AEG 5138 Ryan Phelan and Shahnaz Mansouri

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Reporting on Medicinal Science: an integrated approach
Connections to AusVELS

This unit addresses the following aims of the science domain, ensuring that students develop
an interest in science as a means of expanding their curiosity and willingness to explore, ask
questions about and speculate on the changing world in which they live
an ability to communicate scientific understanding and findings to a range of audiences, to justify
ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims
an understanding of historical and cultural contributions to science as well as contemporary science
issues and activities and an understanding of the diversity of careers related to science
an ability to solve problems and make informed, evidence-based decisions about current and future
applications of science while taking into account ethical and social implications of decisions

This unit addresses the following aims of the English domain, ensuring that students

understand how Standard Australian English works in its spoken and written forms and in
combination with non-linguistic forms of communication to create meaning
learn to listen to, read, view, speak, write, create and reflect on increasingly complex and
sophisticated spoken, written and multimodal texts across a growing range of contexts with
accuracy, fluency and purpose
understand how Standard Australian English works in its spoken and written forms and in
combination with non-linguistic forms of communication to create meaning

This unit addresses the following AusVELS cross-curriculum priorities:
Aboriginal and Torres Strait I slander histories and cultures;
AusVELS Science values Aboriginal and Torres Strait Islander histories and cultures.
It acknowledges that Aboriginal and Torres Strait Islander Peoples have longstanding
scientific knowledge traditions.
Students will have opportunities to learn that Aboriginal and Torres Strait Islander Peoples
have developed knowledge about natural medicine (that introduce bush medicine).
They will investigate examples of Aboriginal and Torres Strait Islander science and the ways
traditional knowledge and western scientific knowledge can be complementary.

Asia and Australias Engagement with Asia;

The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief
systems and religions.
Interrelationships between humans and the diverse environments in Asia shape the region and have
global implications.
The peoples and countries of Asia have contributed and continue to contribute to world history and
human endeavour.
In this learning area, students appreciate that the Asia region plays an important role in scientific
research and development. These can include research and development in areas such as medicine,
natural resource management, nanotechnologies, and management.



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Sustainability:

All life forms, including human life, are connected through ecosystems on which they depend for
their wellbeing and survival.
World views that recognise the dependence of living things on healthy ecosystems, and value
diversity and social justice are essential for achieving sustainability.
World views are formed by experiences at personal, local, national and global levels, and are linked
to individual and community actions for sustainability.

AusVELS Science has three interrelated strands: Science Understanding, Science as a
Human Endeavour, Science Inquiry Skills.

1) A reference to AusVELS Year 7 science learning and understanding aims:

Chemical sciences

Mixtures, including solutions, contain a combination of pure substances that can be separated using a
range of techniques (ACSSU113)

Elaborations

recognising the differences between pure substances and mixtures and identifying examples
of each
identifying the solvent and solute in solutions
investigating and using a range of physical separation techniques such as filtration,
decantation, evaporation, crystallisation, chromatography and distillation
exploring and comparing separation methods used in the home

2) A reference to AusVELS Year 10 science learning and understanding aims:

Chemical sciences

Different types of chemical reactions are used to produce a range of products and can occur at
different rates (ACSSU187)

Elaborations

investigating how chemistry can be used to produce a range of useful substances
pharmaceuticals
predicting the products of different types of simple chemical reactions
investigating the effect of a range of factors, such as temperature and catalysts, on the rate of
chemical reactions

3) A reference to AusVELS Year 10 Science as a Human Endeavour aims:

Nature and development of science

Advances in scientific understanding often rely on developments in technology and technological
advances are often linked to scientific discoveries (ACSHE192)




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Elaborations

researching examples of major international scientific projects
considering how information technology can be applied to different areas of science

Use and influence of science

People can use scientific knowledge to evaluate whether they should accept claims, explanations or
predictions (ACSHE194)
Advances in science and emerging sciences and technologies can significantly affect peoples lives,
including generating new career opportunities (ACSHE195)

Elaborations

describing how science is used in the media to explain a natural event or justify peoples
actions
using knowledge of science to test claims made in advertising
predicting future applications of aspects of nanotechnology on peoples lives
recognising that scientific developments in areas relative to medicine and health require
people working in a range of fields of science, engineering and technology

4) A reference to AusVELS Year 10 Science as an Inquiry Skills:

Planning and conducting

Plan, select and use appropriate investigation methods, including field work and laboratory
experimentation, to collect reliable data; assess risk and address ethical issues associated with these
methods (ACSIS199)

Elaborations

combining research using primary and secondary sources with a student's own experimental
investigation
identifying the potential hazards of chemicals or biological materials used in experimental
investigations










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Unit Outcome
Focused outcome: building on and expanding knowledge of cultures of medicine, both traditional and
modern techniques; the history and the current usage.
Activities to aid with learning: laboratory task, interview script writing, recorded peer-to-peer
interviews.
Formative Assessments: Prior learning discussion, post-learning questions and discussion, laboratory
report (to be refined and included in summative task), in-class writing examples, in-class video
recording examples.
Summative Assessment: Audio-visual report and portfolio.
Unit Authors
First and Last Names: Ryan Phelan and Shahnaz Mansouri
School Name: Victoria University
School City, State: Melbourne, Victoria
Unit Overview
Unit Plan Title: Reporting on Medicinal Science: An I ntegrated Approach
Curriculum-Framing Questions
Essential Question: What are the origins of medicine? Why do people of different cultures seek
out alternative solutions to their ailments? How can we explain and inform others of these
differences?
Unit Questions: What is medicine? What is traditional medicine? How have humans used old
medicine to improve modern medicine? How do we use traditional knowledge in our own life?
Content Questions: Can we combine modern and traditional medicine? Can we control some
diseases by using historical knowledge? Can we live a healthy life by using natural compounds?
Students Prior Knowledge
Students will have stories about what they have heard from friends and families, what they have
personally experienced, or even what they have heard or read in the news or on the internet. Medicine
and the healing arts are as old as civilization and form a fundamental part of the human story.


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Learning Environment
Our learning environment will stretch beyond the classroom, as we ask students to gather information
from their families, their peers, and the community at large. Our English-Science approach will blend
creative and procedural thinking, and student pairs and groups will come to rely on and learn from
each others learning strengths and weaknesses to produce a final product, involving a familiarity with
ICT methods. Our integrated learning environment will be exploratory and culturally revealing.

Thinking Tools and Teaching and Learning Strategies
We approach this task with students working both individually and collaboratively. Students will
interact with and experience the subject matter as they pursue self-directed or pair-directed learning
goals with the teachers acting as coaches and facilitators. The students will take on the roles of
documentary film makers, interviewers, animators, script writers, and science-culture historians. They
will interact with technology, and be given instruction and varying opportunities to demonstrate their
understanding.
Accommodations for Diverse Needs
Students with special needs can be paired in groups of three for their project and allow the social peer-
to-peer learning to help them grasp the concepts of the unit while still contributing positively to the
final project. Concrete tasks and guidance from teacher-facilitators can lead to successful group
achievement. An oral presentation can substitute for a written summary.
Year/Dimension Level(s)
Our project is aimed at Year 10, but can be suitable at the Year 7 level if expectations of student detail
are eased.












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Lesson sequence: Reporting on Medicinal Science: An I ntegrated Approach
Sessions

Focus Learning Outcomes Activities Resources Used
and Homework
Week 1
1
(50 min)
Introduction
to the inquiry
topic. State
learning
outcomes for
the unit,
highlighting
English and
science
aspects.
The students
will start to
think about the
key inquiry
prompt and
develop student-
driven inquiry
ideas for
specific
questions they
want to address
in their projects.
Intro activity: Have students
write down a list of five or six
types of medicinal practices, to
gauge prior knowledge, list
findings on white board.
Teacher led discussion of
traditional and modern
medicine, highlighting
relevance to different cultures,
including Asian and Indigenous
peoples. Include mentioning
sustainability connections.
Organize students into project
groups of two or three and let
them discuss project ideas.
Students must pick
a traditional
medical practice
that they wish to
focus on for their
project. They have
to search on the
internet to find at
least four different
cultures that have
knowledge on
traditional medicine
for example
Chinese, aboriginal,
etc.
2
(50 min)

Basic
learning and
background
This session
students start to
get main idea on
two different
types of
medicine.
In this lesson students are able
to introduce the difference
between two types of medicine
They have to ask
parents, family and
friends about any
positive and
negative of usage
traditional medicine
and bring example
to class in next
session.
3
(90 min)
Finalization
of project
focus, further
emphasis on
values.
Students will
observe the
value of
traditional
medicine, when
used correctly.
Intro activity: Show a short
documentary on a traditional
practice. Then show a modern
approach to traditional
medicine. Prompt group
discussion about student
opinion the perception of
traditional practice.
Demonstration of ICT I-Pad
video and audio recorder
applications.
Construction of in-class
video/audio recordings.
Group to have
finalized proposal
for their topic and
organised interview
times and
responsibilities.
Resource: I-pad
audio-visual
recording
technology, used to
maintain accuracy
of interview
reporting.
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Week 2
4
(50 min)
Traditional
methods
They will find
fundamental learning for
extraction and
production of medicine
base on old methods.
Main Activity: They
will learn the basic
chemistry of
extraction techniques
in preparation for the
laboratory assessment
activity next week.
Students will field
questions based on
prior knowledge.
5
(50 min)
Interpreting
and
explaining
scientific
language
Students will learn how
science articles are
presented for different
audiences and how
language is used to
interpret specific
information concisely
and factually.
Introductory Activity:
Class is split in two
and given the famous
nonsense poem The
Jabberwocky in class.
Each student gets a
definition for a single
nonsense word. Each
group must pool their
knowledge and then
explain in terms the
other group can
understand, what the
poem is actually
about. Different
definitions will result
in a different story.

Main Activity: Class
is given a worksheet
with several examples
of traditional and
modern medicine
articles/excerpts.
Working in peer-to-
peer editing groups,
they must individually
interpret the scientific
language and explain
it in written format.
Each group is to
start collecting
research articles on
their topic and start
to draft at least 10
interview questions
for review.
6
(90 min)
Industrial
methods
They will find
fundamental learning for
extraction and
production of medicine
base on new and
industrial methods.
They will learn
chemistry of
extraction techniques
in industry and will be
ready for lab next
week.
They will assess
with some oral
questions base on
already information
during last sessions.

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Week 3
7
(90 min)
Laboratory Students will learn
practical chemistry
knowledge focused on
traditional medicine
gathering.
Experiment on oil and
compound extraction
from medicinal herbs
Design very simple
and cheap
equipment for
experiments and
written lab report
8
(50 min)
Interview
Drafting and
Visual
Planning
Students will be expected
to have a prepared,
finalized interview sheet
that is to be used in their
video. Students will start
to lay out their visual
presentation.
Introductory Activity:
Students will hand in
interview drafts.
Teacher will provide
feedback.

Main Activity (ICT):
Students work with
Quick Voice and
Windows Movie
Maker programs,
understanding the
technology,
visualising and
creating in class
video, working on
final project.
No homework.
Students are
expected to be
commencing with
their final video
project.
Resource: Windows
Movie Maker,
Quick Voice,
Audacity
application on I-pad
device.
9
(50 min)
Alternative
classroom;
traditional
practice
showcase
Students can interact
with guest practitioners
and specialists who will
each have a station
display. It is an
opportunity for
additional interviews.
Main Activity:
Students rotate
through different
stations, and may
record their
interactions with the
presenters to use as
part of their video.
No homework.
Students should
still be working on
their final video
project.
Resource: School-
Community
connection with
medical
practitioners.


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Week 4
10
(90 min)
Writing
Workshop,
focus on
culture and
sustainability
.
Students will be
reminded of linking their
projects to broader
concepts, such as the
cross-curriculum
priorities or cultural
acknowledgement and
sustainability.
Introductory Activity:
Video on widespread
use and dependence
on traditional
medicines. Video of
modern hospitals and
clinics being set up in
rural areas.

Main activity:
Students will be asked
to write an in class
reflective piece on the
videos they have seen
as a formative
assessment, and so
that they remember to
focus on the cultural
backgrounds and
sustainability themes
in their own
documentaries.

Lab report due.
Students not
presenting in the
next class will be
assigned to lead a
discussion on
another groups
presentation they
should be prepared
to ask questions
about what cultural,
historical, or
sustainability-
centred issues are
brought up by the
presentation.
Resource: Video
projector.
11
(50 min)
First Day of
Presentations
Students will be able to
present their
documentaries and field
questions about their
findings from the rest of
the class and the
teachers.
Main activity:
Assigned groups will
present their finished
narrated animations
and interview
documentaries with
the class.
Students who have
just presented will
be assigned to lead
a discussion on
another groups
presentation in the
final class they
should be prepared
to ask questions
about what cultural,
historical, or
sustainability-
centred issues are
brought up by the
presentation.

12
(50 min)
Second Day
of
Presentations
Students will be able to
present their
documentaries and field
questions about their
findings from the rest of
the class and the
teachers.
Main activity:
Assigned groups will
present their finished
narrated animations
and interview
documentaries with
the class.
End of Unit
Collection of
portfolio work for
summative
assessment.




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Year 10 Reporting on Medicinal Science Assessment Task
Video presentation due on final two class days.
In groups of three, students will need to research an inquiry question about a traditional medical
practice of either Indigenous or Asian origins and compare and contrast this practice with modern
medicine technique.
Student groups will, using the Quick Voice app, conduct an interview with a person from the
community that has a relevant anecdotal experience with the health issue being researched.
Students will produce a video 5-10 minute documentary with Windows Movie Maker that uses
interview recordings, references to research data and creative film making to present the group
conclusions about their inquiry.
The presentation must include the following:
An oral presentation to introduce the video, outlining the inquiry question studied.
Clear identification and correct use of scientific language.
Accurate use of research data and reference to authentic sources
Strong use of language to convey a contention about your findings
Documentary broken into natural parts that flow well from topic to topic.
Appropriate display of audio and visual editing to make the movie appear smooth.

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Rubric for Year 10 Medicinal Science Documentary
Criteria Well above
Standard
Above
Standard
Standard Below
Standard
Well Below
Standard
Structure
How well is
the
documentary
put together?
Excellent
organisation
used in the
documentary,
with a logical
flow of
presented ideas
and impactful
visuals.
Clear use of
organisation
in the
documentary
, logical flow
of presented
ideas and
useful visuals.
Sufficient use
of organisation
in the
documentary,
logical flow of
presented
ideas and
visuals.
Some use of
organisation
in the
documentary
, flow of
presented
ideas and
visuals
somewhat
difficult to
follow.
Sparse use of
organisation
in the
analysis, little
logical flow of
presented
ideas and
visuals.
Identification
of Key
Information
Has the
information
been defined
clearly and
presented
succinctly?
Comprehensivel
y identified and
correctly
defined
terminology
necessary for
appropriate
analysis.
Clearly
identified and
correctly
defined
terminology
necessary for
appropriate
analysis.
Simply
identified and
correctly
defined
terminology
necessary for
appropriate
analysis.
Some
identified and
correctly
defined
terminology
necessary for
appropriate
analysis.
Little
identified and
correctly
defined
terminology
necessary for
appropriate
analysis.
Demonstratio
n of
knowledge
does the
documentary
acknowledge
scientific
inquiry and
research from
authentic
sources?

High quality
presentation of
scientific
concepts,
comprehensive
and accurate
analysis of
research and
experimental
processes
comes across.
Interesting
presentation
shows a good
understandin
g of scientific
concepts,
with
consideration
of research
and
experimental
processes.
Presentation
shows
sufficient
understanding
of scientific
concepts and
acknowledges
research and
experimental
processes.
Simplistic
presentation
shows limited
understandin
g of scientific
concepts. Tie-
ins from
research and
experiments
are basic.
Limited
presentation
does not
display and
understandin
g of scientific
concepts and
little to no
reference
was made to
research or
experimental
process.
Language
Quality Has
the
documentary
been
composed
and narrated
well?
Expressive,
fluent and
coherent
narration used
to express
issues and
multiple
viewpoints.
Very strong
consideration to
phrasing,
vocabulary, and
overall
presentation.
Clear
expression
and fluency
in presenting
issues. Good
use of
phrasing
vocabulary
and
presentation
skills.
Sufficient
expression of
issues. Phrasing
and
presentation
are
understandabl
e, with some
vocabulary use
of extended
vocabulary.
Simplistic
expression of
issues. Some
noticeable
errors in
phrasing,
vocabulary,
or
presentation.
Ideas not
expressed
sufficiently to
demonstrate
understandin
g of issues.
Many
distractions
in terms of
phrasing,
vocabulary,
and
presentation
errors.
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Lesson Plan 1 (Ryan Phelan): Finalisation of project focus, ICT introduction
Learning Aims: Introduce ICT applications and programs that students will use to create a
multimodal text documentary. Emphasise intercultural understanding and an appreciation for the
history that has built up traditional medicine. Students will create an action plan that will organise
their approach towards their final presentation, utilising examples that they have brought from their
preliminary inquiry.

Background: The students have been introduced and spent time brainstorming on a group inquiry
topic into a comparison of modern and traditional medicine. They know that the goal will be to
present a visual and auditory documentary video that will feature interviews with persons other
than themselves that will be relevant in explaining a comparison of modern and traditional
medicines. They will need to be organised and given time to familiarise themselves with the ICT
programs.

Introductory Activity (15 min): Videos about bush medicine, designed to engage students into
thinking about intercultural understanding and bridging the gaps between what is accepted
modern medicine and traditional techniques.

Engagement: Introduction of the videos to be watched, stoke readiness for learning and establish
that students should be considering their preconceived notions of bush medicine and what they
think the current view of bush medicine is. The first video is of an indigenous man seeking bush
medicine for his daughters cough. The second video is a news report of modern researchers finding
positive signs of explainable medicinal properties in bush medicines. The visuals are a good way to
set the tone for the lesson, settle the class down, and promote reactions and discussions in the class.

https://www.youtube.com/watch?v=udFaXh4j9Uc
https://www.youtube.com/watch?v=vzn7mppnRKw

Exploration: Class discussion on the videos follows, prompting inquiry questions that students will
have for their own proposed projects based on what stories they have heard about traditional
medicine use or injuries that were healed with modern techniques but that could have been treated
with alternative methods. The visual appeal to modern expertise in agreement with traditional
technique should downplay pre-conceived negative stereotypes, opening students to the awareness
of the need for scientific and communicative inquiry.

Explanation (5 min): The students should also consider the structure of these short videos, as they
can be held up as models for what is possible and capable for a documentary presentation. The
teacher can segue the lesson by explicitly analysing the video, breaking it down into its component
audio, visual, and static image parts, and letting the students know that there are simple programs
on a computer that will allow for such a video to be made. Some students may know a lot about this
subject already, and if any students have experience tinkering and making videos, this portion of the
lesson would be a great opportunity to let them speak up a bit and get a discussion going.

Main Activity (15 min): Introduction to Quick Voice audio recorder app and Audacity audio file
converter. Mentioning of Windows Movie Maker which will be used in a later class to edit visual and
audio recordings into a movie.

Explanation: Introduce students to the Quick Voice interface, which is extremely simple and
intuitive. Demonstrate the process of starting and stopping a recording, playback function, and how
to send the file from the phone or tablet device to a computer. Introduce audio file converter
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programs, with Audacity being the sample used in this session to convert .caf files into .wav files. For
visual recording, the i-pad camera program can record visual and send files to a computer as .mov
files.

Main Activity (50 min): Students interact with ICT programs and practice collaboratively, elaborating
on prior knowledge and beginning to tie it into the concept of presentation. Students encouraged to
self-assess one another.
Elaboration: Students interview one another on stories they have brought into class. This is to be
completed in documentary groups, with students taking turns making brief (3-4 minute) recordings.
Each student takes on the role of interviewer, interviewee, and director (person handling the video
recording device and/or in charge of audio recording. Students will rotate roles so that each get a
turn. Teacher will move around during the class activity, observing progress and making suggestions
on how students should ask open ended questions and facilitate a clearer or more informative story.

Students will save the recordings onto the computer hard drive or to their USB sticks, after having
converted the files into .wav or .wmv files. Students will keep these stories on hand and be able to
use them as practice material in later classes.

Evaluation: Copies of files saved onto the computers can be accessed by the teacher to observe
individual understanding and to identify areas which may need specific attention. The nature of the
group task and the assumption of roles lends naturally to peer review and self-assessment. Students
can pick up on when something is not clear or does not work well. They can advise each other on
areas in which they might improve. If this self assessment is not happening, the roving teacher can
step in to prompt deeper critical thinking.
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Quick Voice Application Interface



The Quick Voice app turns the phone into an audio recorder, able to take small or long
recordings and send them via email to the computer as a .caf file. This type of file is not compatible
with Windows Movie Maker, but it can be converted into a suitable .wav file through the use of the
Audacity program. What follows is a breakdown of the simple to use Quick Voice interface.

Record: Press to begin a new recording. The red button will be replaced with a Stop button, which
you press when you are finished recording.
Play: After tapping on the file you wish to have played back, press this button to listen to the
recording.
Speaker: Press this button to activate the speaker function on your phone or tablet device. The
sound will be more audible in this setting (recommended).
Delete: Tap on the file you wish to delete and then press this button. Press okay on the ensuing
prompt to confirm deletion of the file.
Settings: This opens up a short menu where you can toggle a rotated interface and level meter, and
you can adjust the sound recording quality from low, medium and high, which will alter the file size
of the recording.
Send: When you wish to send a .caf file from the device, press this and enter an email destination.
The app will automatically attach your audio file to an email.
Title: After tapping on the file you wish to rename, press this button to save the file with an
appropriate descriptor.

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Lesson Plan 2 (Ryan Phelan): Interpreting and Explaining Scientific Language

Learning Aims: This lesson begins with an odd but engaging warm up activity to familiarise students
with deciphering meaning from context, working collaboratively and creatively to create a
meaningful text. It will stress the need to be open to foreign concepts and to be able to translate
unknown language into familiar, easy to understand speech. Primed with this activity, students will
read and understand articles about traditional, cultural methods of medicinal treatment. They will
then practice writing this information and self-evaluate as they participate in an oral formative
assessment.

Class Setting: This class introductory activity will begin outdoors, preferably in a semi wooded area,
or with a lot of natural surroundings for visual learners to draw upon as they are engaging in a
creative activity. The nature of the schools policies and ICT capabilities will determine if the class
should return to a computer lab for the completion of the main activity, otherwise the lesson can be
run in the outdoors to engage students and stimulate creativity in an alternative setting.

Background: Students are in the second week of the four week integrated unit. They will already
have divided up into documentary research groups and have brainstormed an inquiry question. In
their previous class they will have explored some examples of traditional methods that may have
been unfamiliar to them.

Introductory Activity (20 min): Analysis of Lewis Carrolls Jabberwocky non-sense poem in order
to develop contextual reading, collaboration, and writing interpretive language. Class will be handed
out a copy of the poem and a definition sheet. Class will form into large groups, either in half or in
thirds, depending on class size. Each member of the group will be responsible for interpreting one or
two nonsense words/phrases.

Engagement: Begin the class with an apparently light-hearted and off topic question about students
familiarity with the story Alice in Wonderland and pursue this by asking what, if anything they know
about the Jabberwocky, and find out about prior knowledge and interpretations. Introduce the
poem and its significance and offer for a volunteer to read aloud the poem in a dramatic voice. Due
to its nature, the meaning of the poem is subjective, but today, the students are going to become
experts about a specific aspect of the poem. Letting them know this should get their minds going
and engage with the activity, as there will be some who can see this as an opportunity to be creative.

Exploration: The caveat is that students must justify their choice based on the context of the poem.
They should feel free to consult with one another about what ideas and definitions others in their
group are pursuing if it is relevant to their own interpretations. They are to write down their
definition, and then rewrite the portion of the poem in their own (real) words. They should not feel
compelled to worry about rhyme or meter, just a clarified meaning for an assumed first time reader.
One student, either selected because of teacher trust in their capability or a volunteer, will compile
the lines of the poem, copying the groups work into a single text, which they will read aloud to the
class.

Explanation (5 min): The teacher uses explicit teaching to transition the class from the introductory
language activity and tie the focus of the lesson back to the overall unit plan. The teacher
summarises the skills and strategies that the students used in the introductory task, namely the
literacy substrands of AusVELS English:
interaction with others to recognise language patterns to express ideas and key concepts
placing text in context of different cultural and historical periods
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interpretation and analysis of language through application of contextual and semantic
knowledge.

The students were dealing with unknown language, relying on context to make decisions about what
the individual meaning was to create a final, cohesive message that could be understood. The point
is to consult with experts and do research about individual parts of the whole story, so that when
the individual documentary groups conduct their interviews and are creating their narrations, they
have in mind that the information that they are going to interpret, clarify, and present will also
present a cohesive picture of the inquiry question that they are pursuing.

Main Activity (25 min): Reading and interpreting various articles and sources on traditional
practices, using Chinese acupuncture, Indigenous Australian bush medicines, and Indonesian Jamu
practice as examples. A printout of the three articles will be given, or, if the classroom has individual
access to the internet, digital copies or links to the online articles will do.

Links: Acupuncture - http://www.medicalnewstoday.com/articles/156488.php
Bush medicine - http://www.australiangeographic.com.au/topics/history-
culture/2011/02/top-10-aboriginal-bush-medicines/
Jamu practices - http://content.time.com/time/world/article/0,8599,2107489,00.html

Elaboration: Students are to break into their documentary groups (size of three) and each group
member will read the article, and then write a brief summary paragraph. They will then teach their
findings and impressions to their group members. This exercise takes the purely linguistic elements
of the introductory exercise and expands it, allowing students to elaborate upon the developing skill
of relating unfamiliar topics in an informative format to an audience.

Evaluation: Peer evaluation will occur at a formative, social level, as the teaching by the expert
student reader will be exposed by group members if they fail to comprehend the information.
Feedback and language interchange at a group level will inform upon an individual students ability
to digest and deliver key information.

Differentiation for students of differing skill levels: In the introductory activity, due to group size
and encouragement of peer conferral, it is expected that students will come to one anothers aid.
The subjectivity of the poems meaning will lead to a lack of fear about providing a wrong answer, as
in this case there is none, so long as the individual can justify based on others answers. A facilitating
teacher can ask if anyone is having difficulty thinking up the right vocabulary. On the other hand,
advanced students can be given the position of compiling and reading the full piece to the class,
acting as a sort of team captain.
In the main activity, with smaller groups, teacher facilitation and peer aid for particular
words is again expected to come into play. The articles are meant to be models for the documentary
groups to build their own research and language presentation styles upon, so through trying to
explain what they have read, and receiving questions about it from their peers, an EAL or behind
standard student will have people to focus them on the important pieces of information. In this
situation, advanced students would be expected to act as peer mentors to other members in their
group. Documentary groups, when formed, should be done so with the intent of having a spectrum
of student skill levels in each group.

Homework: In documentary groups, students shall find three separate articles relating to their
inquiry topic. They are to bring these to the next class to get them approved by the teacher. They
will need three approved articles for next weeks interview drafting and planning class.
AEG 5138 Ryan Phelan and Shahnaz Mansouri
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Lewis Carroll (1832-1898)
from Through the Looking Glass
Jabberwocky
'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"
He took his vorpal sword in hand:
Long time the manxome foe he sought
So rested he by the Tumtum tree,
And stood awhile in thought.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came wiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
"And hast thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!"
He chortled in his joy.
'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.

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Definitions for Jabberwocky Poem
Directions: Working in groups, each of you will be responsible for defining one or several words. You
must re-write the line where your words were present, using alternative, real words as synonyms.
You may use multiple words or phrases to describe one replaced nonsense word, the goal is to make
sense of the story in everyday language. If something is a made up creature, describe it. Your group
will then put the rewritten lines together to make a new story of the Jabberwock. One member of
the group will present the text you create orally.
Brillig:
Slithy toves:
Gyre and gimble:
Wabe:
Mimsy borogoves:
Mome raths outgrabe:
Jabberwock:
Jubjub bird:
Frumious Bandersnatch:
Vorpal:
Manxome:
Tumtum tree:
Uffish:
Wiffling:
Tulgey wood:
Burbled:
Galumphing:
Beamish:
Frabjous:
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Two lesson plans due 31.10.2013
Topic; Medicinal Science: an integrated approach
Subject; Multimodal science and English language
Name: Shahnaz Mansouri
In this unit, try to make positive and friendly environment in the classroom. Students will be
guided to be involved and engaged in class and group activities. The main aim of this shared
class is to meet the need of all students with different intelligences. Also, will be able to
demonstrate for them Multimodal Learning of mixing different sciences areas and English
language. It has possibility to open some future careers for students by different view and
make interesting concepts. This can be important because they have to choose subjects next
year for VCE to apply through university.
1) Making the unit concepts meaningful and applicable
2) Starting with some simple examples and videos to understand background of unit
3) Starting with an interesting history relevant to students culture
4) Using some ICT to have more activation and attraction in class, YouTube, Gami,
blogger, Wordle
5) Engaging and involving the students with relevant activities which cover multiple
intelligences
Lessons help students to motivate and interest in concepts by using engagement curriculum
and try to involve in different activities during sessions.
The class is a typical year 10 class with 24 students. Having different activities in the class
can make them active and happy. For different activities have 6 groups and each group 4
students. To catch batter results and team working, try to have each team with different
capacity (mixing boys and girls; top, medium, poor marks base on English and science from
last year; different cultures).
By overall explanation on this unit, first it will be started to introduction and overview of
collaboration for two subjects. English as a main concept will be improved students ability in
writing (report), listening and speaking (interview and recording) and also reading (familiar
with new vocabulary area). Science as a main knowledge will be evaluated students
understanding Chemical sciences (ACSSU187), Nature and development of science
(ACSHE192), Use and influence of science (ACSHE194). Lessons are arranged for giving
enough basic knowledge in traditional and modern and also integrative medicine and then
asked them to discover more on realities.
Table in unit draft is roughly discussed 12 sessions in four weeks. Two lesson plans will be
explained in following pages.

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Lesson plan 1 (Session 4, week 2, 50 min):
Title; Traditional medicine
Lesson Plan 2 (Session 7, week 3, 90 min):
Title; Laboratory (Experiments)
References:
Bell IR, Caspi O, Schwartz GE, et al. (January 2002). "Integrative medicine and systemic
outcomes research: issues in the emergence of a new model for primary health care". Arch.
Intern. Med. 162 (2): 13340. doi:10.1001/archinte.162.2.133.
Consortium of Academic Health Centers for Integrative Medicine. Retrieved August 18,
2013. http://www.imconsortium.org/about/home.html
"Essential oil". Oxford English Dictionary (online, American English ed.). Retrieved 2014-
07-21.
Ricked, G., Phillips, G., Johnstone, K., Roberson, P., 2006, Microbes, Unit 5.4, Science
Dimensions 2 Coursebook, Pearson, Longman, Australiap 150-162
Ricked, G., Phillips, G., Ellis, J., Johnstone, K., Jeffery, F., Jeans, P., Roberson, P., 2006,
Acids and Base, Unit 2.4, Science Dimensions 3 Essential learning, Pearson, Education
Australia, Australia, p 150-162
Rickard, Gregg Et Al, 2011, Chapter 5, Precipitation, Chemical reaction, Pearson science 10 ,
Australia, p150-153, 160
Snyderman R, Weil AT (February 2002). "Integrative medicine: bringing medicine back to
its roots". Arch. Intern. Med. 162 (4): 3957. doi:10.1001/archinte.162.4.395.
"Traditional Medicine: Definitions". World Health Organization. 2008-12-01. Retrieved
2014-04-20.
http://en.wikipedia.org/wiki/Bush_medicine
http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-
bush-medicines/
http://en.wikipedia.org/wiki/Pectin
http://en.wikipedia.org/wiki/Traditional_medicine



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Lesson Plan 1
Name: Shahnaz Mansouri Supervisor; Ms. Liz White
Subject; Multimodal science and English language Topic; Medicinal Science: an integrated approach
Grade; 10 Duration; 50 min
Learning focus; Traditional medicine Class size; 24 students
Learning Objectives
Student will be able to:
As a part of medicinal science (integrative medicine), this lesson start to talk about botanical
medicine (indigenous or folk medicine)
Definition of traditional medicine
Traditional medicine from different cultures and countries
Base on culture varieties in class have more concentration on that culture
Main on Bush medicine that is Australian Aboriginal people's traditional medicinal practices to
make students more familiar with Australian nature
Explain some technologies to understand botanical medicine production
Essential oil definition and extraction to be ready for next session (lab work)
Pectin and fibre definition
Prior Knowledge
Students need to have base knowledge on main nutrition (protein, carbohydrate, fat, vitamins, minerals)
Misconception
Students need to be aware, not use herbal medicine without medical consultant
Inform them these knowledge can give them how is connection between traditional and modern medicine
may for future career
Materials
Internet access
Computer
Mobile
Power point
Stage Student Action /Task Teacher Action/ Task Method & Material Time
Introductio
n
Evaluate
Attention & Answer
questions
Introduction on medicinal
science and explain goal of this
session
Q &A to remember
previous lessons
3 min
Explain &
Explore &
Engage
Be involve in
discussion
Students find more
examples of
Integrative medicine
Explain on integrative medicine
(comes from previous sessions)
Encourage students to involve
and talk about own experience
Bring some
examples
Q & A
5min
Explore &
Engage
Be involve in
definitions and bring
examples

Botanical medicines
Supplements
Acupuncture
Mind-body medicine
YouTube
Pictures

7min
Explain &
Engage
Listen & attention Explain concepts of
traditional medicine
WHO definition
Different cultures
Alternative medicine
Bush medicine
Pictures
You tube
12min
Engage &
Elaborate
Answer questions with
own, family or relative
experience
Why bush medicine is
very important for
Australian?
Essential oil
Pectin precipitation
Pictures of bush
medicine and find
connection with local
diseases
8min
Evaluate Team work (each
group 8 members)
Ask them to bring examples of
their culture
Butchery Paper
Marker
5min
Assessment Short talk each group Ask them to talk in 3min Notes on Butchery
Paper
10min
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Slides for Lesson Plan 1






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Lesson Plan 2
Name: Shahnaz Mansouri Supervisor; Ms. Liz White
Subject; Multimodal science and English language Topic; Medicinal Science: an integrated approach
Grade; 10 Duration; 90 min
Learning focus; Laboratory (Practical experiments) Class size; 24 students
Learning Objectives
Students Learn three different technologies (Natural medicine & Supplementary):
Steam distillation (Essential oil extraction)
Make Probiotic product (Yogurt) (milk culture) (Naturally Bacteria culture)
Pectin separation (Leaching, Filtration, Precipitation, Drying)
Prior Knowledge
Students need to have base knowledge on main essential oil, oil, extraction, bacteria, probiotic, prebiotic,
pectin, gelatine, acid, ethanol, precipitation, solubility
Students need to know own group, Read manual before, Answer preliminary & asses questions,
look at the Power point for this session before, Discuss with team members before
Misconception
Students need to be aware, not use herbal medicine without medical consultant
Inform them these knowledge can give them how is connection between traditional and modern
medicine may for future career
Also students need to aware work safety in lab, need to do lab induction before
Lab coat, safety glass and covered shoes compulsory
Materials
Lab1; Mini set of oil extraction or manual set up, Heater (safe work),Mint or orange or lime peels or one
flower (0.5-1 kilogram) (sample)
Lab2; Manual set up of dishes, Heater (safe work) or oven, Starter (bacteria; Lactobacillus and
Streptococcus), Milk (full cream, low fat or skim milk) (1-2 kilograms) (sample)
Lab3; Manual set up equipment, Heater (safe work), Orange or lime peels or apple pulp (1-2 kilogram)
(sample), Vinegar, Absolute ethanol, Filter paper and cloth
Stage Student Action /Task Teacher Action/ Task Method &
Material
Time
Introduction
(before
session)
Engage &
Evaluate

1)Read manual
2)Answer preliminary
& asses questions
3)look at the Power
point 4)Discuss with
team members
-Set up equipment for 3
experiments two repeat (3 Set*2= 6
groups *4 members)
-Sample & materials preparation
(may students help)
-Prepare diluted acid
Lab work
Power point
YouTube
Animation

out
Explain &
Explore &
Evaluate
Be involve in
preparation and
answer question
Explain on three lab works shortly
and ask some questions to make
sure everybody ready for
experiments
Power point
Equipment &
Material in
manual
5min
Explore Do experiments in
team work
Attention& take care & control &
problem solving & help
Practical work 55min
Engage Cleaning & Wash Support Water & tissue 5min
Evaluate &
Elaborate
Answer questions
(should ready before)
Problem solving Paper 5min
Evaluate &
Elaborate
Team work (each
group 4 members)
Short talk each group
Ask them to present own
experiment, talk in 3min
Equipment &
Material in
manual
20min
Assessment Writing scientific
report
Edit science knowledge Report After
lab


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Manual
Lab1; Essential oil extraction
Introduction:
In this lab, students learn to how they can extract essential oil from plants. This plant can be
possible flowers (Lavender), herbs (Mint) or fruits (orange peel). In previous lesson was
explained for them what is essential oil and what is different between oil and essential oil.
To make sure they have already understood definitions, put some preliminary questions in
web site one week before and ask them to put comment on that.
Objective:
This lesson is designed for high school students, grade 10 (possibility to rewrite for grade 7
or 11 with lower or higher concepts. The main objective of this lab is explained:
1) What is different between essential oil and oil (triglycerides, plant oil) also with
animal oil?
2) How they can easily extract essential oil from plants.
3) Try to make them friendly with environment to use waste for good purpose.
Material and equipment:
1) Mini set of oil extraction or manual set up
2) Heater (safe work)
3) Mint or orange or lime peels or one flower (0.5-1 kilogram) (sample)
Method:
1) Sample preparation (clean, cut or chop)
2) Fix equipment
3) Put sample in equipment
4) Heating
5) Wait until start steaming (in between look at the other groups experiments and ask
them about process)
6) Cooling process help to extract essential oil
7) Collect production
8) Wait for cooling
9) Take out waste from inside equipment
10) Wash everything
11) Answer questions
12) Collect data from other groups
13) They have to present their experiment for class
Performance Assessment:
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At the conclusion of the experiment, students will be able to answer the following questions:
1) What is essential oil?
2) What is different between essential oil and oil (triglycerides, plant oil) also with
animal oil?
3) How they can easily extract essential oil from plants.
4) What is interesting in this lab?
5) How this experiment help to sustainability environmental protection?
6) What is the relevant of this lab to unit?
To complete assessment, they have to present their work to students and answer to any
question.
Conclusion:
Students will understand definitions and connection between traditional and modern
medicines. The base knowledge of some modern medicine comes from folk medicine with
higher quality and quantity in application.
















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Manual
Lab2; Make probiotic product
Introduction:
In this lab, students learn to how they can make probiotic product (yogurt) from milk. This
milk can be possible full cream, low fat or skim milk. In previous lesson was explained for
them what is meaning of probiotic and has been asked them to compare with prebiotic and
find some examples of prebiotic also for presentation after experiment.
To make sure they have already understood definitions, put some preliminary questions in
web site one week before and ask them to put comment on that.
Objective:
This lesson is designed for high school students, grade 10 (possibility to rewrite for grade 7
or 11 with lower or higher concepts. The main objective of this lab is explained:
4) What is different between probiotic and prebiotic?
5) How they can easily make yogurt form milk.
6) What is different between full cream, low fat and skim milks and explain
compositions of milk?
7) Try to make them familiar with healthy food.
Material and equipment:
4) Manual set up of dishes
5) Heater (safe work) or oven
6) Starter (bacteria; Lactobacillus and Streptococcus)
7) Milk (full cream, low fat or skim milk) (1-2 kilograms) (sample)
Method:
14) Heating 50 ml milk until 40C and add 1-2 teaspoon starter and keeping in close and
clean area (yogurt starter)
15) The same time heating whole milk until boiling
16) Cooling until 40C
17) Add yogurt starter with milk and mixing
18) Divide in few small jars.
19) Close cap
20) Keep jars in oven 40C or close area with stable temperature at 40C) for 4 hours
21) Collect production
22) Put in fridge to show students in next session (don not touch before 24 hours)
23) Wash everything
24) Answer questions
25) Collect data from other groups
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26) They have to present their experiment for class

Performance Assessment:
At the conclusion of the experiment, students will be able to answer the following questions:
7) What is probiotic product?
8) What is different between probiotic and prebiotic?
9) What is different between full cream, low fat and skim milks and explain
compositions of milk? Which one they used and why?
10) How they can easily make yogurt from milk.
11) What is interesting in this lab?
12) How this experiment help to eat healthy food?
13) What is the relevant of this lab to unit?
To complete assessment, they have to present their work to students and answer to students
questions.
Conclusion:
Students will understand definitions and connection between traditional and modern
medicines. The base knowledge of some modern medicine comes from folk medicine with
higher quality and quantity in application.



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Manual
Lab3; Pectin Separation
Introduction:
In this lab, students learn to how they can extract pectin from plants (fruit waste). This fruit
can be possible orange peel or apple pulp. In previous lesson was explained for them what is
pectin and which category of material? Why is important?
To make sure they have already understood definitions, put some preliminary questions in
web site one week before and ask them to put comment on that.
Objective:
This lesson is designed for high school students, grade 10 (possibility to rewrite for grade 7
or 11 with lower or higher concepts. The main objective of this lab is explained:
8) What is different between polysaccharide and fibre?
9) How they can easily extract pectin from plants.
10) Try to make them friendly with environment to use waste for good purpose.
Material and equipment:
8) Manual set up equipment
9) Heater (safe work)
10) Orange or lime peels or apple pulp (1-2 kilogram) (sample)
11) Vinegar
12) Absolute ethanol
13) Filter paper and cloth
Method:
27) Sample preparation (clean, cut or chop)
28) Fix equipment
29) Put sample in equipment
30) Measure pH
31) Add vinegar until pH come down to less than 3
32) Heating
33) Wait until start boiling
34) Cooling process
35) Filtration by filter cloth
36) Take out syrup
37) Add absolute ethanol and wait few minutes (do not shake or mix)
38) Filter again by filter paper (on the top of filter paper can see jell or pectin)
39) Keep to dry
40) Wash everything
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41) Answer questions
42) Collect data from other groups
43) They have to present their experiment for class
Performance Assessment:
At the conclusion of the experiment, students will be able to answer the following questions:
14) What is pectin?
15) What is different between polysaccharide and fibre?
16) How they can easily extract pectin from plants.
17) What is another method for pectin extraction?
18) What is interesting in this lab?
19) How this experiment help to sustainability environmental protection?
20) What is the relevant of this lab to unit?
To complete assessment, they have to present their work to students and answer to any
question.
Conclusion:
Students will understand definitions and connection between traditional and modern
medicines. The base knowledge of some modern medicine comes from folk medicine with
higher quality and quantity in application.





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Slides for experiments;
Lesson Plan 2








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