This resource supports the Georges Riverkeeper Stage 3 Education Module 1: Water for life

Outcome: Explains interactions and connections between people, places, and environments GE3-2

Key Inquiry Question: How important is water in our daily lives?

Learning Intentions: I understand that water is essential to sustain life. I can prioritise daily activities that require water.

Success Criteria: I can identify ways that I need water to survive. I can show how much water I use daily. I can recognise healthy and unhealthy water in my local environment.

This resource supports the Georges Riverkeeper Stage 3 Education Module 2: Virtual Water

Outcome: Explains how food and fibre are produced sustainably in managed environments for health and nutrition ST3-5LW-T

Focus Question: Why is it important for food and/or fibre to be produced sustainably?

Learning Intentions: I understand how water contributes to food production. I can explain how food can be grown sustainably. I understand how Aboriginal people produce food from sustainably managed environments.

Success Criteria: I can use less water at home and at school. I can successfully grow food using simple hydroponics.

This resource supports the Georges Riverkeeper Stage 3 Education Module 3: Rainfall, Droughts & Floods

Outcome: Explains interactions and connections between people, places, and environments GE3-2

Key Inquiry Questions: How do people and environments influence one another? How do people influence places and the management of spaces within them? How can the impact of bushfires on people and places be reduced?

Learning Intentions: I can describe the impacts that drought and bushfires have on people and places.

Success Criteria: I can recall how Aboriginal people (or First Nations people) used fire as a tool. I can recall how fires have affected the Georges River. I can explore the Bureau of Meteorology website to obtain data.

This resource supports the Georges Riverkeeper Stage 3 Education Module 4: Virtual Water

Outcome: Plans and conducts scientific investigations to answer questions, and collects and summarises data to communicate conclusions ST3-1WS-S

Key Inquiry Question: Where does fresh water come from and where does it go?

Learning Intentions: I understand where fresh water comes from. I can explain the water cycle using the correct terminology for each stage. I can conduct an experiment investigating evaporation. I can design and make a rainfall measurement device.

Success Criteria: I can create a paragraph that summarises where water comes from. I can successfully conduct an evaporation experiment. I can design and make device that can capture and measure rainfall.

This resource supports the Georges Riverkeeper Stage 3 Education Module 5: Water for Living Cities

Outcome: Compares and contrasts influences on the management of places and environments GE3-3

Key Inquiry Questions: How do people and environments influence one another? How do people influence places and the management of spaces within them?

Learning Intensions: I can explain how people influence places and contribute to sustainability. I can help solve stormwater issues in the catchment.

Success Criteria: I can name some ways people contaminate stormwater. I can create a stormwater map as part of a stormwater audit of the school grounds. I can suggest solutions to stormwater issues at my school.

This resource supports the Georges Riverkeeper Stage 3 Education Module 6: Living things in Water

Outcome: examines how the environment affects the growth, survival and adaptation of living things ST3-4LW-S

Focus Question: How do the structural features of living things support survival?

Learning Intentions: I can name some adaptations that enable mangroves and other fauna have to survive in the Georges River.

Success Criteria: I can name the parts of a mangrove tree. I can explain the adaptations a mangrove and platypus has that help them survive. I can explain how mangroves protect the riverbanks along the Georges River.

This resource supports the Georges Riverkeeper Stage 3 Education Module 7: Aquatic Food Webs and Life Cycles

Outcome: examines how the environment affects the growth, survival and adaptation of living things ST3-4LW-S

Focus Question: How do physical conditions affect the survival of living things?

Learning Intentions: I can identify some of the causes that lead to poor water quality in rivers and how they affect oysters and dragonflies.

Success Criteria: I can list some of the ways Aboriginal people (or First Nations people) and early settlers used oysters in the past. I can recall the impacts on the survival of oysters in the Georges River. I understand the role of macroinvertebrates in the Georges River.

This resource supports the Georges Riverkeeper Stage 3 Education Module 8: Water Pollution

Outcome: Explains interactions and connections between people, places and environments GE3-2

Focus Question: How do people influence places and the management of spaces?

Learning Intentions: I can understand how Aboriginal people (or First Nations people) shaped the land using firestick farming. I can describe how people have influenced our rivers and oceans by polluting the water with plastic.

Success Criteria: I can describe how Aboriginal people farmed the land. I can help prevent microplastics from entering our waterways.

This resource supports the Georges Riverkeeper Stage 3 Education Module 9: Scientific Water Testing

Outcome: examines how the environment affects the growth, survival and adaptation of living things ST3-4LW-S

Key Inquiry Question: How do the structural features of living things support survival?

Learning Intentions: I can identify adaptations in living things

Success Criteria: I can describe some structural and behavioural adaptations in freshwater macroinvertebrates.

This resource supports the Georges Riverkeeper Stage 3 Education Module 10: Water Solutions

Outcome: Plans and uses materials, tools and equipment to develop solutions for a need or opportunity. ST3-2DP-T

Focus Question: This module is largely open-ended and provides the opportunity to let students use their imaginations to come up with creative solutions to solve water problems, following the solution fluency process.

Learning Intentions: I can identify problems associated with waterways and the urban water cycle. I can work through the 6Ds of Solution Fluency to define a problem, plan and devise a solution and deliver the suggested solution.