FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 7 LEARNING AREA/TOPIC: SCIENCE

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON

AUSTRALIAN CURRICULUM LINKS

Science Understandi ng Science as a Human Endeavou r Science Inquiry Skills

SPECIFIC LESSON OBJECTIVE

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

KEY QUESTIONS

RESOURCES

ACSSU11 2

construc ting and interpre ting food webs to show relation ships between organis ms in an environ ment

Complete food web activity, to learn about the relationship s within the chain. In pairs use Smore to produce a pamphlet on chosen organism and present it to the class.

Marking of pamphlet to gauge understanding of chosen organism. Presentation will be included in the marking rubric.

1.

Whole class activity- Class will brainstorm prior knowledge using Tagxedo- using interactive whiteboard.

2 tagxedo brainstorming boards- differences between food chain and food web. Elaborate on understanding of food webs. 2. Individual activity- using cool classroom students will complete food web activity to build knowledge of food webs and their levels: - primary producers recyclers - trophic levels 1,2,3 - top level consumers 3. Partner activity- Students will be put in pairs and given one organism from the food web activity. Students will create a pamphlet using Smore and address the following criteria: - Habitat- where does your organism live (direct environment) - Order in the food web and explanation of level (eg Primary producer) - Special features - Diet and susceptibility to predation.

What do we know about- food chains? Food webs? Differences?

http://www.tag xedo.com/app. html http://coolclass room.org/cool_ windows/home .html https://www.s more.com/

4. Presentation- Students will present findings to class.

ACSSU1 12 researchi ng specific example s of human activity Use a range of software, includin g word processi ng program s, to confiden tly create, edit and publish written and multimo dal texts (ACELY 1728)

Research the impacts of recreational fishing. Construct a book that focuses on sustainable and socially responsible fishing practices.

Marking rubric With peer assessment

1. Introduction- teacher introduces the topic and asks question regarding the topic-using interactive whiteboard. 2. lesson objectives are stated: Research the impacts of recreational fishing. Construct a book that focuses on sustainable and socially responsible fishing practices.

What is sustainability? Why do we need to fish sustainably? Why should we be socially responsible fishermen? What are some current problems with recreational fishing? Why should we consider the need for sustainability for our future?

Interactive whiteboard

3. Creation of book- partner activity Using apple book creator students are asked to research sustainable recreational fishing. They will create a book that can be used to promote the sustainable practise and encourage socially responsible behaviours. Students will have freedom on how they format their book and should include: - Awareness of ocean environment and relationship. - The need for sustainable practicesidentify current problems. - Responsible behaviour (pollution, catch limits, size limits) - Safety May include - Fishing tips - Fishing guides 4. Students read each other books A peer assessment will be one section recorded on the marking rubric. 5. Students will then cast a vote and the two most popular books will be printed and added to the class library collection.

Apple book creator.

(ACSSU 111) There are differen ces within and between groups of organis ms; classific ation helps organise this diversit y

Examine the relationship s between groups of animals Demonstrat e basic understandi ng of symbiotic relationship s between sea animals Create a flowchart, visual representati on of the ways sea animals live together in their habitat

Mind map to be assessed with reference to the lesson objectives

1. Introduction: Students begin by reviewing lesson 1 on food webs and food chains. Revise the lesson objectives. Video: youtube clip In partners, using primary pad, the students brainstorm the things they already know about groups of sea animals, and create inquiry -based questions about what they would like to know. 2. Lesson procedure: Students explore symbiotic relationships and how organisms from different groups need each other to survive. Students select one group of sea animals/ organisms for (example tropical reef fish) and create a flow chart or mind map based around that group of organisms. Spiderscribe.com To demonstrate the differences between the types of groups of animals, students then collaborate with another pair. Using the technology, the students in small groups can show the differences and similarities between animal groups. 3. Assessment: Lesson objectives are to be assessed through the mind map representation. Students should be able to: Use the ICT appropriately Work collaboratively in a group situation Demonstrate understanding of the key concepts ICT Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

What do you know about symbiotic relationships? What are some examples of these relationships? What type of animals do you think should be classified together and why? What type of animals shouldnt be classified together? Do all animals in the same group (?) have to exist in the same habitat?

http://www.yo utube.com/wat ch?v=PBDZ0oG uGGU Primary pad

spiderscribe

Slide.ly

ACSSU11 2 How living things can change the environ ment

Investigate the impact of the crown of thorns starfish on local reef habitats Create a visual representati on of how the crown of thorns starfish can change a tropical reef environmen t

1. Introduction: Watch video: Crown of thorns starfish on the great barrier reef What makes a successful and healthy habitat activity 2. Lesson procedure: Students conduct online debates about the negative impacts of the crown of thorns starfish. The use of online web forums lets students explore different points of view in regard to the COT starfish; the students can pose new questions to other classmates, and share knowledge whilst working independently and constructively. ICT used: google docs They answer inquiry based questions in an online forum such as: - What are the 2 major impacts of the crown of thorns starfish? - Are there any positive effects of the COT starfish? - What do you think is the best way to reduce their impact? - Can humans impact on the number of COT starfish? - Are there any other animals that have negative impacts on their own environment? - What would happen if we didnt intervene in the COT starfish? Create a representation of what our environment would look like if the COT starfish were left to spawn ICT used: Slide.ly This response must be based on the research conducted about the COT starfish attributes and impacts 3. Assessment: Students understanding will be assessed from the representation. Students should demonstrate understanding of how a sea creature can change the environment in which they live

How can an animal have a negative impact on their own environment? What do you know about starfish? What other animals do you know that have negative impacts on their own habitat? Where do the crown of thorns starfish exist? How can we prevent the crown of thorns starfish from destroying our underwater environments? www.slide.ly.co m

Google docs

(with specific reference to the COT starfish).