Lockleys North Primary School
Collaborative Planning Proforma
‘Working Smarter in Curriculum Design’
Based on ‘Backwards by Design’ – Wiggins and McTighe
An Inquiry into Caring for our Catchments
Learning Areas – LA 12 and LA 13
Year Level – 3
Subjects – Society & Environment, Design and Technology and The Arts
SACSA Learning Band – Primary Years
Unit Length – 10 Weeks
The Inquiry Question
Where does the water go?
SACSA Essential Learnings
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Resources
Take a Moment
40 Frameworks for Reflective Thinking
Kath Murdoch
Futures 
Identity 
Interdependence 
Thinking 
Communication 
Learning Through Inquiry in the Primary
Classroom
Kath Murdoch
KESAB Education Centre
 Learners develop an understanding of world views
when analysing future challenges.
 Learners demonstrate lifelong learning.
 Learners develop an understanding what is needed for
sustainable social and physical environments.
 Learners act cooperatively to achieve agreed
outcomes.
 Learners use a wide range of thinking modes.
 Learners initiate enterprising and creative solutions for
contemporary issues.
 Learners use communication in a range of modes to
achieve identified outcomes.
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STAGE 1 – Identify Desired Results
‘What is worthy of understanding?
Established Goals
SACSA Framework Key Ideas
SACSA Framework Outcomes
Soc & Env - Place, Space and Environment
Students consider sustainability and care of resources and places as they explore how
people’s attitudes and values affect their interactions with natural features and cycles. F • In •
KC6
Science - Earth and Space
Students analyse how the earth sustains life and understand and report that the earth is
continually changing. F • In • T • C • KC1 • KC2
Design and Technology – Critiquing
Students identify relationships between people, diversity and everyday products, processes
and systems. They investigate design characteristics, which shape, and are shaped by, these
relationships and suggest why the particular design criteria may have been used. In T KC1
KC2
The Arts – Arts Practice
Students explore representations of real and imagined experiences. They create, plan or
shape new and/or existing arts works to express ideas, feelings and events related to
personal, social and environmental futures in local and global communities. F Id T KC2 KC3
KC6
Students experiment with ideas and think in concrete and abstract ways within each arts form
to develop their knowledge of concepts; practise and collect evidence of their arts skills;
engage in a range of techniques, and use technologies appropriate to each arts form.
T C KC1 KC6 KC7
Students explore, change and transfer methods of presentation for particular
audiences/viewers by working cooperatively or in teams in production and performing groups
with a focus on personal and group identity. In C KC2 KC4 KC6
Soc & Env - Place, Space and Environment
2.6 Understands that people cause changes in natural, built and social environments, and they
act together in solving problems to ensure ecological sustainability. F • In • KC6
Science - Earth and Space
2.1 Expresses ideas about changes that occur in their local environment, and considers
implications for sustainable environments. F • In • KC1 • KC2
Design and Technology – Critiquing
2.1 Identifies a range of ways in which the design of everyday products, processes and
systems is related to those who use them. In T KC1
The Arts – Arts Practice
2.1 Connects real and imagined experiences from past, present and future, when
creating/recreating arts works within each arts form.
F Id KC1 KC6
2.2 Demonstrates knowledge and skills specific to each arts form. Chooses appropriate
techniques and technologies to complete work specific to one arts form or combination thereof.
T C KC1 KC3
2.3 Presents/performs arts works within each arts form to engage and influence a range of
audiences/viewers, using sources of information beyond personal experience as inspiration. In
T C KC2
Enduring Understandings
Essential Questions
Students will understand that
Water is not only absorbed into the ground but is collected in
drains and carried to catchments and is sent out to sea.
Pollution affects the quality of the water in the
catchments, which then, impacts on the plants and animals
living in these environments.
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How does the water get into a catchment?
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What would a perfect catchment look like?
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What is the name of the main river in your catchment?
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What activities cause harm to the catchment?
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Why is it important for us to not pollute our catchment?
Knowledge
Skills
What students will KNOW
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Runoff and stormwater are collected in catchments.
The names of our local catchment and main river.
A healthy catchment contains certain plants and animals.
Catchment water eventually ends out at sea where we
swim.
Our local area is responsible for keeping our catchment
clean, so if we pollute, and everyone else in our area
pollutes, then our catchment will be destroyed.
The differences between environmentally friendly
products and other similar products.
What skills they will be able to DO
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Finds out what is known and what needs to be
researched
Accesses teacher-bookmarked sites
Recalls relevant information from other sources
Enters data into a teacher-created database
Takes pictures using a digital camera, inserts into a
document and prints
Performs experiments and writes up conclusions
Collects and records data using a tally
STAGE 2 – Determine Acceptable Evidence
‘What evidence will determine understanding?’
Performance Tasks – To Assess Understanding (Attach Rubric)
Students summarise and analyse collected data and identify good and concerning
findings. They develop theories about the causes of any concerning results.
Students make up their own story about how people and their actions affect catchments
to present to younger students.
Develop a set of instructions for people living in catchments to help them stop polluting.
(posters using photos)
Other Evidence – To Assess Knowledge and Skills
 tests / quizzes
 observations
 work samples
 oral presentation
 essay / report
 poster
 map
 graph
Contracts – presentation mode will be
student’s choice
Student Self Assessment and Reflection
 Learning Wheel
 Reflective Gallery
 Stop, think, start
page 35 (Take a Moment)
get up move around to read and stand by your choice
in notes from conference
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STAGE 3 – The Learning Plan
‘What learning experiences will enable students to achieve the desired results?’
Tuning In
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What happens to the water when it rains? Rocket Writing. Students write “everything they know” about a topic within a short, set timeframe. Pages 29/30
Show the Water: Learning and Living poster. Ask the students to consider which pathway rainfall/water will take on its journey from
the hills to the sea.
Introduce catchments. A catchment is an area of land where rainwater collects.
Students list knowledge and wonderings about catchments.
Finding Out
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Experiments are hands on, interactive experiences in which students are actively involved. Have one or two experiments per week set
up and pairs rotate through them with teacher present. Page 52/53
Excursions are opportunities for students to experience a new environment and to gather info and pictures. Pages 50-52. Follow the
water flow from the hills to the catchment. Matt and Amy present.
Mapping label the map and follow the path taken.
Structured Observations develop skills in focusing, gathering and observation detail. Field trips to the local catchment to observe
animal and plant life. Matt and Amy present.
Stormwater pollution clean-up and survey. Walk along the streets/river/catchment area and collect all the litter and record it in a tally.
Analyse it back in class.
Ask an Expert Matt and Amy from KESAB will be working with our class throughout the unit. Page 47
Sorting Out
Through drama
Puppet plays- students, in small groups, make their own finger puppets to retell the Danny the Drip story, or create their own story, for
younger students. Page 69
Through media
Posters – using the photos we gathered during our excursions and field trips, students create posters to remind people how to not pollute.
Through Mathematics
Graphs – collecting and presenting data about litter/pollution in the school to present at an assembly. Page 76
Maps – a map will be used to record our journey on the excursion and another we will label. Page 77
Through English
Writing a range of text types
 to narrate - write a story about keeping our catchments clean for their puppet play
 to describe - in the tuning in phase where they have to describe what a perfect catchment would look like and when predicting what
will happen in the experiments
 to instruct - on their poster they will list the ways how to not pollute
 to reflect – personally on their learning in their journals
- recounts excursions, field trips, information from experiments
Through Design and Technology - Critiquing
Conduct experiments to determine how biodegradable bags compare with normal plastic bags. Look at other alternatives such as reusable
green bags, cardboard/paper bags, material bags and baskets. Test strength, capacity, easy to carry. Work out positives and negatives for
all.
Building Catchments- students make 3-D models of a catchment
Through Science
Conduct experiments
Sludge and slime, blooming algae, slippery water, not the best of friends.
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Going Further
Individual Contracts – assessment task 2- presentation of story
Making Conclusions
Learning Maps students crerate a story map of their learning throughout the unit.
Simile and metaphors Question How can a catchment be like a human body?
Taking Action
Develop an action plan for the school page 128
 Check class’ yard clean up equipment, get frog award back, be involved in making decisions about what food from the canteen is
wrapped in, etc.-
Thinking Tools
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KWHL – Prior Knowledge
DeBono’s Hats (R-1)
Extended Brain Storming (Yr 2)
Question Matrix (Yr 3)
Thinkers Keys (Yr 4)
Graphic Organisers (Yr5)
Bloom’s Taxonomy (Yr 6)
Creative Problem Solving (Yr 7)
Moral Dilemmas
Gardner’s Multiple Intelligences
ICT Strategies
Microsoft PowerPoint
– show process of building catchment
– make pick-a-path story
Microsoft Publisher
– design posters
Digital Camera –take photos
Microsoft Word
– type up picture books
Audacity or Tape Recorder
– to create taped story (oral presentation)
Microsoft Excel
– to record data into spreadsheet
– create graphs
Unit Evaluation
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