Unit 2: Water Quality - SEED Home | SEED School …seed.vic.gov.au/Resources/seed/242_water unit 3...

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Water Unit 3 Water Quality VELS 4 Created by Waterwatch, North East Catchment Management Authority March 2009 -updated June 2011 Page 1 of 39 Unit 3: Water Quality Level 4 (Grades 5 & 6) If based on inquiry learning or Blooms Activity Duration Page Keywords & Definitions 2-3 Create & Analyse 1. Introducing Water Quality 1 hour 3-5 Understand & Analyse 2. A Pollution Story Part 1: Creating a Story Part 2: Reviewing the terms Part 1: > 3 hours Part 2: 30 minutes 6 -10 Apply & Understand 3. Run of the River’ Board Game Part 1: 2x 1 hour Part 2: 2 hours Part 3: 1 hour 11- 14 Analyse & Evaluate 4. Exploring Salinity Part 1: Fresh and Salty Part 2: Salinity in NE Victoria Part 3: Salinity and Planta Part 1: 45 minutes Part 2: 1 hour Part 3: 2-3 hours (total over 2 weeks) 15-20 Analyse & Evaluate 5. Testing the Waters Part 1: Getting started Part 2: Preparing for a site visit Part 3: Arriving at the site Part 4: Interpretation Part 1: 1-1.5 hours Part 2: 30 minutes Part 3: 1.5 hours Part 4: 45 minutes 21-27 Analyse & Evaluate 6. The Search for Water Bugs Part 1: Bug Hunt Part 2: Getting to know your bug! Part 3: Reviewing your Bug Search Part 4: Macro-invertebrate extension activities Part 1: 1-1.5 hours Part 2: 30-40 minutes Part 3: 1.5 hours Part 4: > 3 hours 28-33 VELS 33-38 TOTAL: Approx: 25 hours Unit Overview This unit follows on from Unit 2: Catchments and will look at how our waterways can be affected by pollutants. It will also cover how human impacts have contributed to sediment loads, salts, nutrients and toxic chemicals in our waterways. Students will gain an insight into ways we can assess the water quality of our catchment by examining the various physical/chemical and biological characteristics of a local stream. For further information and support please contact North East Waterwatch . Did you know? The diversity of land uses in the North East means that waterways are increasingly in danger of becoming contaminated, particularly with nutrients and sediments that play a major role in the growth of blue-green algal blooms. One of our major roles is to promote practices to protect and improve water quality in the Region. (North East Catchment Management Authority, Annual Report. For more information go to www.necma.vic.gov.au )

Transcript of Unit 2: Water Quality - SEED Home | SEED School …seed.vic.gov.au/Resources/seed/242_water unit 3...

Water Unit 3 Water Quality VELS 4 Created by Waterwatch, North East Catchment Management Authority March 2009 -updated June 2011 Page 1 of 39

Unit 3: Water Quality

Level 4 – (Grades 5 & 6)

If based on inquiry learning or Blooms

Activity Duration Page

Keywords & Definitions 2-3

Create & Analyse

1. Introducing Water Quality 1 hour 3-5

Understand & Analyse 2. A Pollution Story Part 1: Creating a Story Part 2: Reviewing the terms

Part 1: > 3 hours Part 2: 30 minutes

6 -10

Apply & Understand 3. ‘Run of the River’ Board Game Part 1: 2x 1 hour Part 2: 2 hours Part 3: 1 hour

11- 14

Analyse & Evaluate 4. Exploring Salinity Part 1: Fresh and Salty Part 2: Salinity in NE Victoria Part 3: Salinity and Planta

Part 1: 45 minutes Part 2: 1 hour Part 3: 2-3 hours (total over 2 weeks)

15-20

Analyse & Evaluate 5. Testing the Waters Part 1: Getting started Part 2: Preparing for a site visit Part 3: Arriving at the site Part 4: Interpretation

Part 1: 1-1.5 hours Part 2: 30 minutes Part 3: 1.5 hours Part 4: 45 minutes

21-27

Analyse & Evaluate 6. The Search for Water Bugs Part 1: Bug Hunt Part 2: Getting to know your bug! Part 3: Reviewing your Bug Search Part 4: Macro-invertebrate extension activities

Part 1: 1-1.5 hours Part 2: 30-40 minutes Part 3: 1.5 hours Part 4: > 3 hours

28-33

VELS 33-38

TOTAL: Approx: 25 hours

Unit Overview This unit follows on from Unit 2: Catchments and will look at how our waterways can be affected by pollutants. It will also cover how human impacts have contributed to sediment loads, salts, nutrients and toxic chemicals in our waterways. Students will gain an insight into ways we can assess the water quality of our catchment by examining the various physical/chemical and biological characteristics of a local stream. For further information and support please contact North East Waterwatch.

Did you know? The diversity of land uses in the North East means that waterways are increasingly in danger of becoming contaminated, particularly with nutrients and sediments that play a major role in the growth of blue-green algal blooms. One of our major roles is to promote practices to protect and improve water quality in the Region. (North East Catchment Management Authority, Annual Report. For more information go to www.necma.vic.gov.au)

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Background Water quality is highly variable, from place to place and from time to time, even within a particular river system. It is dependent on many factors, both natural and as a consequence of human activities. Rainwater is by no means pure, and when it reaches the earth its quality is further affected by the soils, rocks and vegetation over and through which it passes.

Keywords & Definitions

Overview: The following keywords & 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.

Algal Bloom: A condition which occurs when excessive nutrient levels and other physical and chemical conditions facilitate rapid growth of algae. Algal blooms may cause changes in the water colour, smell and toxicity. The decay of algal bloom may reduce dissolved oxygen levels in the water

Aquatic: Pertaining to water; a plant or animal that lives in the water, whether it be freshwater, seawater or brackish (a combination of both)

Catchment: The region which drains all the rainfall, other than that removed by evaporation, into a stream, which then carries the water to the sea or the lake.

Dissolved Oxygen: Oxygen dissolved in water. Essential for plants and animals to be able to survive in the water. Low dissolved oxygen levels are harmful to aquatic species.

Electrical Conductivity: Measure of a materials ability to conduct an electric current. Used as an indicator of salt in aquatic ecosystems as the saltier the water, the more conductive it is.

Environmental flow: Water flow required to maintain rivers in a healthy condition.

Estuary: A semi-enclosed coastal water body where salt from the open sea mixes with freshwater in a river.

Floodplain: Flat area of land adjacent to a stream that is covered by flood waters periodically.

Fish barrier: An artificial obstacle in a river that halts or delays fish migration.

Groundwater: All subsurface water, generally occupying the pores and crevices of rock and soil.

Habitat: An area in which a specific plant or animal naturally lives, grows and reproduces; the area that provides a plant or animal with adequate food, water, shelter and living space.

Introduced species: Species of plants or animals living in areas where they do not naturally occur. May have been deliberately or accidentally moved to an area by humans.

Levee Bank: A raised embankment along the edge of a river channel.

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Macro-invertebrate: An invertebrate (animal without a backbone) that is visible to the naked eye.

Native species: Organisms (plants & animals) originally living or growing in a certain place

Nutrients: Substances required for the growth of plants e.g. nitrogen and phosphorus

Organic material: Any material which originated as a living organism (i.e. moss, compost, manure)

pH: pH is a measure of how acid or alkaline the water is on a scale of 1-14 with 1 being the most acidic (e.g. battery acid) and 14 being the most alkaline (e.g. bleach)

Phosphorus: Nutrient level in the water. Phosphorous occurs naturally in water habitats but too much can lead to uncontrolled plant growth and algal blooms

Regulated River: River system where the flow of a river is controlled by releasing water from large dams or weirs.

Riparian zone: The area between a river or stream and the surrounding land.

Run-off: Water from rainfall or melting snow travelling flowing over land.

Salinity: The concentration of ions dissolved in the water

Sediment loads: The deposition or settling out of suspended soil particles from the water column

Stormwater: Rainwater that runs off roofs, roads, car parks, gardens and footpaths into stormwater drains and flow into our creeks, rivers and bays

Turbidity: Turbidity is an indicator of water clarity.

Unregulated River: A river system where no major dams or weirs have been built on a river to assist in the supply or extraction of water

Water table: The upper surface of the groundwater

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Activity One: Introducing Water Quality

Overview: This activity will introduce students to the concept of water quality using De Bono’s Six Thinking Hats. This

activity is useful at the start of the unit to gauge how much your students know about the topic and

identify learning areas that could be built on throughout the term. It is recommended that you contact

North East Waterwatch prior to delivering this unit of work with your class so they can assist you with

further information and background material.

Duration 1 hour

Equipment: Butchers paper

Activity Sheet 1: What do you know about Water Quality (page 5)

Waterwatch Schools Method Manual

Clip board

Student workbooks

Access to the Stormwater Education Manual produced by Waterwatch Victoria & City of Greater Geelong http://www.vic.waterwatch.org.au/education-resources/196/

Access to the internet

Activity: 1. Introduce your students to the concept of water quality by listing the various terms from the

glossary on page 2 on the board.

2. Students can then use the internet, books or other resources to find out what the terms mean.

Some great websites to help include:

a) http://www.necma.vic.gov.au/

b) http://www.vic.waterwatch.org.au/

c) http://www.nrw.qld.gov.au/education/teachers/catchment

d) http:///www.landlearn.net.au

e) http://kids.mdbc.gov.au/

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3. Now that your students are familiar with some of the terminology you can deliver this activity

using one of two organisational options:

a) Divide a piece of paper in six sections and work through each of De Bono’s Hats

individually (refer below to Activity Sheet 1).

b) Alternatively, divide the room into six stations and ask the students to split into six

groups and consider the topic of water quality using each of the hats.

4. Depending on which organisational option you go with, have your students record their

findings on the butcher’s paper or in their workbooks.

5. Be sure to rotate your class at regular intervals around the room so that each of the sub topics

can be covered.

6. Have each of the groups present the results to the whole class once completed.

7. Use the butcher’s paper to record the results and paste these results around the room for

review at a later stage.

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Activity Sheet 1: What do you know about Water Quality?

White Hat (Facts)

Why do you think water quality is important?

What is the difference between ‘healthy’ and ‘unhealthy’ water quality?

How do you think water quality can affect human health?

Red Hat (Feelings &

hunches)

How do you feel about the health of the water in your area? Do you think your local community is looking after the water quality in your area? Is good water quality important to you and your family?

Yellow Hat (Positive, sunny

hat)

What observations have you made at your local waterway that might be helping to improve the water quality? Why is vegetation important to water quality?

Black Hat (Caution, weak

points)

What human activities do you think might impact on water quality? What type of pollution in your town may impact on the quality of the water? What water quality issues do you think exist in North East Victoria?

Green Hat (Creative,

alternatives)

What crazy ideas do you have about improving or maintaining water quality in your area?

Blue Hat (What have I

learned?)

How can we measure the quality of the water? What can be done to improve the quality of the water?

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Activity Two: A Pollution Story Activity has been adapted from the Stormwater Education Manual, 2002

Overview: This activity will build on what students have already researched in relation to pollution. Students will have

an opportunity to write a story adapted to the local area that tells a tale about pollution. At various stages

in the story, students can role play or provide or observe simulations of pollutants.

Duration:

Part 1: > 3 hours

Part 2: 30 minutes

Equipment: Activity Sheet 2: Story pieces below (page 8-9)

Sample materials to help demonstrate the pollutants to be used in the story including:

- Colored dye to represent polluted water

- Small bits of plastic and paper to represent litter

- Grass clippings

- Sand

- Mud

- Chocolate lollies to represent dog droppings

Activity Sheet 3: Word Find (page 10)

Activity:

Part 1: Creating a story

1. Using the information on Activity Sheet 2 (page 8-9): Story Pieces - get your students to create their

own story based on your local area. They can include as many or as few of the items from the story

pieces as they wish. The story can be completed in any format (written/performance/pictures)

2. This activity can be completed in small groups or as an individual activity – whatever you prefer.

3. If students do work in small groups encourage them at various stages to;

- role play parts and/or

- observe demonstrations by the teacher of pollutants entering our waterways

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4. Although some of the terminology used in the Activity Sheet Story Pieces may not be familiar to

your students, encourage them to focus on those words they are familiar with and are interested in

learning more about.

5. Once the stories have been completed get your students to present these to the class, using

suitable demonstrations to illustrate water pollution.

Activity Sheet 2: Story Pieces

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Part 2: Reviewing the terms

Following on from the activity above get your students to review what they have learned by finding the words from the activity below. Most of the terminology is relevant to the North East and should help you with the revision of some of the terms used in the story that they created. This will help to identify and clarify any areas that may have been unclear to your students.

Activity Sheet 2: Story Pieces continued

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Activity Sheet 3: Word Find

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Activity Three: ‘Run of the River’ Board Game

Overview:

** If your school doesn’t have a copy of the ‘Run of the River’ Board game please contact North East Waterwatch for your FREE copy

This activity will help demonstrate and build on some of the concepts covered in the previous activities.

Students can build on their understanding of pollutants in our waterways and consider good and poor

behaviour. The activity introduces the ‘Run of the River’ board game which was developed by Waterwatch

Victoria in 2006. It not only illustrates a river flowing from its mountain headwaters to the river mouth but

also addresses some of the impacts of human activity around and along the river.

Duration: Part 1: 3 x1 hour sessions

Part 2: > 2 Hours

Part 3: 1 Hour

Equipment: ‘Run of the River’ Board Game cylinder - this includes all

the relevant parts to the game as well as a copy of the instructions

Teacher notes (It is highly recommended that students play Level 1 of the game in year 5/6)

Butchers paper

Student workbooks

Activity:

Part 1: Pre-game activity

1. Spend some time reading the Run of the River Teachers notes before you proceed with this game. It

is important that you have a good understanding of how the game is played before you introduce it

to your students. Refer to the notes and information at the link to get a good understanding of

what is expected of you and your students.

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2. Using the game instructions and glossary included in the Teachers Notes and the terms and

definitions listed at this start of this unit make sure your students have some understanding of the

following terms:

- Aquatic

- Estuary

- Groundwater

- Levee bank

- Macro-invertebrates

- Exotic and native species

- Regulated river

- Unregulated river

3. It may be a good idea to write these terms on some butchers paper or have students record them

in their workbooks and paste them around the room so that when your class is playing the game

they can refer to these notes.

4. Once your students are familiar with the terminology ask them to select and research a river health

theme illustrated in the board game. These themes include the following:

a) River Life: Students select one type of the river life forms illustrated in the board game (e.g.

Dragonfly, Water Boatman, River Red gum, Platypus, Heron). Students could consider what type of

river habitat this plant/animal requires and how it is affected by the amount of available water

flow:

- Is the preferred habitat deep water, shallow water or river bank?

- What does it eat and what eats it?

- How does it cope with drought/flood?

- How do dams or weirs affect its lifecycle or survival ability?

b) Native fish: Students select one of the following fish species to research and investigate how

they may be affected by river flows and river health:

- Murray Cod

- Australian Grayling (South Victoria)

- Golden Perch/Yellowbelly

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c) River Users: Students select one of the following agencies/groups of people interested in rivers

and discuss their connection with rivers and/or water use. Students could consider ways they use

rivers and how this can affect the health of our waterways:

Part 2: Playing the game

1. Review the Teacher/Leader Instructions again and explain to your class in detail how to play the

game.

2. Organise your class into teams of players.

3. Each game cylinder has all the components needed to play the game, including instructions, dice

and tokens.

4. Ensure each group has assigned a water banker for their team and a climate scenario for the game;

Normal/Drought/Flood

5. Encourage all groups to refer to the Run of the River teacher notes for further information on each

of these scenarios and to gain more information.

6. Get your groups to start playing the game - encourage them to have discussions as they play and to

help each other with some of the terminology if needed.

7. Once all groups have completed a round of the board, get them to pack up the game.

Farmers

Irrigators

Industry

Dept. of Sustainability and Environment

Dept. of Primary Industries

Water Authority

Catchment Management Authority

Local Government

Environment Protection Authority

Waterwatch Facilitator

Waterwatch community monitor

Local Landcare Group

Town Residents

School students

Canoeists

Recreationists

Tourism Operators

Environment Group

Indigenous Group

Land Developers

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8. Bring your class back together as a group again and discuss the results/findings. Some of the

following points might assist you:

What were some of the features of a healthy river that were demonstrated in the game?

What were some of the impacts on people if their local river was unhealthy?

What were some of the ways that the rivers are affected by human activities?

In the game, what were some of the ways that rivers are being repaired or protected?

9. Discuss with your students some of the issues raised by the game of balancing the demands of

human uses of water and the impacts on the waterway.

Part 3: Post Game Activities

1. Following the game students can build on what they have learned by selecting a theme from the

game and researching it. This will help make the connection between some of the themes raised in

the game and provoke discussion amongst the class. Some ideas include:

River Life: Students could identify as many of the animals and plants illustrated on the board

game as they can, using field guides. Students choose one of the species and describe the river

conditions it needs for a healthy habitat and successful breeding. Different students could

select different species. A full list of species illustrated on the board game is provided on the

cover of the Teacher/Leader Instruction book

Communities and Rivers: The game introduces the concept of the importance of river health

and water quality. Students could discuss the consequences and difficulties if river users

upstream pollute or use most of the water before it reaches users downstream. What are the

potential impacts on the waterway and the people downstream?

River Health: The board game focuses on the importance of a river’s flow for its ecological

health. Discuss how environmental water reserves can improve the health of our waterways.

What else might we need to do to maintain or restore healthy waterways? (e.g. reduce water

use, undertake complementary actions such as land and riparian management, reduction of

nutrient input, improve fish passages, improve habitat by re-snagging etc.).

2. Get students to write their responses in their workbooks. Explain that they will not be tested on

these answers and it is just to get them thinking about the game and what they have learned from

the activity.

3. To encourage this discussion ask your students to select one area that they have recorded to share

with the class, without repeating what has previously been said. Write the points up on the

butcher’s paper or on the board and add to this next time you play the game.

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Activity Four: Exploring Salinity This activity has been adapted from the Wimmera Catchment Management Authority education resource ‘Fresh & Salty’ and the North Central Catchment Management Authority’s ‘Environmental Education Resource – Salinity’.

Overview:

This activity is an extension of the previous water quality activities and looks into more detail at the issue of

salinity and its impact on the environment. Salinity is simply the presence of soluble salts in soils and

waterways. Salts are substances such as common table salt (sodium chloride NaCl), limestone (calcium

carbonate CaCO3) and many others. They are picked up by the water as it runs over and through the rocks

and soils of the catchment. Low levels of these salts are vital to the growth of aquatic plants and animals

but high levels can cause problems for aquatic life and for human uses such as crop irrigation. Increasing

salinity is a serious issue affecting our waterways, soils, vegetation, landscapes and biodiversity. Impacts

have led to declines in fish and invertebrate populations, riparian vegetation and losses to land productivity

and recreation areas.

Duration:

Part 1: 30-45 minutes (DVD runs for approximately 8 minutes).

Part 2: 1 hour

Part 3: 2-3 hours (total over a 2 week period)

Part 1: Fresh & Salty

Equipment:

Fresh and Salty DVD (available to loan from Waterwatch North East)

Background

The Fresh & Salty DVD was created by the Wimmera Catchment Management Authority and artists from

Regional Arts Victoria with support from the Bureau of Rural Sciences. This informative and entertaining

short film injects humour and animation into this serious issue. The use of animated puppetry captures

imaginations and facilitates a connection to and understanding of the subject.

1. Introduce the issue of salinity in Australia and view the Fresh & Salty DVD (running time for the film

is approximately 8 minutes)

2. Follow up with a class discussion of some of the terms and concepts covered in the film.

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Some suggestions include:

What type of river life is affected by increased salinity? - Macroinvertebrates, fish, birds,

platypus, plants etc.

What is ground water? - When it rains water can run-off the surface of the land into streams

and rivers, be used by plants or soak into the ground below the root zone of plants to become

part of the ground water system.

What is the watertable? – The upper surface of the groundwater.

What happens when trees are removed? Trees act like pumps, drawing water up through their

roots. When deep-rooted vegetation such as trees are removed the amount of water that

moves past the root zone into the ground water system increases causing the watertable to

rise, bringing salts from deep in the earth to the surface. This salt is then washed into our

waterways causing salinity problems.

Part 2: Salinity in North East Victoria

In the Fresh and Salty DVD students learned about salinity in the

Wimmera region of Victoria. Issues with salinity in Victoria are

widespread and not just restricted to this area. Over 2300 hectares of

land in north east Victoria are currently known to be affected by

salinity.

How does salt get into our water?

Salts are a natural component of all landscapes and in Victoria are

derived from 3 main sources:

Many areas were covered by an inland sea that retreated around

10 million years ago leaving salt in the sediments

Salt from the sea is carried inland by strong winds and rain

Soils and rocks naturally contain salts that are dissolved by rainfall and transported by water

The salinity problem has been accelerated by altering the land for urban development and agriculture

including the large scale removal of trees and irrigation practices which have caused the watertable to rise

bringing salt to the surface. Salinity is still on the increase for example in Everton and Rutherglen less than 1

hectare of salinity affected land was known in the early 1980s compared to over 20 hectares today. The salt

affects crops and is eventually flushed into the river causing salinity problems.

Dead trees in a saline drainage line

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Measuring Salinity

The amount of salt in our waterways is tested by measuring the electrical conductivity (EC)

which is how easily the water will conduct an electrical current. The more salt, the more

conductive the water. The EC is measured with a salinity meter in microSiemens per

centimeter (µS/cm) and recorded as EC units.

Equipment:

Table 2: Waterwatch results

Table 3: Upper limits for water salinity

Graph paper

Regional maps

Procedure:

Using the water salinity data provided in Table 2 complete some or all of the following tasks:

1. Use a regional map to locate the towns listed.

2. Choose a town located near you and a graph type (eg bar chart or scatter plot) to display 3 years of

results (Graph 1 is an example bar chart on page 19)

Compare salinity levels with the upper limits for water salinity (Table 3)

Are there any patterns you can identify?

Why might salinity fluctuate over time?

3. Display EC results for each location using one year and graph type (Graph 2 is an example bar chart

on page 19)

What relationships are there between creek/town and EC readings?

Why might salinity levels fluctuate between different areas?

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Table 2 Waterwatch Salinity Results This information was collected over several years by the North East Waterwatch program. Local community groups and individuals involved in Waterwatch monitor water quality of local waterways. Salinity in water is measured as electrical conductivity and recorded in EC units. Saline water has a higher EC than fresh water.

Creek/River Town 2008 2009 2010

Whorouly Creek Whorouly 427 540 825

Rocky Waterholes Creek Springhurst 277 610 150

Yackandandah Creek Yackandandah 110 120 109

Corr Creek Cheshunt 50 42 62

House Creek Wodonga 300 277 260

Barwidgee Creek Mudgegonga 130 165 125

Ovens River Junction Wangaratta 55 50 54

Note: Data in the table above is the value at which 75% of the years monthly observations fall below (75th

percentile).

Table 3 Upper limits for water salinity μS/cm Uses EC units

Rain 10

Apricots/Peaches 330

Citrus/grapevines 370

Permanent pasture (ryegrass & clover) 800

Desirable upper limit for drinking water 830

Pears 900

Apples 1000

Macroinvertebrates are negatively impacted 1500

Freshwater fish eggs and juveniles are negatively impacted 2000

Tomatoes, sweet corn (maize) 2300

Perennial ryegrass 2300

Lucerne 2400

Poultry, pigs 4100

Wheat 4000

Adult freshwater fish tolerance

Dairy cattle 5400

Lactating ewes/weaned lambs 6000

Horses 7800

Beef cattle 11,400

Dry sheep 15,700

Sea water 50,000

Dead Sea 550,000

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Graph 1: Example of a bar chart of salinity levels at one location over 3 years.

Graph 2: Example of a bar chart of salinity levels at numerous locations in one year.

0

100

200

300

400

500

600

700

800

900

2008 2009 2010

Salin

ity

(EC

un

its)

Year

Salinity levels at Whorouly Creek

0

50

100

150

200

250

300

350

400

450

Salin

ity

(EC

un

its)

Salinity levels in North East Victorian waterways in 2008

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Part 3: The effect of salinity on plants Conduct a simple science experiment to investigate the effect of salinity on seed germination and plant

growth over a 2 week period. This experiment will help students to understand how salinity can affect

cropping and agriculture in North East Victoria.

Equipment:

Fast growing seeds eg: Bean, radish, alfalfa or barley seeds

Table salt

Teaspoon

Distilled water (available from supermarkets)

Four 2L containers for water samples with varying

levels of salt

Dish for growing seeds

Cotton wool

Labels for water containers and seed dishes

EC (salinity) meter

Procedure:

1. Prepare water samples and labels. Use the EC meter to measure and record the salinity level of

each sample:

Tap water – no salt added (Tap water)

Distilled water – no salt added (Distilled water)

Distilled water – 2 teaspoons of salt added (Slightly salty water)

Distilled water – 10 teaspoons of salt added (Extremely salty water)

2. Make a bed of cotton wool on the bottom of each growing dish and label each dish with the

appropriate water sample salinity level.

3. Spread seeds (not too thickly) across the cotton wool on each dish (each dish should have the same

type and number of seeds)

4. Add the appropriate sample water to each dish to moisten the cotton wool

Image by Chamaron Garden

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5. Place the seed dishes in a warm, safe place with access to sunlight

6. Check the dishes each day and water with the appropriate water solution as necessary to keep the

cotton wool moist

7. Observe the seeds each day for 2 weeks and record the number of germinated seeds and height of

plant growth. You may wish to record what you see:

In a table

By drawing labelled pictures

Taking photographs

Producing a bar graph to compare results for each sample

A combination of these

8. Discuss the results or have students write up a scientific report detailing

1. The aim of the experiment

2. The materials and methods used

3. The results

4. A discussion of the results:

What effect does salt have on seed germination?

What are the implications for farmers in salt affected areas?

How might native plants, animals and ecosystems be affected by salinity?

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Activity Five: Testing the Waters

Overview: Now that your students are familiar with different types of pollutants, impacts and sources, they will have

an opportunity to apply some of this knowledge and collect water quality information at your local

waterway. The water quality data collected during this activity will help create an overall picture of river

health in your local area. You may wish to share your discoveries and compare findings with other schools

in the region to gain a better understanding of the health of waterways in the north east catchment area.

Duration: Part 1: 1.5 hours

Part 2: 30 minutes

Part 3: 1.5 hours

Part 4: 45 minutes

Equipment:

Waterwatch can provide assistance with ordering or lending equipment and obtaining grants to purchase a Waterwatch monitoring kit. Please contact us for further information.

Waterwatch Monitoring Kit

Cut out a set of cards for each group from Table 1

Waterwatch Schools Methods Manual

Waterwatch Instruction Manual

Waterwatch Monitoring Plan (please contact North East Waterwatch to develop a 12 month monitoring plan for your class.)

OH&S checklist, page 4 from Waterwatch Schools Methods Manual

Water Sample bottle

Waste water bottle

School Record sheet and clipboard

Pen

Access to the internet

Gumboots or appropriate footwear

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Part 1: Getting started!

1. Contact North East Waterwatch to notify them of your interest in this activity.

2. Explain to your students that they are going to investigate where or if pollution exists in your

waterway and identify the sources/causes of this pollution.

3. Before beginning encourage your students to have a discussion about what water quality issues

might be relevant to your immediate area, based on the knowledge gained from the previous

activities.

4. Working with your local Waterwatch Facilitator, identify which waterway would be best to monitor

and which water quality parameters your class would like to investigate.

5. Using the information included in the Schools Methods Manual and Waterwatch NE Methods

Manual get your students to review the tests you wish to conduct by getting them to match the

cards in the Table 1. Print off the cards, (one set for each group) and have them shuffle them up

and then match the equipment with the test and the meaning.

6. Once you have discussed as a group and agreed on the order, have your students record this

information in their workbooks so they can refer to this throughout the year.

7. Once you, your students and the Waterwatch Facilitator have decided which tests you would like to

conduct record all this information on the Waterwach Schools Monitoring plan.

8. Once all other information has been finalised as a class send a copy to Waterwatch and retain a

copy for your own records – you are now ready to start monitoring!

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Table 1: Water Quality Tests

Equipment Test What it measures How to measure it

Turbidity

How clear the water is

A turbidity tube

Water Temperature

How hot or cold the water is

A temperature probe or thermometer

pH

How acid or alkaline the water is

A pH meter or pH strips

Conductivity

How much salt is in the water

A salinity meter

Dissolved Oxygen

How much oxygen is in the water for plants and

animals

A chemical test to measure the colour change of the water

Phosphorus

The nutrient level of the water

A chemical test using a colour change chart to

read results

Macro-invertebrates

Diversity of bugs in the water

Dip nets, plastic trays, identification key and a

record sheet

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Part 2: Preparing for your site visit 1. Before proceeding at this point it is important to discuss the Occupational, Health & Safety issues with

your students – what are the risks of a site visit and what precautions do they need to take when at the

site? All this information is included in the Waterwatch Schools Method Manual - simply tick off the

OH&S checklist.

2. Break your class into small monitoring groups, ideally groups of 3-4 depending on how much

equipment you have to share around.

3. Ensure that all the students in each group have a role to play:

1x Scribe – is responsible for writing down all the results on the record sheet and any other

comments that may be relevant

1x Reader of instructions – will closely follow the Instruction Manual and direct the tasks that need

to be undertaken

One person to conduct each of the tests (3-5) – with guidance from the reader this person will

follow instructions and conduct one of the tests

1x timer - responsible for timing the tests, if required

Distribute the kits and ensure each group has a waste bottle, water bottle, school record sheet,

clipboard and pen.

4. Distribute the kits and ensure each group has a water sample bottle, waste water bottle, school record

sheet, clipboard and pen

5. Get each group to go through the Methods Manual and discuss the procedures with their group

Part 3: Arriving at your site 1. Contact NE Waterwatch to identify any current monitoring sites in your area to compare data.

2. Once you arrive at your site, find a safe and accessible spot for your groups to be placed. It is a good

idea to spread each group along the bank, allocating a different section of the stream for each group to

monitor.

3. Firstly ensure all water sample bottles are rinsed twice prior to collecting the sample; this avoids any

contamination from previous testing.

4. Get students to take the sample upstream from where they are standing to avoid disturbance and from

the middle of the creek - (middle means halfway between the sides of both banks and halfway between

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the top and the bottom of the water.) In some instances this may not be possible but try to sample as

far from the bank as possible using the extension pole if available.

5. Samples should not be taken from:

- Non-flowing water near the stream edge

- The surface of the water

6. Once the water samples have been collected have the groups reform and students gather and conduct

their tests closely following the Waterwatch Schools Methods Manual and instructions inside the kit

7. The scribe will need to clearly record the results on the Schools Record Sheet provided and any other

observations/comments made during the testing

8. Once all testing has been completed ensure all the equipment is clean and returned back into the kit

Part 4: Interpretation of Results 1. Once you have returned back to the classroom you will need to get your students to record your

results again on the Schools Record Sheet either electronically or by filling in the hard copy and

posting it to Waterwatch. (Please note teachers must verify results before the record sheet is sent

into Waterwatch)

2. Once your record sheet has been posted to Waterwatch use the chart below to discuss results as a

class for each of the tests conducted. Ask your students what the results may indicate and what

this might mean for the water quality (excellent/very poor etc.).

3. Print out the Interpretation Chart (Table 1 below) and stick it on the wall in your classroom. Get

your students to cut out the fish from the chart below and stick them into the relevant section of

the table, depending on the results collected from your testing.

4. Each term or each time you conduct your monitoring encourage groups to record their results in

their workbooks. This way they can keep track of any changes throughout the year and use this

information at the end of the project to compare the health of the water.

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Excellent Good Fair Poor Very Poor

Excellent Good Fair Poor Very Poor

Excellent Good Fair Poor Very Poor

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Table 1: Data Interpretation Chart

Place the relevant fish in the

appropriate square, to give you an

indication of the water quality

Excellent

Good

Fair Poor Very Poor

Amount of oxygen in the water (%)

80—110

Between 70-80

or 110-130

Between 50-70

or 130-150

Between 40-50

or 150-160

Less than 40 more than 160

Phosphorus (mg/L)

Less than 0.008

Less than 0.025

Less than 0.050

Less than 0.1

More than 0.1

Turbidity (N.T.U)

Less than 15

Less than 18

Less than 20

Less than 30

More than 30

Salinity (E.C)

Less than 30

Less than 100

Less than 500

Less than 750

More than 750

pH (units)

6.0-7.0 5.5-6 or

less than 8.0 8.0-8.5

5.0-5.5 or 8.5-9.0

Lower than 5.0 higher than 9.0

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Activity Five: The Search for Water Bugs! This Activity has been adapted from the Sydney Water and CSIRO’s Double Helix bug guide and the Catchment Capers Resource, Goulburn Broken Waterwatch project.

Overview: This activity is best delivered with assistance from North East Waterwatch and follows on from the previous

water quality monitoring activity. Macro-invertebrate (water bug) sampling compliments other water

quality tests because it can detect the presence of most environmental stresses and provide general

indications about the type of pollutant in the water. By following this activity students will be able to

conduct sampling which will demonstrate the variety and number of macro-invertebrates found in the

water.

Duration: Part 1: 1.5 hours

Part 2: 1 hour

Part 3: 1.5 hours

Equipment: Dip net - challenge students to come up with ideas and designs for these. Simple nets may be made

using a frame and pole with stocking or shade cloth material or even butterfly nets.

White plastic tray or container for sorting

Hand lens/microscope

Schools Record Sheet and pen

Macro-invertebrate Identification Chart -copies can be provided by Waterwatch NE or print your own from here

Plastic spoons

Ice cube trays for sorting bugs

Gumboots

Gloves

Butchers paper

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Part 1: The Bug Hunt! 1. Following the Waterwatch Schools Method Manual review the OH&S checklist again for this

activity.

2. Get your students to help collect and organise the monitoring equipment needed for the bug

sampling session and make your way to the site. (Some of this equipment may be borrowed from

North East Waterwatch upon request.)

3. Upon arriving at the site, point out any risks that may be associated with accessing the water.

4. Distribute the equipment amongst your small groups and remind them that the idea is to sample as

many ‘habitats’ as possible. Some bugs live on the water surface, some in the water itself, others

on or in the bottom of the river or creek, in the surrounding vegetation or amongst the rocks.

5. Use your dip net to catch some of the freshwater animals near the reeds, from the surface of the

water and under rocks.

6. Place the contents into 4 cm of clean water in the white tray.

7. Get your students to study the animal with a magnifying lens and try to identify it using the Macro-

invertebrate Identification Chart.

8. Circle each bug on the chart that you find. If you find something that doesn’t appear in the chart

make a sketch of it and record that sketch on your record sheet

9. Count how many types of bugs you find and record the number of each type found. You can now

return all your bugs carefully into the water and get your students to rinse the trays.

10. Use the Schools Record Sheet to work out the sensitivity of the most dominant bug found. This will

give your class a simple but good indication of the water quality at your site.

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Part 2: Getting to know your bug!

1. Based on the information found at your local waterway students can now get to know their bugs by

doing a little more research.

2. Working in their small groups get each group to decide on the most dominant bug found. Using

macroinvertebrate identification keys and books (available from Waterwatch) have students

identify the bug based on the way it looked, the size and the color. This activity is a great way of

reviewing what was found and identifying some of the body parts of each of the bugs.

3. Once they have decided on the components of the bug they may now research it in further detail

or use plasticine to make a real life model of the bug. Suggestions and more information on this

activity can be accessed from the resource Bugasaurus Explorus (copies available for loan from

Waterwatch).

Part 3: Reviewing your bug search!

1. Once you have completed your research into the bugs ask your students to consider the following

by using De Bono’s six thinking hats.

2. You could use one of two organisational options for this activity – one may be to divide a piece of

paper in six sections based on the information in Table 1. Alternatively you could divide the room

into six stations and ask the students to split into six groups and consider the topic.

3. Rotate your class at regular intervals so that each of the sub topics can be covered and once you

have worked through the activity get each group to write their results on some butchers paper and

stick it around the room for review at a later date.

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Table 1: De Bonos Six thinking Hats

Topic: Macro-invertebrates

White Hat

(Facts)

What type of bugs did you find in your stream and what does this tell us about the quality of the water?

From your results what was the dominant species found in the water and what sensitivity level are these bugs?

Were there any other findings from the bug survey that is important to mention?

Red Hat

(Feeling & hunches)

How do you feel about the number of bugs found in your stream?

What do you feel might help to improve the bug life?

What habitat do you think the bugs liked the best? (reeds, bottom of water, surface of water?)

Yellow Hat

(Positive, sunny hat)

Do you think it is good to have bugs in the water?

What good habitat was provided for the bugs at your stream?

Why is the water quality good?

Black Hat

(Caution, weak points)

Why is pollution bad for the bugs in the water?

What pollution was obvious at the site and how might this affect the bugs in the water?

What problems do you think we could face if we take or remove vegetation from the area?

Green Hat

(Creative, alternatives)

Can you think of some way we could record your results so that you can share them with the whole school?

Can you think of something creative or crazy we can do to increase our bugs in the water?

Blue Hat

(What have I learned?)

How has your thinking changed about bugs in the water?

What do you think the next step for us to improve the habitat for the bugs?

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Part 4: Macro-invertebrate extension activities (Adapted from Sustaining River Life. A years K-12 curriculum and activities guide for teachers and natural resource managers. T. Rucosky Noakes and B Phillips (eds). 2010)

1. Macro-Invertebrate worksheet (see following page)

Print out copies of the worksheet and distribute to students

Ensure copies of the Waterwatch Macro-invertebrate Identification Chart and other macro-invertebrate ID resources (available from Waterwatch) are available for students to refer to.

This illustration shows the correct colouring for the macro-invertebrate worksheet

2. Macro Media

Encourage students to further explore the importance of macroinvertebrates in their catchment and their role as water quality indicators using any type of art medium

Possible ideas include creating:

o a poster

o a mural

o a short story

o a film or animation

o a song

o a play or performance

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Macro-Invertebrate worksheet (Adapted from Sustaining River Life. 2010)

1. Fill in the blanks to name these animals (use macro-invertebrate identification resources to help)

2. Colour the very pollution tolerant creature bbrroowwnn

3. Colour the very pollution sensitive animal ggrreeeenn

4. Colour the round-bodied arachnid rreedd

5. Colour the crustacean bblluuee

6. Colour the tiny animal which feeds using filters on its large antennae ppuurrppllee

7. Colour the animal that builds its own shelter yyeellllooww

C_ _D_ _ _L_ _ _ RV_ _

_ _B_Y

_A_T_ _ M_ _ _

M _ _ _ L _ NY_ _ _

F_ _ S_W_ _ _ _ _N_ _ _ W_ _ _ _ FL_ _

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Unit 3 Water Quality

LEVEL 4: VELS LINKS

Activity Description of Activity

Links to VELS DOMAIN: Dimensions

1. Introduction

to water quality

Debono’s six hats on water quality.

INTERPERSONAL DEVELOPMENT: Working in teams

Working in team, students are provided with opportunities to complete tasks of varying length and complexity. CIVICS AND CITIZENSHIP: Community engagement

Students demonstrate understanding that there are different viewpoints in an issue SCIENCE: Science at work

Students describe how sustainable practises have been developed and/or applied in their local environment THINKING: Reasoning, processing and inquiry

Students develop their own questions for investigation and collect relevant information from a range of sources

Students use the information they collect to develop concepts

2. A Pollution

Story

Use knowledge of pollution to create a story (written, acted, drawn etc) from a specific pollution topic and adapt to local area. Identify the issue – the cause, the effect and possible solutions

DESIGN, CREATIVITY & TECHNOLOGY: Investigating and designing.

Students develop step-by-step plans for production and use a variety of production techniques, tools and materials THINKING: Reflection, evaluation and metacognition

Students use the information they collect to develop concepts, solve problems or inform decision making Creativity

Students use creative thinking strategies to generate imaginative solutions when solving problems COMMUNICATION: Presenting

Students develop their skills in organising ideas and information logically and clearly

Students identify features of an effective presentation and adapt elements of their own presentations to reflect them

Using provided criteria, they evaluate the effectiveness of their own and others’ presentations SCIENCE: Knowledge and Understanding

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Activity Description of Activity

Links to VELS DOMAIN: Dimensions

Students explain change in terms of cause and effect and identify the characteristics of physical and chemical changes Science at work

Students describe how sustainable practices have been developed and/or are applied in their local environment GEOGRAPHY: Geographical knowledge and understanding

Students explore how humans effect the Australian environment

Students recommend ways of protecting environmentally sensitive areas in a sustainable way

THE ARTS: Creating and Making

Students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present art works

They investigate a range of sources to generate ideas and manipulate arts elements, principles and /or conventions in a range of arts disciplines and forms as they explore the potential of ideas

In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times

They evaluate the effectiveness of their arts works and make changes to realise intended aims

They consider purpose and suitability when they plan and prepare arts works for presentation to a variety of audiences ENGLISH: Writing

Students produce a variety of texts for different purposes using structure and features of language appropriate tot the purpose, audience and context of the writing

Speaking and Listening

Students plan, rehearse and make presentations for different purposes CIVICS AND CITIZENSHIP: Community Engagement

Students present a point of view on a significant current issue and include recommendations about actions that individuals and government can take to resolve issues.

INTERDISCIPLINARY 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

Students provide feedback to others and evaluate their own and the team’s performance

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Activity Description of Activity

Links to VELS DOMAIN: Dimensions

3. Run of the River

Understanding of catchment terminology and playing game to increase understanding of a healthy river; impact of humans and protection of waterways

GEOGRAPHY: Geographical knowledge and understanding

Students explore how humans have affected the Australian environment

Students recommend ways of protecting environmentally sensitive areas in a sustainable way THINKING: Reflection, evaluation and metacognition

Students use the information collected to develop concepts, solve problems or inform decision making

SCIENCE: Knowledge and Understanding

Students explain change in terms of cause and effect

Students identify and explain the relationships that exist within and between food chains in the environment

COMMUNICATIONS: Listening, viewing and responding

Students develop interpretations of content and provide reasons for them Presenting

Students summarise and organise ideas and information, logically and clearly in a range of presentations ICT: ICT for communicating

Students use recommended search engines and refine their search strategies to locate information quickly INTERPERSONAL DEVELOPMENT: Working in Teams

Students work effectively in teams and take on a variety of roles to complete tasks

4. Testing the

waters

Understand, demonstrate and participate in Waterwatch sampling methods

THINKING: Reasoning, processing and inquiry

Students use the information collected to develop concepts, solve problems or inform decision making COMMUNICATION: Listening, viewing and responding

Students ask clarifying questions about ideas and information they listen to and view

They develop interpretations of the content and provide reasons for them SCIENCE: Knowledge and Understanding

Students identify and explain the relationships that exist within and between food chains in the environment Science at work

Students analyse a range of science-related local issues and describe the relevance of science to their environment

Students describe the purpose of experiments they undertake, and relate this to the nature of the data that is collected

They use diagrams and symbols to explain procedures used when reporting on their investigations

Students approach data collection systematically, and analyse data qualitatively

They use a range of simple measuring instruments and materials, and demonstrate understanding of the personal responsibility in using them

They identify and describe safety requirements and procedures associated with experiments and the use of standard

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Activity Description of Activity

Links to VELS DOMAIN: Dimensions

equipment

Students use the terms ‘relationships’ and ‘cause and effect’ when discussing and drawing conclusions from the data they collect

INTERPERSONAL DEVELOPMENT: Working in Teams

Students work effectively in teams and take on a variety of roles to complete tasks

Students accept responsibility for their role and tasks MATHEMEATICS: Measurement, Chance and Data

Students measure as accurately as needed for the purpose of the activity

They present data in appropriate displays Working Mathematically

Students recognise and investigate the use of mathematics in real situations

5. Search for

Water Bugs

Collect and identify water bugs using internet. Understand the different features of water bugs and how they live in their aquatic environment

SCIENCE: Science at work

Students explain how sustainable practices have been developed and are applied in their local environment

Students design their own simple experiments to collect data and draw conclusions

Students describe the purpose of experiments they undertake, and relate this to the nature of the data that is collected

Students design and build simple models and write and account of the science that is central to the explanation of the model

They use diagrams and symbols to explain procedures used when reporting on their investigations

Students approach data collection systematically, and analyse data qualitatively

They use a range of simple measuring instruments and materials, and demonstrate understanding of the personal responsibility in using them

They identify and describe safety requirements and procedures associated with experiments and the use of standard equipment

Students use the terms ‘relationships’ and ‘cause and effect’ when discussing and drawing conclusions from the data they collect

COMMUNICATION: Listening, viewing and responding

Students develop interpretations of the content and provide reasons for them

Students explain why peers may develop alternative interpretations INFORMATION AND COMMUNICATIONS TECHNOLOGY: ICT for visual thinking

Students apply ICT tools to represent and explore processes, patterns and cause-and-effect relationships

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Activity Description of Activity

Links to VELS DOMAIN: Dimensions

Student use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them

ICT for Creating

Students use design tools to represent how solutions will be produced and the layout of information products

Students select relevant techniques for minimising the time taken to process data, and apply conventions and techniques that improve the appearance of the finished product

THINKING: Reasoning, processing and inquiry

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

They develop reasoned arguments using supporting evidence Reflection, evaluation and metacognition

Students articulate their thinking processes

INTERPERSONAL DEVELOPMENT: Working in Teams

Students work effectively in teams and take on a variety of roles to complete tasks of varying length and complexity