjust their speaking to take account of

context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning

• They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.

4. A taste of salt Part 1

• SCIENCE: At Work: • Students select and use simple measuring

equipment, use a range of appropriate methods to record observations, and comment on trends



Part 2 •

ENGLISH: Writing: • Students write texts containing several logically

ordered paragraphs that express opinions • They meet the needs of audiences by including

appropriate background information THE ARTS: Creating and Making • Student create and present works in a range of arts

forms that communicate experiences, ideas, concepts, observations and feelings

ENGLISH: Writing: • Students produce, in print and electronic forms, a

variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing

• They begin to use simple figurative language and visual images

THE ARTS: Creating and Making • In their Arts works, students communicate ideas

and understandings

5. Testing salty water

Part 1 • Salty Sayings

ENGLISH: Reading: • Students infer meaning from material presented in

informative texts

ENGLISH: Reading: • Students analyse texts and support interpretations

with evidence drawn from the text

Part 2 • Saltwatch

SCIENCE: At Work: • Students select and use simple measuring

equipment, use a range of appropriate methods to record observations, and comment on trends

• Explain how scientific knowledge is used, or could


provide reasons for them SCIENCE: At Work:




be used, to solve a social issue or problem

• Students analyse a range of science-related issues and describe the relevance of science tot he own and other people’s lives

6. Growing in salt • Growing in salt SCIENCE: Knowledge and Understanding: • Use appropriate vocabulary to describe and explain

observations and investigations Science at Work: • Conduct and report collaboratively on experiments

related to living things • Use simple measuring equipment and appropriate

methods to record observations and comment on trends

• Explain how scientific knowledge is used, or could be used, to solve a social issue or problem

INTERPERSONAL DEVELOPMENT: Working in Teams: • Students cooperate with others in teams for agreed

purposes and roles and following guidelines established within the ask

MATHEMATICS: Measurement, Chance and Data: • Students use a column or bar graph to display the

results of an experiment

SCIENCE: Science at Work: • Students analyse science-related local issues and

describe the relevance of science to their own and other people’s lives

• Students design experiments to collect data and draw conclusions

• They describe the purpose of experiments they undertake, including a statement of ethical considerations, and relate this purpose to the nature of the data that is collected

• Students use diagrams and symbols to explain procedures used when reporting on their investigations.

INTERPERSONAL DEVELOPMENT: Working in Teams: • Students work effectively in different teams and

take on a variety of roles to complete tasks of varying length and complexity.

• They work cooperatively to allocate tasks and develop timelines

• Students accept responsibility for their role and tasks

MATHEMATICS: Measurement, Chance and Data: • Students measure as accurately as needed for the

purpose of the activity • Students present data in appropriate displays

7. Urban Salinity Part 1 • research

THINKING: Reasoning, Processing and Enquiry: • Students collect information from a range of sources

to answer their own and others’ questions

THINKING: Reasoning, Processing and Enquiry: • Students develop their own questions for

investigation, collect relevant information from a range of sources and make judgments about its




• They question the validity of sources when appropriate

• They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities

ICT: For Communicating: • Students locate information on an intranet and use a

recommended search engine and limited key words to locate information from websites

•

worth • They distinguish between fact and opinion • They use the information they collect to develop

concepts, solve problems or inform decision making

ICT: For Communicating: • Using recommended search engines, students

refine their search strategies to locate information quickly

Part 2 • Newspaper

Journalist

ENGLISH: Writing: • Students order information and sequence events

using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail

• They combine verbal and visual elements in the texts they produce

• They meet the needs of audiences by including appropriate background information

THE ARTS: Creating and Making: • Students create and present works in a range of arts

forms that communicate experiences, ideas, concepts, observations and feelings

ENGLISH: Writing: • Students produce, in print and electronic forms,

texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing

THE ARTS: Creating and Making: • Students communicate ideas and understandings

through their arts works • They consider purpose and suitability when they

plan and prepare arts works for presentation to a variety of audiences

8. DVD • Watch film ENGLISH: Reading: • Students interpret the main ideas and purpose of

texts.

COMMUNICATIONS: Listening, Viewing and Responding: • Students ask clarifying questions about ideas and

information they listen to and view • They develop interpretations of the content and


9. What do you know about salinity?

• De Bono’s hats ENGLISH: Reading: Students interpret the main ideas and purpose of texts.

COMMUNICATIONS: Listening, Viewing and Responding: • Students develop interpretations of the content




and provide reasons for them

10. Salt words • Salt words SCIENCE: Knowledge and Understanding: • Use appropriate vocabulary to describe and explain

observations and investigations

biodiversity unit 4: salinity · salinity is the movement and concentration of salt to the...

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