Water Second Level Learning Journey Theme: Using water Introduction In this learning journey, learners will research and explore how water is used in different ways in Scotland and around the world – as a recreational resource, a source of v
power, within agriculture and also to sustain life. Learners will then use their findings to complete water‐related science investigations and technology challenges. Prior learning Sciences – learners should:  have participated in a range of challenges relating to floating and sinking,  understand the concept of a fair test. Technologies – learners should:  know basic design and construction procedures,  be able to use problem‐solving strategies to meet design challenges and evaluate and improve work. Experiences and outcomes Numeracy & mathematics – learners should:  be able to identify 2D shapes,  be able to measure using appropriate instruments and units. Sciences  I have investigated different water samples from the environment and explored methods that can be used to clean and conserve water and I am aware of the properties and uses of water. SCN 2‐18a  I have participated in practical activities to separate simple mixtures of substances and can relate my findings to my everyday experience. SCN 2‐16a  I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 2‐20b Technologies  By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate strengthening, energy transfer and movement. TCH 2‐12  I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond. TCH 2‐02b Numeracy & mathematics  I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources. MTH 2‐16a  Having investigate where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. MTH 2‐17d  I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 2‐11b For further support with planning see National Assessment Resource flowchart: http://www.educationscotland.gov.uk/Images/NAR
‐Flow‐chart_tcm4‐671023.pdf Interdisciplinary learning Further opportunities for interdisciplinary learning, involving other curriculum areas and responsibilities of all, can also be planned for as appropriate to your learners and context. www.educationscotland.gov.uk/stemcentral
1 Water Second Level Learning Journey Stimulus Introduce the concept that all water on Earth is connected and that water sustains life. Through discussion, encourage learners to develop an understanding of water scarcity caused by our growing population and demands and invite them to consider how we can protect the Earth’s water supply and use it in more sustainably. C
Skills Through research activities and practical investigations learners will develop skills in:  inquiry and investigation,  observation and making predictions,  analytical thinking – when conducting investigations,  interpretation and evaluation – when making sense of results,  draw valid conclusion,  presenting and justifying opinions,  planning and organising through the challenges,  application of skills in new contexts. For more info on skills visit: Building the Curriculum 4 and Sciences Principles and Practice at http://www.educationscotland.gov.uk/sciences www.educationscotland.gov.uk/stemcentral
Learning activities Suggested key learning Learning intentions and success criteria should be established through dialogue with learners. Learners can:  identify suitable materials for water‐related construction projects, justifying selection,  explain the process and importance of water purification,  discuss the technological advancements made in irrigation, explaining the process and its importance,  discuss the uses of water, explaining how water can be used as a source of energy and how it can be used sustainably,  identify the circumference, radius and diameter of a circle and use the correct formula to find their numerical value,  design and construct models selecting and utilising the appropriate tools, materials and problem solving strategies,  calculate ratio,  convert units of measurement,  understand scale,  interpret and use information in the media to illustrate and inform opinion,  describe ways that humans use and misuse water justifying conclusions with appropriately sourced evidence. 2  conduct investigations using a variety of different rocks and soil types to determine which would be suitable materials for water‐related construction projects,  devise strategies to filter and purify various water samples e.g. muddy water, salt water, sandy water and create a fair test to evaluate the effectiveness. Write instructions detailing method of investigation, predictions and results. Justify conclusions. Apply information to real life scenario.  research past and current technological developments using water e.g. Caledonian Canal, Falkirk Wheel, Egyptian shaduf or other forms of irrigation (http://bit.ly/1aR3qbG) , hydro power or marine renewable energy,  draw irrigation roundabouts or sprinkler systems using a set of compasses (http://bit.ly/1eiDqXe),  create a design template and construct a model of an irrigation system,  produce a scale drawing (http://bit.ly/1eXfRFg) and model of an irrigation system using ratio e.g. use straws to construct the model,  research water resources in Scotland and suggest how we can protect and conserve them e.g. modifying lifestyle and conserving resources. Topical science issues should be included as appropriate. Water Second Level Learning Journey Reflecting on learning Evidence of learning Dialogue with learners will establish how the design principles were addressed. Relate the prompts below to your own context. Possible methods of assessment are listed below. Select as appropriate or devise your own. Breadth – What other curricular areas were covered during this topic? Can you relate learning to areas of real life and /or school learning? http://www.journey toexcellence.org.uk/v ideos/netherleescience.asp
Personalisation and choice – Were you given the opportunity to choose your own methods of investigation or recording? Depth – Were you given the opportunity to show what you have learned and explain your learning to others? Have you led learning in any way? Coherence – Can you discuss some of the knowledge, understanding and skills you have developed? How have you used these? Can you relate them to real life or other areas of learning? Progression – Have you used the skills and knowledge and understanding you already had of the subject and have you built on these? Relevance – Can you identify an everyday context where you would use your knowledge, understanding and skills? Challenge & enjoyment – Did you enjoy the learning? Why/why not? Was it challenging enough? Can you suggest how to take learning further? Say: Oral explanation of any design challenge or investigation, using appropriate language. Explanation is reasoned and conclusions justified through research and /or results from experiment or investigation undertaken. Write: Following research and analysis into water‐related projects that are being currently developed in Scotland and beyond, demonstrate understanding of their sustainability (or not) through a report, fact‐file or poster. Conclusions must be justified with evidence. Make: Construct a 2D/3D model (using different types of materials) that fulfils the design criteria set. Do: Adapt or improve model – explain the changes to be made using appropriate annotated diagrams, oral explanation or practical demonstration. For more information see Assessing progress and achievement resource at http://www.educationscotland.gov.uk/sciences Taking learning further Find ways to deepen and extend learning through dialogue with learners. Suggestions – learners could: 
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design their own dam or canal lock using recycled materials, design an irrigation system for the future. This topic provides opportunities to explore issues relating to Eco‐Schools and Rights Respecting Schools. See the Sciences Concept Development Paper for more guidance: http://www.educationscotland.gov.uk/sciences www.educationscotland.gov.uk/stemcentral
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