Unit Planner

Unit Title

Food chains

Year level

6/7

Strands & Sub-strands

Resources

Science Understanding: Biological Sciences

Aims & Overview

The aim for this unit of work is for students to understand the relationships animals have with each other in terms of
food chains and how humans can effect this

Duration

4 weeks

Lessons per Week

1x45min lesson weeekly

Key Idea
(Content descriptors)

Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these
interactions (ACSSU112)

Elaboration(s)

using food chains to show feeding relationships in a habitat

constructing and interpreting food webs to show relationships between organisms in an environment
classifying organisms of an environment according to their position in a food chain
recognising the role of microorganisms within food chains and food webs
investigating the effect of human activity on local habitats, such as deforestation, agriculture or the introduction of new species
exploring how living things can cause changes to their environment and impact other living things, such as the effect of cane toads
researching specific examples of human activity, such as the use of fire by traditional Aboriginal people and the effects of palm oil
harvesting in Sumatra and Borneo

Capabilities

Sustainability
Literacy
Critical and creative thinking
By the end of this unit students will be understand the impact humans have on food webs

Standard(s)
Assessment Activity
(Summative)

Appendix 6: Lesson Plan for Lesson 12

Time
line

Learning
Cycle
Phase

Week 1

Engage

Lesson
2

Engage

Lesson
3-4

Explore

Lesson
5

Explore

Week Explain
2
Lesson
6

Key Concepts &

Skills

Teaching and
Learning Activities

Assessment
Activities

Differentiation

Resources and
Equipment

Capabilities

Class do kookaburra
activity

Students learn how

different elements
can be represented
Using the
environment
students will see
elements make up
the environment
Know the key
words involved in
the periodic table
Learn research
skills

Students will
continue to use
research skills
What is a noble
gas? What are some
elements that are
noble gasses?

Scavenger hunt
(appendix 3)

Students can find things

in their own time and
abilities, with help from
others.

Laptops

Critical and
creative thinking
Information and
communication
technology

Crossword (appendix 4)
Make a dictionary of
unknown words
Start researching element
for presentation (appendix
1)
Lesson plan (appendix 5)

Students will be
assessed on the
presentation of
their element

Students struggling with

crossword will be given
basic textbooks with
answers easily found.
The two advanced
students will research
elements with lots of
applications like Silicon
and Carbon

Crossword:
http://worksheets.thete
acherscorner.net/makeyour-own/crossword/
Assignment:
http://www.periodicvid
eos.com/
Laptops
Library access

Critical and Creative

thinking
Information and
communication
technology
Literacy

Research element
Finish oral presentation

Laptops
Library Access

Information and
communication
technology

Present peoples
presentation on Noble
gasses
Class discussion about
links between reactivity

Assess
presentation

Students presentations
will be visual for student
with hearing impairment
(appendix 2) and notes
from discussion will be

What students need

Literacy

Appendix 6: Lesson Plan for Lesson 12

etc.
Present element
presentations on alkali
metals and alkali earth
metals discuss similarities
and differences between
them and noble gasses?
Present the rest of the Pblock elements. Discuss
difference between
metals/non-metals and
metalloids

Lesson Explain
7

What is an alkali
metal and alkali
earth metal? Name
some elements?

Lesson Explain
8-9

What is a nonmetal, a metal and a

metalloid? Name
some of each?

Lesson Explain
10

What is a
transition metal?
Name some
transition metals

Present transition
metals. Discuss overall
trends, elements that do
not fit these trends

Assess
presentation

Learn how I can

improve

Go over periodic table

trends discuss new
words in dictionary
Group students and get
them to discuss overall
strengths weaknesses
while I talk to each
student individually

What should I do
in the experiment

Talk students through

experiments (appendix
2) happening next
lesson, what to expect
from write up and

Week
3
lesson
11

Explain

Lesson Elaborate
12

Assess
presentation

Assess
presentation

Students will
present exit card
with name of each
group and an
element from
each group

written on the board

Students presentations
will be visual for student
with hearing impairment
(appendix 2) and notes
from discussion will be
written on the board
Students presentations
will be visual for student
with hearing impairment
(appendix 2) and notes
from discussion will be
written on the board
Students presentations
will be visual for student
with hearing impairment
(appendix 2) and notes
from discussion will be
written on the board

What students need

Literacy

What students need

Literacy

What students need

Literacy

Each student receives

overall feedback from
small group and
individual feedback
from me

Marks

Literacy

faculty.uncfsu.edu/.../l
abs/Periodic
%20Properties%20of
%20the%20Elem..
Chemicals and
glassware etc.

Critical and
creative thinking

Appendix 6: Lesson Plan for Lesson 12

Lesson Elaborate
13-14
Lesson Elaborate
15

Being safe while

working in the
laboratory
-

demonstrate some
reactions (Lesson plan
appendix 6)
Experiment (appendix
2)

Laboratory write up

Chemicals and
glassware etc.

Critical and
creative thinking

Finish laboratory write

up

Laptops

Literacy
Critical and
creative thinking
Information and
communication
technology
-

Week Evaluate
4
Lesson
16
Lesson Evaluate
17

Learn how I can

improve

Go through laboratory
write with class

Overall marks

See what I have

learnt

Play Scootle game

http://www.scootle.e
du.au/ec/viewing/L2
554/index.html

Lesson Evaluate
18-19

Put learning into

place

Students create their own

games involving the
periodic table e.g. BINGO
and teach and play with
other students

Students can make their

own game at their own
level of understanding

Literacy
Critical and
creative thinking

Lesson Evaluate
20

Group discussion what

was learnt
Students make a mindmap of all they learnt

Group discussion is
written on board

Literacy