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Water in the world - AT

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Humanities and Social Sciences

Year 7

Satisfactory

Data analysis: Water in the world

Summary of task

Students explored how water connects places, environments and people. Provided with images, graphs and thematic world maps showing average annual precipitation and access to improved drinking water, students were asked to identify global patterns of average precipitation and access to improved drinking water; describe the relationships between these patterns; and provide reasons for the identified relationships. Students used digital technologies to present the process of orographic rainfall and explain how it influences the characteristics on either side of a mountain. They evaluated the use of maps to understand the limitation of information, and concluded their studies by evaluating the sustainability of alternative strategies for water management. These activities were completed in class over a period of six weeks.

Achievement standard

By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and change over time. They describe the effects of change on societies, individuals and groups and describe events and developments from the perspective of people who lived at the time. They identify past events and developments that have been interpreted in different ways. Students describe geographical processes that influence the characteristics of places. They explain interconnections between people and places and people and environments, describing how these interconnections change places and environments. Students identify the ideas, values and principles that underpin the institutions and processes in Australia’s political and legal systems. They explain the diverse nature of Australian society, and identify the importance of shared values in contemporary Australian society. Students describe the interdependence of consumers and producers in the market and identify factors and strategies that contribute to the financial success of businesses and individuals. They identify why individuals choose to work and the various sources of income that exist. Students recognise that people have different perceptions of places, events and issues and explain how this and other factors influence views on how to respond to an issue or challenge.

Students formulate significant questions and propositions to guide investigations. They locate and collect useful data, information and evidence from a range of primary and secondary sources. They examine sources to determine their origin, purpose and reliability and to identify past and present values and perspectives. They interpret and analyse data to propose simple explanations for distributions, patterns, trends and relationships, and evaluate and synthesise evidence to draw conclusions. Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. They organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions. They make informed decisions by collaborating with others to generate alternatives, comparing the potential costs and benefits of each and developing and using criteria to make a reasoned judgement. Students reflect on their learning to propose individual and collective action in response to an issue or challenge, taking account of different factors and multiple perspectives, and predict the probable effects of their proposal. They present ideas, findings, viewpoints, explanations and conclusions in a range of communication forms that incorporate source materials, citations, discipline-specific terms, conventions and concepts.

By the end of Year 7, students describe geographical processes that influence the characteristics of places and how characteristics of places are perceived and valued differently. They explain interconnections between people and places and people and environments and describe how these interconnections change places and environments. They describe alternative strategies for a geographical challenge, referring to environmental, economic and social factors involved.

Students develop geographically significant questions to frame and guide an inquiry process. They locate, collect, organise and categorise useful data and information from a range of primary and secondary sources. They record and represent data and the location and distribution of geographical phenomena in a range of graphic forms, including large-scale and small-scale maps that conform to cartographic conventions. They analyse geographical data and other information to propose simple explanations for spatial patterns, trends and relationships, and draw conclusions. Students present findings and arguments using relevant geographical terminology, digital technologies and graphic representations in a range of communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the expected effects of their proposal.

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Annotations overview

Uses digital media and specific terms to communicate geographical processes

1 2 3 4 5 6 7 8 9 10

Annotations
1
Learning Area
Explains ways water connects people with different places and environments
2
Subject - Geography
Explains ways water connects people with different places and environments
3
Learning Area
Describes geographical processes
4
Subject - Geography
Describes geographical processes
5
Learning Area
Describes interconnections between people and water
6
Subject - Geography
Describes interconnections between people and water
7
Learning Area
Describes how people’s interconnections change places and environments
8
Subject - Geography
Describes how people’s interconnections change places and environments
9
Learning Area
Uses some geographical terminology
10
Subject - Geography
Uses some geographical terminology

1 2 3 4 5 6 7 8

Annotations
1
Learning Area
Presents arguments about a geographical phenomenon
2
Subject - Geography
Presents arguments about a geographical phenomenon
3
Learning Area
Presents arguments about a geographical phenomenon
4
Subject - Geography
Describes ways people engage with and value bodies of water
5
Learning Area
Analyses evidence in geographical images to draw conclusions
6
Subject - Geography
Analyses evidence in geographical images to draw conclusions
7
Learning Area
Describes positive as well as negative impacts people have on a body of water
8
Subject - Geography
Describes positive as well as negative impacts people have on a body of water

1 2 3 4 5 6

Annotations
1
Learning Area
Identifies relationships between the variables, access to safe drinking water and life expectancy
2
Subject - Geography
Identifies relationships between the variables, access to safe drinking water and life expectancy
3
Learning Area
Accurately interprets graphic data to draw conclusions
4
Subject - Geography
Accurately interprets graphic data to draw conclusions
5
Learning Area
Explains how access to safe drinking water is connected to life expectancy
6
Subject - Geography
Explains how access to safe drinking water is connected to life expectancy

1 2

Annotations
1
Learning Area
Draws a reasoned conclusion based on the data provided in a graph, using an example
2
Subject - Geography
Draws a reasoned conclusion based on the data provided in a graph, using an example

1 2 3 4

Annotations
1
Learning Area
Describes the usefulness and relevance of more than one map to compare data
2
Subject - Geography
Describes the usefulness and relevance of more than one map to compare data
3
Learning Area
Interprets information from maps to draw conclusions about connections between rainfall and population
4
Subject - Geography
Interprets information from maps to draw conclusions about connections between rainfall and population

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Annotations
1
Learning Area
Identifies strategies to address the challenge of water sustainability
2
Subject - Geography
Identifies strategies to address the challenge of water sustainability
3
Learning Area
Explains the processes of water recycling and desalination with some details
4
Subject - Geography
Explains the processes of water recycling and desalination with some details
5
Learning Area
Makes a simple connection between the process of water recycling and sustainability
6
Subject - Geography
Makes a simple connection between the process of water recycling and sustainability
7
Learning Area
Identifies a range of social benefits and people associated with water recycling and desalination
8
Subject - Geography
Identifies a range of social benefits and people associated with water recycling and desalination
9
Learning Area
Identifies positive environmental impacts of water recycling and desalination
10
Subject - Geography
Identifies positive environmental impacts of water recycling and desalination
11
Learning Area
Identifies a connection between desalination and the environment
12
Subject - Geography
Identifies a connection between desalination and the environment
13
Learning Area
Identifies negative economic effects of water recycling and desalination
14
Subject - Geography
Identifies negative economic effects of water recycling and desalination
15
Learning Area
Uses relevant geographical terminology
16
Subject - Geography
Uses relevant geographical terminology