Should I drink bottled water?

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Year level 7 Shopping Science English Economics and business

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Students study consumerism and the effect it has on the environment by investigating issues associated with bottled water.

Learning outcomes

Students:

Curriculum alignment

Year 7

Learning area: Science

Content descriptions

Strand: Science Understanding

  • Sub-strand: Chemical Sciences
    • Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)
  • Sub-strand: Earth and space sciences
    • Some of Earth's resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116)

Strand: Science as Human Endeavour

  • Sub-strand: Use and influence of science
    • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120)

Strand: Science Inquiry Skills

  • Sub-strand: Processing and analysing data and information
    • Summarise data from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS130)
  • Sub-strand: Evaluating
    • Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132)
  • Sub-strand: Communicating
    • Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Expressing and developing ideas
    • Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
  • Sub-strand: Interpreting, analysing, evaluating
    • Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
    • Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Learning area: Geography

Content descriptions

Strand: Geographical Knowledge and Understanding

  • Unit 1: Water in the world
    • Classification of environmental resources and the forms that water takes as a resource (ACHGK037)
    • The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
    • The quantity and variability of Australia’s water resources compared with other continents (ACHGK039)
    • The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)

Strand: Geographical Inquiry and Skills

  • Sub-strand: Observing, questioning and planning
    • Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
  • Sub-strand: Collecting, recording, evaluating and representing
    • Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS048)
  • Sub-strand: Interpreting, analysing and conducting
    • Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS051)
    • Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
  • Sub-strand: Communicating
    • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
  • Sub-strand: Reflecting and responding
    • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • The ways consumers and producers interact and respond to each other in the market (ACHEK017)

Strand: Skills

  • Sub-strand: Questioning and research
    • Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
    • Gather relevant data and information from a range of digital, online and print sources (ACHES022)
  • Sub-strand: Interpretation and analysis
    • Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
  • Sub-strand: Economic reasoning, decision-making and application
    • Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
    • Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
  • Sub-strand: Communication and reflection
    • Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)

General capabilities

Level 5: Typically, by the end of Year 8, students:

  • Literacy:
    • navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations
    • interpret and evaluate information, identify main ideas and supporting evidence, and analyse different perspectives using comprehension strategies
    • compose and edit longer sustained learning area texts
    • use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
    • use wide knowledge of the structure and features of learning area texts to comprehend and compose texts, using creative adaptations of text structures and conventions for citing others
    • recognise and use aspects of language to suggest possibility, probability, obligation and conditionality
    • use language to evaluate an object, action or text, and language that is designed to persuade the reader/viewer
    • use a wide range of new specialist and topic vocabulary to contribute to the specificity, authority and abstraction of texts
  • Numeracy
    • solve complex problems by estimating and calculating using efficient mental, written and digital strategies
    • identify trends using number rules and relationships
    • visualise and describe the proportions of percentages, ratios and rates
    • create and interpret 2D and 3D maps, models and diagrams
    • convert between common metric units for volume and capacity and use perimeter, area and volume formulas to solve authentic problems
  • ICT
    • locate, retrieve or generate information using search facilities and organise information in meaningful ways
    • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
    • use appropriate ICT to collaboratively generate ideas and develop plans
  • Creative and Critical Thinking
    • pose questions to probe assumptions and investigate complex issues
    • clarify information and ideas from texts or images when exploring challenging issues
    • draw parallels between known and new ideas to create new ways of achieving goals
    • generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
    • predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action
    • identify gaps in reasoning and missing elements in information
    • differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
    • explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified
  • Personal and Social Capability
    • analyse personal and social roles and responsibilities in planning and implementing ways of contributing to their communities
    • assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
  • Ethical Understanding
    • analyse the ethical dimensions of beliefs and the need for action in a range of settings
    • analyse inconsistencies in personal reasoning and societal ethical decision making
    • investigate scenarios that highlight ways that personal dispositions and actions can affect consequences
    • analyse rights and responsibilities in relation to the duties of a responsible citizen
    • draw conclusions from a range of points of view associated with challenging ethical dilemmas
  • Intercultural Understanding
    • assess diverse perspectives and the assumptions on which they are based
    • imagine and describe the feelings and motivations of people in challenging situations