The document provides an overview of a Year 11 Environmental Mission unit plan. It outlines how the unit is designed using Bloom's taxonomy to encourage higher-order thinking and problem-based learning. The unit aligns with the Queensland science curriculum and focuses on developing students' understanding of human impact on the environment and developing solutions to environmental issues. Students will apply their knowledge through a problem-based learning experience tied to real-life issues. They will demonstrate higher-order thinking skills by analyzing information, designing solutions, and reporting results through an e-portfolio. Various technologies are integrated using the SAMR model to modify and redefine the learning process. Constructivism and connectivism learning theories support the student-centered, collaborative, and

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.
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.

7. 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

8. 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.

9. 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 centered 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.

10. 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 centered, rather than teacher centered 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.”