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Copyright © 2007 Intel Corporation. All rights reserved.

Intel® Teach Program Thinking with Technology Course

Unit Title

Can the Murray Be Mighty Once More?

Unit Summary

This unit explores the geography of the Murray-Darling Basin and its importance to the health

and wealth of much of Australia. Students will investigate the many ways that people have

used and manipulated the Murray-Darling as a resource to satisfy human needs and the impact

that this has had at all stages of the river system over time.

Students will investigate, debate and form opinions about contemporary issues such as water

allocation, river regulation, strategies to keep the river healthy and the current conditions of

the lower lakes and Coorong in South Australia.

After completing this unit, students will have a better understanding of the importance of the

Murray-Darling system and river systems in general, becoming more aware of the difficulties in

balancing economic with environmental needs. They will be better equipped to critically

interpret current government and interest group initiatives to ensure the longevity of the

Murray-Darling and surrounding areas and suggest their own strategies.

Teaching and Learning Taxonomy – focusing on Higher-Order Thinking Skills

Bloom’s Taxonomy of Thinking Skills

Thinker’s Keys (Tony Ryan)

6 Thinking Hats (Edward De Bono)

Curriculum Framing Questions

Curriculum- Framing Questions

Essential Question

Does the end justify the means?

(ie. Manipulating resources like the Murray to suit our own needs).

Unit Questions

• How has the Murray supported living things over time?

• Should the river run free?

• Is the Coorong worth saving?

Content Questions

• Where does the Murray-Darling system begin and end and run through along

the way?

• How have humans impacted upon the flow and condition of the Murray River?

• How do locks / weirs and barrages work and how have they been used along the

Murray?

• How would you describe the ecology of the lower lakes and the Coorong?

• What is an estuary and what is its importance?

Accommodations for Diverse Needs

Students with

Special Needs:

Throughout the unit, students will be given choice in activities undertaken

(suiting different learning styles) and modes of presentation (using a range

of ICTs, multimedia, simulated and concrete models).

There will be many opportunities for collaborative learning allowing



opportunities for peer support.

Because we have so many special interest groups and associated

interruptions to the classroom timetable, students will be supported by

activities and resources being made available on our online class Wiki which

can be accessed at all times.

English as a

Second

Language (ESL)

Student:

A range of multi-modal options will be available for students to present

information including podcasts, animation and video as alternatives or in

tandem with written tasks.

Much explicitly taught content will be delivered in a visual way using IWBs,

video clips, interactive maps, simulation games and learning objects.

Gifted

Students:

Because there is much flexibility in terms of the tasks students can choose

and methods they can use to present information, the unit will allow

opportunities for gifted students to extend their learning.

Indigenous

Groups:

I don’t have any indigenous students but the unit will benefit from

consulting Aboriginal educational support to give an indigenous perspective

about the Murray. (Phillip Clarke – curator of science at SA Museum).

Students’ Prior Knowledge – through recent discussions generated by news stories about

the River Murray I have found that my students’ knowledge about the Murray River and

associated issues is extremely limited. A few students have recently holidayed at Goolwa or

along the river and have expressed concern about current conditions but overall their

knowledge is quite basic. An introductory brainstorm using Inspiration software was a good way

of recording this and revisiting later.

Prerequisite Skills – students have developed skills to locate and interpret information and

many ICT skills to assist them in presenting information in a range of multi-modal ways.

Learning Environment – students in our class work in one of five groups. We have placed a

large emphasis on collaborative skills this year and students participate in weekly ‘Team Time’

sessions in which they work together on various literacy and ICT-related problem-solving tasks.

We have access to a range of laptops and class computers as well as an IWB and video

equipment.



Standards/Syllabus Outcomes

� SACSA Framework http://www.sacsa.sa.edu.au/

� Middle Years 6-9

� Essential Learnings: Futures, Interdependence, Thinking, Communication, ICT

� Society and Environment:

o Time, continuity and change (3.1 - 4.1)

o Place, space and environment (3.4 – 4.4, 3.5 – 4.5, 3.6 – 4.6) o Social Systems (3.11 – 4.11)

� Science: o Earth and space (3.1 – 4.1) o Life systems (3.5 – 4.5, 3.6 – 4.6)

� English: o Texts and contexts (3.1 – 4.1, 3.4 – 4.4) o Strategies (3.11 – 4.11, 3.12 – 4.12)

� Design & Technology: o Critiquing (3.1 – 4.1) o Designing (3.2 – 4.2) o Making (3.4 – 4.4, 3.6 – 4.6)

Year Level

Year 6/7

Teaching and Learning Activities

I: Should the river run free?

A: Where does the Murray-Darling system begin and end and run through along the

way?

• Murray Darling Basin Into atlas task (see Resources)

• Watch River Murray water allocation BTN Story

http://www.abc.net.au/news/btn/story/s2214520.htm

• Watch BTN Water Licences story and student activities


• Use ArtRage 2 to create river scene in Art.

B: How do locks / weirs and barrages work and how have they been used along the

Murray?

• Murray River - Bloom's Taxonomy Tasks (see Resources)

• Showing Evidence Tool: Should constructions built to regulate the Murray be

removed to return it to its natural state?



II: How has the Murray supported living things over time?

A: How and why have humans impacted upon the flow and condition of the Murray

River?

• Visual Ranking Tool: Rank the ways we use the Murray in order of

importance.

• River Murray - Thinkers Keys Tasks (see Resources)

• River Trade - Paddle Steamer Task & Learning Object (see Resources)

(See scootle.edu.au Learning path: UKPTIP)

• Research one threat to the Murray and create a campaign poster after

critiquing poster styles & purposes (see Resources)

• Seeing Reason Tool: Make and explain a flow chart showing how human

actions have impacted on the flow and condition of the Murray (assessment).

III: Is the Coorong worth saving?

A: What is an estuary and what is its importance?

B: How would you describe the ecology of the lower lakes and the Coorong?

• Watch BTN story 'Disappearing Lakes' and do activities (see Resources)


• Murray Mouth information report – genre writing.

• Play 'Catchment Detox' environmental game

http://catchmentdetox.net.au

• Read / view class novel ‘Storm Boy’ by Colin Thiele

• Class debate answering Unit Question with 6 Hat Thinking & ‘Talk Tokens’

• Murray / lower lakes in Crisis flow chart - assessment activity (see Resources)

Assessment Summary

Product assessment

• Visual Ranking Tool: Rank the ways we use the Murray in order of importance

(introduction).

• Bloom's Taxonomy Tasks – present using various ICTs

• Showing Evidence Tool: Should constructions built to regulate the Murray be

removed to return it to its natural state?

• Thinkers Keys tasks – students / groups to select 5 tasks to complete

• Campaign poster

• Seeing Reason Tool: Make and explain a flow chart showing how human

actions have impacted on the flow and condition of the Murray

• Murray Mouth information report – genre writing

• Murray / lower lakes in Crisis flow chart (conclusion).



Assessment Timeline

Thinking Tools Projects

Visual Ranking Elements (Complete this section if Visual Ranking will be used in this project)

Visual Ranking Project Name (For the Visual Ranking workspace)

The Many Uses of the Murray

Project Description (For the Visual Ranking workspace)

Since humans have inhabited Australia they have used the Murray-Darling Basin as a natural

resource to satisfy many human needs. The Murray is not an infinite resource however and

restrictions have had to be put in place to control our use of it. You have been given the task to

rank the ways we use the Murray in order of importance.

(See: http://www.gtav.asn.au/VCE/Regional_resources/Murray-

Darling_Basin_water/Use_and_management/Landuses_MDB.pdf)

Prompt (For the Visual Ranking workspace)

Drag to rank aspects in order of preference. Explain what you know about each aspect in a brief

comment. Finally add a final reflection explaining your reasons for ranking them in the way you

did.

Sorting List (For the Visual Ranking workspace)

Aquaculture

Drinking water

Electricity generation

Environmental maintenance (eg wetlands)

Fishing

Irrigation of crops

Leisure

Transportation

Urban and Industrial use

Practice Ranking (For your future quick reference)

Teacher ID:

Practice Team 1 ID:

Practice Team 2 ID:

Password:

Password:

Password:

Before Learning Activities Begin

While Students Work on Learning Activities

Visual Ranking Tool: Rank the ways we use the Murray in order of importance.

Product samples Ongoing conferencing

Product samples

Murray / lower lakes in Crisis flow chart

After Learning Activities End



Seeing Reason Elements (Complete this section if Seeing Reason will be used in this project)

Seeing Reason Project Name (For the Seeing Reason workspace)

Human impacts on the Murray.

Project Description (For the Seeing Reason workspace)

In preparation for your research on the Murray, brainstorm some of the effects (positive and

negative) that people may have had on the natural state of the Murray-Darling Basin.

Research Question (For the Seeing Reason workspace)

What effects have humans had on the flow and condition of the Murray?

Practice Map (For your future quick reference)

Practice Team ID: Team01 Password: Team01

Showing Evidence Elements (Complete this section if Showing Evidence will be used in this project)

Showing Evidence Project Name (For the Showing Evidence workspace)

Does the End Justify the Means?

Project Description (For the Showing Evidence workspace)

[To be done after having studied river regulation]

Since white settlement / colonisation / invasion we have used structures such as weirs / locks

and barrages to manipulate the natural flow of the Murray. There are those who point to the

benefits of maintaining a more consistent year-round flow and others who feel that this has

done harm to the natural order of the river system and advocate the removal of such

constructions.

Prompt (For the Showing Evidence workspace)

Should constructions built to regulate the Murray be removed to return it to its natural state?

Make claims to argue for against this question, adding evidence to support your opinion and any

information sources to help build your case.



Practice Case (For your future quick reference)

Practice Team ID:

Reviewing Team ID:

Password:

Password:

Claims

If you are pre-populating the claims for your students, enter those claims here.

Evidence

If you are pre-populating the evidence bins for your students, describe the evidence you will use and/or

the source for those evidence items here.

Approximate Time Needed

6 weeks, 4 X 40 minute lessons plus some Computing lessons

Professional Learning

Thinkers Keys

http://www.kurwongbss.eq.edu.au/thinking/Think%20Keys/keys.htm

Blooms

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

6 Hats

http://www.mindtools.com/pages/article/newTED_07.htm



Technology - Hardware

Camera Printer Video Camera

Computer(s) DVD Mobile technologies - laptops

Digital camera Scanner Interactive Whiteboard

Internet connection Microphones

Other:

Technology - Software

Inspiration Internet Web Browser Wikispaces

Image Editing – eg. Paint

Shop Pro

Programming – eg. Scratch Word processing

Desktop Publishing Multimedia – eg. iMovie,

Garage Band

Learning Objects - Scootle

West Point bridge simulator Animation software eg. Flash Phun Physics simulator

Printed Materials: textbooks, story books, manuals, reference materials etc.

‘Storm Boy’ by Colin Thiele, book & DVD

Unit Author

First and Last Name: Brad Edwards

School Name: Marryatville Primary School

City, State: SA

If your unit portfolio is chosen to be uploaded to the Intel® Teach Program database, do you

want your name displayed as the author? Yes

Murray River – Bloom’s Taxonomy Tasks

Remembering:

List the states and major towns that the Murray-Darling River passes through, in order finishing with the Murray mouth

at Goolwa.

Understanding:

Describe the functions of locks, weirs and barrages. Include diagrams as

well as the location of any on the Murray in SA.

http://www.murrayriver.com.au/about-the-murray/locks-weirs-dams-barrages/

http://www.savethemurray.com.au/history/riverregulationintro

http://www.murrayriver.com.au/river-towns/barrages/

Applying:

Create an interactive River Murray quiz (using PowerPoint, Notebook or an

online quiz generator) to test your classmates' knowledge.

Analysing:

Compare life and conditions along the Murray before and after regulation using locks and weirs.

http://www.murrayusers.sa.gov.au/big_picture1.php

Evaluating:

Should the river run free? River regulation has had positive and negative effects. Investigate these and write an answer

to this question from the point of view of either: an irrigator / farmer, a resident of Loxton, a resident of Goolwa, a

Ngarrindjeri elder, a paddle steamer captain or houseboat operator, a Murray cod.

http://ncs.sunitafe.edu.au/tona/content/understa/codstory.htm

http://www.savethemurray.com/media/fact_sheet_1_indigenous_australian_occupation.pdf

Creating:

Construct a real or virtual (using Phun, Scratch, Flash or claymation) working model of a river lock system.

http://www.murrayriver.com.au/about-the-murray/murray-river-aboriginals/

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Threats to the Murray Thinkers’ Keys Based on Ryan, Tony. (198?). Thinker’s Keys for Kids . South Coast Education Region.

The Reverse Listing Key

List the names of 10 different river animals / creatures that are

NOT endangered.

The What If Key What if locks and weirs were removed from the Murray?

The Disadvantages Key What are some disadvantages of European carp? What are some ways of limiting or eliminating

these problems?

The Combination Key List the attributes of a paddle steamer and a pelican. Combine the attributes into a single object. Draw and label its important features.

The BAR Key Take a fishing rod and make it BIGGER, ADD something to it and REPLACE something on it.

Explain your changes on a labelled diagram.

The Alphabet Key Create an A-Z of words relating

to the Murray River.

The Variations Key How many ways could you help look after the Murray?

The Picture Key Work out what this picture could have to do with the Murray

River?

The Prediction Key

Predict what the lower lakes region will be like in 50 years.

The Different Uses Key Find 10 uses for the European

carp.

The Ridiculous Key What would happen if the

Victorian government blocked the Murray off from South Australia?

The Commonality Key What does a river have in common

with an airport?

The Question Key The answer is ‘SALINITY’.

Write 5 different questions.

The Brainstorming Key Brainstorm some effects of creating the Wellington Weir.

The Inventions Key Invent a way to prevent effluent run-off from dairy farms from

entering the river.

The Brick Wall Key Cotton farming is responsible for diverting a high volume of water from the Murray-Darling system’.

Break down the wall by coming up with different ways of dealing with

this situation. The Construction Key

Model and test bridge using the West Point bridge maker. Recreate your bridge using a limited range of materials (e.g. 50 straws, 1m of masking tape,

blob of plasticine).

The Forced Relationships Key How might a sock, a radio, a rope and a ball be used to trap / remove algae from the river?

Include a diagram.

The Alternative Key List some ways to move road traffic across the river without

using a bridge.

The Interpretation Key A new law is introduced stating that river water may not be diverted for cotton or rice production. Explain why this is so.

Label the parts of a paddle steamer and include one interesting fact for each.

View the ‘Three Rivers Map’ and record 3 interestin g facts.

Go to www.scootle.edu.au. Type UKPTIP in Student PIN Access.

View the Captain’s River Chart. What do each of these symbols represent?

Your task is to steer the Enterprise and deliver it s load of wool to Morgan in two days.

Were you successful?

Why / why not?

What factors made your task more difficult?

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