Project Considerations

1. Project Considerations
Project links and justifications to the Queensland Curriculum
and learning theories

2. Introduction
Welcome to the unit overview for the Year 11 Environmental Mission
The unit has been designed using Blooms taxonomy to
encourage higher order thinking and Problem Based Learning
to develop the students e-portfolio as evidence of learning
outcomes.

3. Curriculum Links
The unit plan will align with the Queensland Science Curriculum and aim to
show the following learning outcomes;
By the end of this unit the student will;
Queensland curriculum (senior science) - Earth science (2000)
• Understand and evaluate forms of human impact on the environment
• Understand and apply knowledge to develop solutions to local Landscape
rehabilitation
• Understand and develop solutions and results relating to Environmental
monitoring

4. Curriculum Links
Queensland Curriculum (Senior Science) - Aquatic Practices (2014)
• Understand and apply knowledge of riparian processes that shape aquatic environments
and river processes
• Evaluate and communicate Ecosystems Concepts and ideas
• Understand and apply knowledge of Aquatic ecosystems include biotic and abiotic
components.
• Understand and apply knowledge of Marine and freshwater pests and threats, including
pollution, impact on aquatic environments, ways aquatic industries impact on their
environment, e.g. overfishing, agricultural runoff and human erosion activities
• Evaluate and create actions conserve, sustain and bio remediate aquatic environment
• Develop definitions of conservation, sustainability and bioremediation

5. Curriculum Links cont…
Queensland Curriculum (Senior Science) - Aquatic Practices (2014)
• Work with legislation rules and regulations exist to conserve and
sustain aquatic environments, e.g. Marine Park Zones and
Government Departmental Authorities fishing rules and regulations
• Understand and show consideration to all Aboriginal communities
and Torres Strait Islander communities
• Develop and apply knowledge and practices that support
ecosystem condition, e.g. ceremonial purposes, sustainable living

6. Problem Based Learning and Higher Order
Thinking Skills
Kearsley and Shneidermans Learning Theory (2009)
emphasises that learners’ need to be meaningfully
engaged in learning experiences through interaction and
worthwhile authentic tasks. The framework also proposes
that to achieve successful engagement, there must be an
emphasis on collaborative learning, project based tasks
and constructivist design.

7. Problem Based Learning and Higher Order
Thinking Skills
• The unit has been designed to link to a real life
authenticated problem based learning experience and tie
with local issues and timelines. As the students need to
research, evaluate and create a presentation there is a
strong focus on higher order thinking and critical and
creative thinking skills.

8. Evidence of HOTS
The students will extend and develop higher order thinking skills and their depth of
knowledge through the project development.
The students will:
• Analysis and synthesize information from multiple sources
• Design and illustrate solutions or results
• Reporting results and solutions
Student e-portfolio learning outcomes:
• Create a final project design
• Apply concepts to their final solution

9. SAMRs Level Definitions and Project
Examples
The unit has been developed to reach all levels of the SAMRs models through the high use of ICT
tools to redefine the learning processes.
• Substitution: During the project computer technology will be used to substitute some activities.
• Augmentation: At various stages throughout the project computer technology offers an effective
tool to perform common tasks such as research, timelines and construction of some project
activities.
• Modification: The use of programs such as podcasts, digital images and PowerPoints
throughout the project will modify the students learning and will scaffolded to be a significant
functional change in the project elements and learning outcomes within this classroom project.
Computer technology is necessary for ongoing communication and feedback, sites such as
skype, Edmodo and secure wikis and weeblys will modify communications and allow expert
collaboration’s, peer and teacher feedback, easy rewriting, and audio recording.

10. SAMR Model
• Redefinition: Prezi’s, video editing programs, Google Earth and Google Maps
allows for new tasks to be created and produced by students that were
previously inconceivable. Within the project the students will be able to create
through various multimedia devices that will redefine through learning outcomes.
At this level, common classroom tasks and computer technology exist not as
ends but as supports for student centred learning. Students learn content and
skills in support of important concepts as they pursue the challenge of creating a
professional quality presentation to a real life government body, this could be
through video, presentation or mix media. Collaboration becomes necessary and
technology allows such communications to occur. Questions and discussion are
increasingly student generated.

11. Project Learning Theories
The two main behavioural theories that have influenced this unit of work are listed
below
• Constructivism has been the main influential theory in this unit, and is also influential
in current curriculums. Constructivism in embedded in this unit from start to the finish-
this unit is student centred, rather than teacher centred and focuses on collaborative
learning. Collaborative learning is where students interact and build on each other’s
ideas and is constructivist in nature (Mergel, 1998).
• Connectivism has been extensively used throughout this unit as students must find
the information by connecting with people, places and technologies. As Siemens
(2005) states, “That it is no longer possible to know everything, that it is more
important to identify how and where to find the knowledge.”