Big+Idea+B

=Big Idea B: The cycling of matter is continuous. = They are interelated and any effect human have on one cycle can affect others. escalating detrimental environmental impacts due to human interference || Local and global cycles Interrelationship between cycles || Ask questions regarding what would happen to the cycle if 'something' interfered, what the consequences would be,what would be most affected. || Learning Activity 1:  Students will need to draw and label their own version of each of the cycles (example diagram available under unit outline, Week 6 'Water Cycle Diagram). They will need to research different diagrams, look at the differences between them and create their own. They will need to justify why they have included certain aspects of each cycle and what occurs at this part of the cycle. They will also need to explain the relationships between cycles and how they function on a global scale. Through this activity teachers should be able to assess the level of understanding each student has about each cycle, how they are related, and how they function locally and globally.
 * **What you intended the students to learn about this idea ** || That all matter (the materials of which organisms are composed) is recycled, eg. Australia is in drought however that is not due to water running out, it just isnt falling in these areas. ||
 * **Why it is important for students to know this ** || Because these cycles are vital for our continued existance. We need to look after our environment if we want it to be able to sustain life. ||
 * **What else you know about this idea (that you do not intend students to know yet). ** || There are many cycles occuring continuously around us, ie phosphorus, nitrogen, potassium, sulpher and calcium.
 * **Knowledge about students' thinking/difficulties connected with teaching this idea ** || Difficulties in understanding that the matter is transformed and not consumed (it does not dissappear)
 * **Teaching procedures (and particular reasons for using these to engage with this idea) ** || Draw the cycle linking phases. This gives them a visual resource and by making them draw it they would have to think about how the cycles work. ||
 * **Specific ways of ascertaining students' understanding or confusion around this idea (include any likely range of responses). ** || Questioning and application of knowledge, ie when drawing the cycle, explain their drawing and reason why it is the way it is.

Learning Activity 2: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> Under Week 6 in the unit outline, there is a link entitled 'Water cycle crossword.' This activity can be used as a brief interactive form of revision for the water cycle, the benifit of this is students can complete this activity at home or in the classroom. Also if student do not know the answer they can click on the links to find the answer. <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 11pt; text-align: left;"> =<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> = <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 72%; text-align: left;"> <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">