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EDUC5170 Humanities and Social SciencesAssignment 2

Humanities and Social Science Unit Planner

Topic: Water Scarcity in Australia and North Africa

Rationale

Topic Importance

Water is a natural environmental resource and access to clean water is a daily human need (World Vision Australia 2013, p. 5). Water stress and scarcity serve as major global issues in today’s society, however, despite this, more developed countries such as Australia often only recognise these issues as concerns for poorer less-developed countries (Harhay 2011, p.1348). Additionally, there is an increased demand for water due to the increasing human population, causing over-exploitation of freshwater resources worldwide (Bjornlund 2008, p.5). Access to safe water can significantly reduce issues such as health, poverty and disease, however concerns arise over the quality of water that some populations receive (Mukheibir 2010, p.1028). By educating students about water scarcity issues, students will appreciate the importance of sustainable action, and recognise the need to support the future generations (Global Education 2012). Educating about sustainable water practices is also in line with the Australian Curriculum cross-curriculum priority Sustainability, which emphasises using places and environments more sustainably (Australian Curriculum and Assessment Authority (ACARA) 2015c).

Aims and outcomes

The purpose of this topic is to educate students on the significance of water. Students will understand that water requires much effort to obtain, particularly in developing countries including North Africa. Students will develop understanding of current water security problems and from a global perspective, investigate current sustainable practices and future management strategies that can be implemented. This topic supports students to form a strong sense of interconnectedness with their community and environment, such that they become empowered as citizens to contribute actively to form a society that is prepared to create changes against social inequalities by way of unequal access to clean water (ACARA 2015c).

Year level appropriateness

The topic is appropriate at year 7 level, due to the importance of natural resources including water and availability worldwide. Students will easily recognise water as an essential resource and the importance of sustainable management. This is a major concept in Year 7 Geography curriculum unit 1: water in the world (ACARA 2015b). It follows the Achievement Standards which describe the need to recognise interconnections between people and the environment, to examine water usage and management through the phenomena of water scarcity, and also investigate how different populations consider water as valuable (ACARA 2015b).

Sustainability is covered in Year 4 Geography Curriculum where students learn about resources from our environment, and how to use these resources sustainably. As such this topic is an appropriate progression from previous years. It also incorporates Sustainability which is both a HASS value and cross-curriculum priority.

The learning focus

What knowledge and understandings (concepts) are focussed on in this topic?

Focus Year Level: 7

Subject: Geography

Strand: Geographical Knowledge and Understanding

Content Description: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACARA 2015b, ACHASSK185)

Elaboration: discussing the advantages and disadvantages of strategies to overcome water scarcity (for example, recycling (‘grey water’), stormwater harvesting and re-use, desalination, inter-regional transfer of water and trade in virtual water, and reducing water consumption)

Strand: Geographical Inquiry and Skills

Content Description:

· Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACARA 2015b, ACHASSI160)

Elaboration: designing and proposing actions to respond to challenges (for example, actions related to environmental and economic sustainability such as ensuring a sustainable supply of water) after considering the possible outcomes

The unit focuses on Australia and North Africa as case-studies.

Students will gain knowledge and understanding of:

· The importance of water as a basic human need and the concept of water scarcity (KU1) (ACARA 2015a)

· Sustainability: understand the concept of sustainability. The Australian Curriculum identifies sustainability as ‘the capacity of the environment to continue to support our lives and the lives of other living things into the future’ (ACARA 2015c); this topic addresses these issues in relation to water and the environment (KU2) (ACARA 2015a)

· Place/space: understand that the environment is influenced by its resources, population, economy, the relationship between people and places (environment) and the impact of human processes on the place (KU3) (ACARA 2015a)

· Environment: recognise the importance of water as an environmental resource and the differences in water availability worldwide.(KU4)

· Inequalities: understand social inequality and a need for social justice with everyone’s right to water access (KU5) (ACARA 2015a)

· Interconnection: understand the interconnectedness between people and places and the need to take action as contributing members in a society(KU6) (ACARA 2015a)

What skills are focussed on in this topic?

Students will develop the following skills:

· Questioning current strategies and phenomena regarding water to develop their own inquiries. (S1)

· Planning inquiry project process, involving having a step-by-step action plan (S2)

· Researching, gathering information from a range of resources (S3)

· Analyse information and use this information to develop solutions to problems (identify advantages and disadvantages of strategies and develop innovative water solutions) (S4)

· Interpret information and form own conclusions, considering others’ perspectives (S5)

· Communication skills by presenting ideas using many forms (e.g. oral, written, role play) and through different representations – graphical, pictorial, written (S6)

· Teamwork skills – collaboration with peers (S7)

· Reflection skills by reflecting on own actions, values and evaluating ideas learnt throughout the inquiry; expressing feelings and opinions (S8)

· Proposing actions that respond to the challenge of water scarcity accounting for environmental, economical, and social factors and suggesting outcomes (S9) (ACARA 2015a)

What values and actions are focussed on in this topic?

Two main HaSS values are addressed: Environmental Sustainability and Social Justice (Fein 1996, p.21; Reynolds 2014, p.115). This connects with ACARA’s cross-curriculum priority Sustainability, which aims to equip students with knowledge, resources and skills to act and live in ways that are more ecologically, environmentally and socially aware (ACARA 2015d). With appropriate scaffolding, students are also taught values such as empathy, care, and human rights, all of which fall under Social Justice (Gilbert 2012, pp.115-135).

Specific to the Values for Australian Schooling, this topic focuses on Responsibility, as students are made aware of their actions towards water and the environment and to care for and hold themselves accountable for their doings (Department of Education, Employment and Workplace Relations 2011).

Actions: the topic increases student awareness of water scarcity worldwide, and water stress causing reductions in freshwater quantity and quality (Ashton 2012). By recognising these issues, students are prompted to take action by investigating management approaches applicable for the home, locally and globally, such as recycling, harvesting rainwater, wastewater treatment, filtering, desalination and projects assisting other countries e.g. Project 22: Free the Children, which installed rainwater pumps in school communities (RBC Blue Water Project 2010).

Working in HASS (reference to Global Perspectives Statement)

This unit address two Global perspectives: Sustainable futures and Social Justice and Human Rights. Sustainability allows understanding of ways to use earth’s resources for our needs such that we do not hinder future generations (Global Education 2012; Reynolds 2014, p.230). This is emphasised in this unit as students investigate water usage and management approaches. The unit supports social justice which refer to recognising the effects of issues such as inequality, in this case in regards to safe access to clean water, which is considered a basic human right for all people (Ashton 2012). These Global perspectives also reflect HaSS values and cross-curriculum priorities described above.

The teaching sequence

The chosen inquiry model is the ‘Integrating Socially’ Model (Queensland School Curriculum Council 2015) (see Appendix A).

Teacher Focus

Learner Activity

Learner organisation & resources

Tuning In

Gives students an opportunity to become engaged with the topic and relate from own experiences with the issues

Learning Intentions

Knowledge/Understanding: recognise importance of water as a daily need, personal water usage; understand concept of water scarcity, and the need to care for environment (KU1,KU3)

Skills: Reflection; express thoughts/ feelings, interpret information (S1,S7,S8)

Activity 1: Importance of water

Tell students that under the cloth is one of the most valuable things/resources in the world. Students give suggestions and justify reasoning.

Reveal the container of water.

Questions:

· Did you expect it to be water?

· Why is water so important?

· Why should we learn about water?

Discuss as a class.

Students will brainstorm in books their water usage in their daily life and then compare their list with peers, noting similarities and differences and adding to their own lists.

Activity 2: Introduce water scarcity

Set up 3 stations which represent parts of the world:

Station 1: Water abundance

2: Physical Water scarcity

3: Economic Water scarcity

In groups, students will go through each stations. There is a handout at each station (see Appendix B). Students are to fill up cups labelled ‘Need’ with water from the jugs. The cups represent population.

At each stage students will make notes for reflection.

Guiding questions:

· How did you feel?

· How might not having access to water affect people’s lives? (health, food, hygiene etc.)

· Do you think it is fair?

· How might the population’s actions affect their access to water?

Students discuss issues of inequalities in relation to water access.

Definition

At the end of the activity, groups will write their own definition of water scarcity, using examples and explaining different types of water scarcity. Butcher’s paper or a word/definition wall can be displayed in the classroom.

Extra activity to reiterate water scarcity and environmental issues. This aims for students recognise water as a basic human right.

Tell students, “1 out of every 6 people in the world does not have access to clean water.”

Can have 1 out of every 6 students stand up and explain that if the classroom represented everyone on Earth, these people would not have any access to clean water.

Jug/container of water & cloth.

Whole-class

Activity 2: adapted from:

The Water Project 2015, Lesson Plan: Water Water Anywhere, viewed 8 December 2015, .

*all materials and procedure in link

Groups of 6-8

Butcher’s paper

Preparing to Find Out

Develops a focus for upcoming experiences by allowing opportunities for questioning; establishes students’ previous knowledge on the topic

Learning Intentions

Knowledge/Understanding: recognise Australia’s water usage, people’s influence on the environment (place/space), recognise social justice issues regarding access to water worldwide, recognise necessity of sustainable actions (KU1,2,3,4,5)

Skills: Questioning, reflection on current understanding of water, compare/contrast between countries (S1,S4,S9)

Activity 3: World Map

Students will locate Australia and Africa on a world map, along with other countries of scarcity issues such as West Asia

Students are then shown the world map in World Vision: Get Connected booklet (pp.6-7) (refer to Appendix C) which depicts different countries’ percentages of access to safe water.

Discussion questions:

· What do you notice about the map?

· How might water scarcity affect lives of people in countries where ___% does not have access to drinking water?

Students will recognise and inequalities between different countries and importance of water.

Activity 4: Water in Australia

Prior Knowledge

Class discussion about Australia’s water usage

· What actions do you take to conserve water/environment?

· Where does water come from, how does it reach us?

· What do you know about water in Australia and around the world? E.g. Australia is a dry continent, water conservation issues.

Students will then write down questions in journals under heading, ‘What I want to find out’ which they may like to investigate in the Finding out stage.

Facts that can be provided to students:

· The United Nations suggests that each person needs 20-50L freshwater/day for their basic needs: drinking, cooking, cleaning.

· Do you know how much water one person in Australia uses per day on average? (285L/person/day).

Activity 5

Students will view the short film Project 22: Free the Children.

As a class, discuss the film’s purpose and major ideas.

Guiding questions:

· What are the girls/mainly women doing in this video?

· What is the link between water scarcity and going to school?

· What effect would collecting the water have on them (health related, opportunities for education, socially)

· How did the video make you feel?

Focus on what life was like before and after the installation of the water pump.

Give students opportunity to ask questions from what they saw in the video. These questions could be researched in the Finding out stages.

Comparison:

Students will draw a comparison chart or Venn Diagram about differences and similarities between Australia and Africa.

Images of people in Africa and other developing countries can be shown via PowerPoint or printed out and displayed as a visual representation of life in Australia and Africa.

The video will also trigger questions about other strategies to overcome water scarcity.

Question to guide inquiry:

· How can we be sustainable water users (may need to introduce terminology: sustainability if it has not been covered)

Activity 7 follows on from this.

World Vision Australia 2013, Water in the world, World Vision, Burwood, Australia.

Whole-class

Statistics/Facts

World Vision Australia 2012, Teacher’s notes: Why is clean water important?, viewed 14 December 2015, .

Ashton, K 2012, Water for life: Investigating water as a global issue, Geography Teachers’ Association of Victoria Inc (Global Education Project Victoria), viewed 3 December 2015, .

Video:

RBC Blue Water Project 2010, Project 22: Free The Children, video, YouTube, 2 June, viewed 3 December 2015, .

Many images can ebe found online, including at:

Water for Africa: Australia 2015,About us, viewed 18 December 2015, <‘http://www.waterforafrica.com.au/about-us/>.

World Vision Australia 2012, School Resources: handout water images’, viewed 16 December 2015, .

Finding Out

Extend student curiosity, pose questions to investigate; challenge students’ current beliefs/understanding

Learning Intentions

Knowledge/Understanding: recognise personal water usage, the importance of sustainable water use, importance of taking action to support environment (KU1,KU2,KU6)

Skills: questioning, planning, researching– collecting and managing information (S1,S2,S3,S4)

Activity 6

This activity can be completed simultaneously with Activity 4.

Students find out about their personal/family’s water usage.

The online interactive activity, ‘Are you Waterwise or a Waterwaster?’ can be used to encourage students to reflect on their water usage. The activity allows students to also make choices based on their own experiences and recognise ways water is used, both sustainably and unsustainably.

Questions

· What made you ‘waterwise’?

· What made you a waterwaster?

· What strategies and choices did you come across or learn about your family’s usage?

This activity forms the starting point for students to investigate strategies to improve water scarcity.

Activity 7: Inquiry Project

Based on questions raised in Activity 5 / 6 in groups of 4-5, with Butcher’s paper, students brainstorm water management strategies. They will then focus on 2+ strategies of improving water scarcity or managing water. Some strategies may be discovered during research.

Examples: collecting household rainwater, desalination, recycling, stormwater harvesting, wells, water filtration systems.

Students will assign different roles to each group member and decide on a timeline of when to complete which task. Class time will be provided to complete the inquiry project: library lesson, computer lesson.

Using flow chart/other graphic organiser, groups develop plan for their conducting their inquiry including:

· A focus question regarding water scarcity and chosen strategies

· Ways/where to collect and manage information and for each source note name and details

· Decide how data will be analysed

· How findings will be presented.

Interactive activity/game:

HWB Wales n.d, Are you waterwise or a waterwaster?, viewed 16 December 2015, .

Individual

Resources to assist students in research

CoolAustralia 2015, Topic: Water, viewed 15 December 2015, .

SplashABC, Water Scarcity, Education Services Australia, viewed 7 December 2015, .

Group-work

Sorting Out

Students can process and analyse information gathered and present their findings in multiple ways.

Learning Intentions

Knowledge/Understanding: recognise importance of water, sustainability; role of people in managing water, importance of taking action (KU1,2,3,4,5,6)

Skills: Planning, researching, analysing information and sources, teamwork, presentation skills (S2,S5,S6,S7,S9)

Activity 8: Inquiry Project

Groups will analyse their researched strategies, the advantages and disadvantages of each based on criteria such as costs, applicability in Australia and worldwide, etc. The criteria is chosen by the students

EXTENSION: Students will also critique their information sources based on criteria such as reliability, relevancy to Australia or topic.

Groups will present their findings through PowerPoint, role play, Photo Story, Model, Posters, stories etc.

Presentations must include/be:

· Introduction/background information

· 2+ strategies (aim for a variety of strategies across groups)

· Evidence of research and analysis of water scarcity strategies: benefits, pitfalls and costs of strategy

· Potential outcomes

· Interactive and engaging for audience

· Multimodal presentation

· Pictures/photos, graphs, tables.

· Creativity e.g. a model, role play, game.

Going Further

Expand students’ understanding, provide opportunities for further information to increase their scope of understanding about the topic

Learning Intentions

Knowledge/Understandings: understand social justice and inequalities,, recognise differences in children’s lives and realise their fortunate position in Australia (KU1,KU5)

Skills: Reflection, writing, researching, comparing and analysing information, empathy, different perspectives (S5,S8, values)

Activity 9: Day in the life.

Show students video by Charity Water, which depicts citizens in New York walking to collect dirty water for their families. What if Australia’s taps went dry?

Students will imagine life as a child living in a developing country such as North Africa. They will use resources such as case studies to research the personal problems through a different perspective.

Students then write a creative piece/story or diary entry of a day in the life of a child in that particular country.

Students should include:

· Experiences/difficulties

· Water use, conditions, length of time taken to collect water (if applicable), cost of water (if applicable)

· Risk of disease

· Factual information

Video:

Charity Water 2011, charity: water PSA with Jennifer Connelly (:60), video, YouTube, 2 March, viewed 15 December 2015, < https://www.youtube.com/watch?v=bzGb12fN3Uc>.

Making Connection

Assists students to reflect and draw connections between what they have learnt; synthesise information to form conclusions

Learning Intentions

Knowledge/Understanding: sustainability, importance of water, interconnections and taking action (KU2,3,4,5,6)

Skills: reflection, draw conclusions about strategies (S8)

Activity 10: Reflection

Students will reflect on questions they raised and points discussed in Activity 4.

Students will write a reflection in journals about what they have learnt, adding to their prior knowledge (‘What I have learnt’)

Guiding questions:

· Have your questions been answered?

· Have any of your ideas about water changed?

· What is the most significant thing you have learnt?

· What changes will you make regarding water after your research?

Individual reflection activity.

Taking Action

Provides opportunities to initiate actions at home, school, community; allows students to form a connection with their community.

Learning Intentions

Knowledge/Understanding: place/space- understand that environment is impacted by human actions, recognise role as a member of society to participate in safe water management (KU3, KU6)

Skills: proposing actions/ideas (S9)

Activity 11: Class challenge

Students are prompted to take action by raising awareness of sustainable water management strategies for the home, school and globally e.g. ensure taps are turned off properly, put signs around the school to remind students to not leave taps running,

· How can we ensure we are using water in a sustainable manner to overcome the issues of water scarcity?

· What can we do as a member of society to improve water usage?

· What projects/events can you and others get involved in?

This project will be agreed upon by a class vote of ideas that students may wish to research further. Ideas may include:

· Developing a class plan for conserving water in the school environment e.g. display posters around school, in each classroom

· School fundraiser to raise awareness for water scarcity issues

· School assembly presentation facilitated by the teacher to raise awareness for water issues, using ideas from presentations completed in Inquiry project

Whole-class

Assessment

What are your assessment strategies?

1. Formative:

The teacher will be able to assess levels of student active engagement in class activities, and depth of research undertaken. In doing so, the teacher recognises areas requiring more development or scaffolding, in order to plan alternative activities that may further stimulate students’ inquiry and creative/critical thinking.

Strategies for this assessment will involve:

· Teacher observations and written notes

· Students’ journal reflections and assessment of student engagement/participation by teacher

· Early feedback of the inquiry presentation project through discussion between teacher and group on progress thus far. It will be based on knowledge and understanding of the topic, depth of research, group dynamics.

The teacher should also provide specific constructive feedback to students as well as positive feedback and encouragement. Students should also be provided opportunities to discuss queries and concerns regarding tasks and assessments.

2. Summative:

The rubric (Appendix D) will be used to assess the group presentations in Activity 7/8, based on knowledge and understanding and skills identified in the rationale. They will be assessed as a whole group.

What knowledge and concepts and skills will you assess?

Both assessments address knowledge and understanding concepts of Sustainability, Environment, Interconnection, Water scarcity (refer to Rationale above). Students’ research skills including questioning, gathering data, analysing data, team work, making conclusions and presentations skills will be assessed in both. These assessments reflect Year 7 Achievement Standards, which recognise the need to locate and organise information, as well as drawing conclusions from investigations. It also addresses presenting findings in multiple ways e.g. through graphs, digital technologies, orally. Finally, it recognises having students propose individual actions ‘in response to a geographical challenge’, in this case, water scarcity (ACARA 2015b).

Resources

Teacher Resources


Australian Academy of Technological Sciences and Engineering (ATSE) 2012, Sustainable Water Management: Securing Australia’s future in a Green Economy, Melbourne, Victoria.

Gilbert, R 2014, 'Developing values and ethical understanding', in R Gilbert & B Hoepper (eds), Teaching humanities and social sciences: history, geography, economics & citizenship in the Australian Curriculum, 5th edn, Cengage Learning Australia, South Melbourne, pp. 115-135.

Queensland School Curriculum Council 2015, Inquiry Approaches in Primary Studies of Society and Environment Key Learning Area, viewed 8 December 2015, .

Ted x Talks 2013, Envisioning a water sensitive future for our cities and towns: Tony Wong, video, YouTube, May 13, viewed 4 December 2015, .


World Vision Australia 2013, Water in the world, World Vision, Burwood, Australia. (resource is useful for both teacher and students)

Student Resources


CoolAustralia 2015, Topic: Water, viewed 15 December 2015, . This webpage provides very useful information on a range of areas students may like to investigate in inquiry e.g. water in the home, sustainable projects, drip watering systems.

HWB Wales n.d, Are you waterwise or a waterwaster?, viewed 16 December 2015, .


SplashABC, Water Scarcity, Education Services Australia, viewed 7 December 2015, . This digi-book contains videos and links to other resources regarding Australia’s water.





References


Australian Curriculum Assessment and Reporting Authority (ACARA) 2015a, F-6/7 HASS, viewed 1 December 2015, .

Australian Curriculum Assessment and Reporting Authority (ACARA) 2015b, F-6/7 Humanities and Social Sciences – Concepts for developing geographical thinking, viewed 10 December 2015, < http://www.acara.edu.au/verve/_resources/2._draft_f-12_australian_curriculum_-_geography.pdf>.

Australian Curriculum Assessment and Reporting Authority (ACARA) 2015c, Sustainability, viewed 7 December 2015, .

Australian Academy of Technological Sciences and Engineering (ATSE) 2012, Sustainable Water Management: Securing Australia’s future in a Green Economy, Melbourne, Victoria.

Bjornlund, H 2008, ‘Water scarcity and its implications for land management: some lessons from Australia’, RICS Research, pp. 2-29.


CoolAustralia 2015, Topic: Water, viewed 15 December 2015, .

Fein, J 1996, Teaching for a Sustainable World, Griffith University, Brisbane.

Department of Education, Employment and Workplace Relations 2011, National Framework: Nine Values for Australian Schooling, Commonwealth of Australia, viewed 10 December 2015, < http://www.curriculum.edu.au/values/val_national_framework_nine_values,14515.html>.

Gilbert, R 2014, 'Developing values and ethical understanding', in R Gilbert & B Hoepper (eds), Teaching humanities and social sciences: history, geography, economics & citizenship in the Australian Curriculum, 5th edn, Cengage Learning Australia, South Melbourne, pp. 115-135.

Global Education 2012, What are global perspectives?, Global Perspectives, accessed 10 December 2015, .

Harhay, M 2011, ‘Water stress and water scarcity: A global problem’, American Journal of Public Health, vol. 101, no. 8, pp. 1348-1351.

HWB Wales n.d, Are you waterwise or a waterwaster?, viewed 16 December 2015,

.

Mukheibir, P 2010, ‘Water Access, water scarcity, and climate change’, Environmental Management, vol. 45, pp. 1027-1039.

Queensland School Curriculum Council 2015, Inquiry Approaches in Primary Studies of Society and Environment Key Learning Area, viewed 8 December 2015, .


Reynolds, R 2014, Teaching Humanities and Social Sciences in the Primary School, 3rd edition, Oxford University Press, South Melbourne, Victoria.

SplashABC, Water Scarcity, Education Services Australia, viewed 7 December 2015, .






Appendix A: Integrating Socially Inquiry model

Appendix B: Water scarcity and abundance activity

Activity adapted from: The Water Project 2015, Lesson Plan: Water Water Anywhere, viewed 8 December 2015, .

Link provides resources teacher will need to display on each table and preparation required.

STATION 1: Water Abundance:

You are in an area where there is sufficient/abundant amounts of water. You have heard of water conservation but with your constant and easy access to fresh, clean water, conserving water is not a necessary concern for you

Task: Supply your population (“Need” cups: drinking/food, sanitation, agriculture) with water from your Resources (jug).

Note your observations: did your population receive enough water? How did this make you feel?

STATION 2: Physical water scarcity

You are in an area which does not have enough access to water due to living in an area of land degradation, the river has dried up, or the population is too large meaning there is not enough supply of water. Due to this, water must be conserved and shared carefully between resources.

Task: Supply your population (“Need” cups) with water from your Resources (jug). Which areas of need – drinking, sanitation, agriculture, industry, food, will you give more water to?

Note your observations: which areas of need did you choose to provide water to? Why did you choose these? How did this make you feel?

STATION 3: Economic water scarcity

You are in an area where there is enough water, but you cannot access this water, possibly due to: not enough money, conflict in your area or political issues. The water you are provided with is dirty.

Task: Supply your population (“Need” cups) from your resources which you must travel to collect (walk across the room with a cup, fill it up and bring it back to your area). You may not touch the water labelled “Potential”. Choose carefully which ‘needs’ you want to provide for your population first.

Note your observations: what did you notice about your resources; how did carrying water make you feel since you were not allowed to touch the clean water?

Appendix C: Map of world

Taken from World Vision Australia 2013, Water in the world, World Vision, Burwood, Australia.

Appendix D: Rubric for Group Presentation

Student’s name: ________________Date: ____________

Unit of work: Water Scarcity

Group members: ____________________________________________________________

Criteria

Excellent

Good

Satisfactory

Needs development

Knowledge and Understanding

Accurate information presented regarding strategies’ major concepts showing evidence of topic as a global concern

Includes introduction and discussion of topic and purpose (sustainability, water scarcity)

Skills

Planning and Research: Evidence of extensive reading and research, data collection to allow class to enhance understanding of the strategy/topic

Oral communication skills: Appropriate language, clear voice

Presentation was well-organised, clearly-sequenced and incorporated creative and innovative activities to engage audience

Use of ICT

usage of technologies as part of presentation

Group work

Good collaboration between group members whilst completing assignment and during presentation

Assignment grade: ________

Feedback:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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