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PLANNING DOCUMENT

TERM/WEEKS: 2/2

YEAR LEVEL: 7

LEARNING AREA/TOPIC: Science/Biological Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

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

WE
EK/
LES
SO
N
2/11

AUSTRALIAN CURRICULUM
LINKS

Science
Understanding

Interactions
between
organisms,
including the
effects of
human
activities can
be
represented
by food
chains and
food
webs (ACSS
U112)

Science as a
Human
Endeavour

Science Inquiry
Skills

Scientific
knowledge
has changed
peoples
understandin
g of the world
and is refined
as
new evidenc
e becomes
available (AC
SHE119)

Identify
questions
and
problems
that can be
investigated
scientifically
and make
predictions
based on
scientific
knowledge(A
CSIS124)

Critical and creative

thinking
Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

Show that plants

and animals in a
local habitat are
interdependent
Identify and define
producers,
consumers and
decomposers in a
food web

ASSESSMENT
(what & how)

Teacher collects
students food chain
at the end of the
lesson assessing
that a producer,
consumer and
decomposer have
been identified and
placed in the correct
order with the correct
flow of energy.

Define trophic levels

and energy flow
within a food chain

Ethical Behaviour

Personal and social

Competence
Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Body:
1. Teacher revises definition of ecosystem and organism from
previous lesson.
2. Discuss and determine the definition of food chains as an
interaction between plants and animals within an ecosystem.
3. Teacher draws an example of a food chain on whiteboard:
Grass ! Grasshopper ! Snake ! Hawk ! Fungi
4. Using examples, define and discusses key terms as a class, and
students write in glossary:

Producers, consumers & decomposers

Herbivores, carnivores & omnivores

Pray & predators

Trophic levels

Conclusion:
Teacher provides list of plants and animals on interactive whiteboard
and students create a food chain from the list identifying whish is the
producer, consumer and decomposers are.
Interactions
between
organisms,
including the
effects of
human

Science
knowledge
can develop
through
collaboration
across the

Identify
questions
and
problems
that can be
investigated

Compare food
chains and food
webs
Explain how
systems interact and

Teacher records
online quiz result to
gage students
understanding of
food webs.

KEY
QUESTIONS

Intro:
Teacher shows students Circle of Life Lion King Clip Everything you
see, exists together in a delicate balance.

5. Teacher explains it is called a chain because each living organism

provides a link to another, outlining the transfer of energy from one to
another.
6. Teacher highlights that each organism is interdependent on the
organism it is linked to.
7. Students individually complete the Bitesize activity identifying the
correct order of a food chain for both land and ocean.

2/2

Intercultural Understanding

Intro:
Review and discuss concept of food chains from previous lesson.
Activity:

Give each student a card to identify which animal role they

are to take on.

Assign students without cards to be helpers

RESOURCES

Interactive White
Board with internet
(YouTube video)
https://www.youtube
.com/watch?v=bW7
PlTaawfQ&feature=y
outu.be

What is a
producer?
What do the
arrows mean?
What is a first
order consumer?
What is a second
order consumer?
What is a top
order consumer?
What is a
decomposer?
Why are plants
and animals
interdependent?

Laptops:
http://www.bbc.co.uk
/bitesize/ks2/science
/living_things/food_c
hains/play/
Interactive
whiteboard- with
internet.
Ball of string
Food web organism
necklaces (24)

activities can
be
represented
by food
chains and
food
webs (ACSS
U112)

disciplines of
science and
the
contributions
of people
from a range
of
cultures (AC
SHE223)

scientifically
and make
predictions
based on
scientific
knowledge(A
CSIS124)

respond to change

Each student reads aloud the card outlining what animal

they are and what they eat. Students with matching cards
raise hands.
Helpers give one end of yarn to the student reading the
card, and the other others to students raising hands (yarn is
a symbol for energy being passed in form of food). A web
will be formed when finished.

Body:
1. Teacher writes Food Web on board. Most living things are part of
more than one food chain. The many food chains in an ecosystem are
combined to make a food web.
2. Discuss examples of food chains from ocean animals, depicting
how some animals can be prey for various predators.
3. Students create food web.
4. Teacher leads discussion on the interdependence within the food
web and how this helps maintain a balance of plant and animal
populations.
Conclusion: Students write down two things they learned about each
of the other types of radiation.

2/3

2/4

Interactions
between
organisms,
including the
effects of
human
activities can
be
represented
by food
chains and
food
webs (ACSS
U112)

Interactions
between
organisms,
including the
effects of
human
activities can
be
represented
by food
chains and
food

Scientific
knowledge
has changed
peoples
understandin
g of the world
and is refined
as
new evidenc
e becomes
available (AC
SHE119)

Science
knowledge
can develop
through
collaboration
across the
disciplines of
science and
the
contributions
of people
from a range

Collaborative
ly and
individually
plan and
conduct a
range
of investigati
on types,
including
fieldwork and
experiments,
ensuring
safety and
ethical
guidelines
are
followed (AC
SIS125)

Experiment with
microscopes and
microorganisms.

Communicat
e ideas,
findings and
evidence bas
ed solutions
to problems
using scientifi
c language,
and
representatio
ns,
using technol

Research
microorganisms
Types
History on
earth
Impact
Facts
Algal
blooms

Explain
microorganisms role
in the food chain
and why they are
important.

Informal & anecdotal

throughout lesson.
Collect worksheets
and books at end of
lesson.
Review of 3-2-1

Intro:
Recall what is at the very beginning of the food chain primary
producers. These include microorganisms, which are living things that
are so small that they can only be seen through a microscope.
Students add microorganism to glossary
Body:
1. Video: Microorganisms in abundance David Attenborough. While
watching, students complete a worksheet displaying a cloze passage
about the information.
2. In groups of three, students collect a sample of water from the
fishpond and a sample of soil from the veggie garden.
3. Students prepare slides and observe each sample through
microscope. Students draw findings.
Conclusion:
3-2-1: Using Padlet, students write down three things they learned,
two things they found interesting, and one question they still have
about microorganisms.

Kahoot quiz
Review of
presentation
Review of PMI

Intro:
Review quiz of previous lesson using Kahoot
Body:
1. Science news: Scientists have discovered traces of bacteria in
Pilbara dating back over 3.9 billion years. Teacher writes
3,900,000,000 years on board for emphasis.
2. Research task:

Jigsaw strategy:

Students form 6 groups of 4 red, yellow, blue, green,

purple, and orange. Each group is given a link to a different
Google Slides Doc.

What do you think

a food web is?
Why are there so
many different
species of plants
and animals?
What might
happen if a plan or
animal is removed
from the web?

Interactive white
board

Laptops
https://www.brainpo
p.com/science/ecolo
gyandbehavior/food
chains/quiz/

What do we
classify organisms
at the bottom of
the food chain as?

What do you see

with your naked
eye?
What do you see
through the
microscope?

Projector & internet:

http://splash.abc.net.
au/home#!/media/14
79547/
Petri dishes
Slides
Microscopes
Padlet (using
laptops)
http://padlet.com/20
130210/2mny0idf01
zt
Kahoot (using
laptops)

- Colour markers to
guide students to
groups

webs (ACSS
U112)

of
cultures (AC
SHE223)

ogies as
appropriate (
ACSIS133)

Within groups, each student is numbered 1 to 6. These

numbers form new groups all ones collaborate, all twos
collaborate etc.

Each new group is given focus questions that they must

research and become experts in. Individually, students
record their information in the appropriate slide of the given
Google Slides doc.
3. Once completed, students return to original colour group and,
using their completed Google Slides doc, individually present their
information to the rest of their group, sharing their expert knowledge.

Conclusion
PMI ! Students write down on plus, one minus, and one interesting
thing about the lesson

- Types of
microorganisms,
characteristics &
example
- History and
impact of
microorganisms
- Blue-green &
green algae
- Effect of algal
blooms on
ecosystem

- Textbooks, internet
- Google Slides doc
https://docs.google.c
om/presentation/d/1
aox8Csko9mBp67iEXEo57n58eMgBY
BJXgqtAY119LQ/edi
t?usp=sharing