L AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCE

E CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS S

S LINKS OBJECTIVE (include learner diversity)
S
O
N S. U. S. H. E. S. I. S.

1 Interacti 1. Define an 1, 2 & 3 Engage: Students use Padlet to give brief What is an WebQuest
ons ecosystem demonstrated response to question what is an ecosystem?. ecosystem? page
between 2. Describe and in students Communal padlet reviewed as a class and
organis identify mindmap, discussed. What is an Padlet:
ms can
abiotic and checked by Introduction: Students will be using Spiderscribe abiotic and www.padlet.c
be
describe
biotic factors teacher during to make a mind map to visualise an ecosystem. biotic factor in om
d in 3. Compare and and after Body: 1. Students sign in to spiderscribe and an
terms of contrast lesson write ecosystem in centre of mind map, they will ecosystem? Spiderscribe:
food producers, all individually search for a definition online and www.spidersc
chains consumers write it below the heading. Students will also write What is a ribe.com
and food and decomp- two examples of ecosystems. 2. Students will add producer,
webs; osers. two branches; titles biotic factors and abiotic consumer Attenborough
human factors again they will search for definitions and a Video:
activity online and write them below these headings. decomposer? https://www.y
can Students watch video and remember any abiotic How do they outube.com/w
affect and biotic factors they observed. Students write differ in the atch?v=kU6O
these two biotic and two abiotic factors they observed way they o1iQaOY
interacti
under the appropriate headings on their mind obtain
ons
(ACSSU
map. 3. Students go to circle of life part 2 activity chemical Circle of life
112) 2.1 and investigate roles of producer, consumer energy? activity:
and decomposer using Activity 2.1 tab and https://www.s
Glossary tab. Return to mind maps and add ciencebydoin
three branches to biotic factors node with these g.edu.au/curri
groups as headings, again provide definition of culum/student
each and examples. /circle-of-life/d
Conclusion: Students save mind maps to work igital/part2/act
on in next class. Share a link to view them with ivity1
teacher.

2 classific Construc 1. Compare the Formative Introduction: Students access Playbuzz What is the Britanica:
ation t and use three types of assessment: Flipcards: identify herbivores, carnivores and difference http://school.e
helps a range consumers: Playbuzz omnivores. The Playbuzz will contain instructions between the b.com.au.ipac
organise of Herbivore, activity, and explanations on different types of three types of ez.nd.edu.au/
the represen
Carnivore, Students prior consumers.. Following the activity students consumers? levels/middle/
diverse tations,
Omnivore. knowledge access Britannica and read the Carnivores and article/animal/
 group of including 2. Explain the assessed. Herbivores Paragraph. Describe the 272874#1963
organis models relationship flow of energy 93.toc
ms to that occurs Formative Body: Explain the previous paragraph to further in a food
(ACSSU represen within a food assessment: the understanding of each of the consumers chain? Youtube:
111) t and
chain Padlet classifications.Students then access the mind Why is it https://youtu.
analyse
Interacti patterns
between definition, Do map from previous lesson to write a definition of important to be/QXMTzXa
ons (ACSIS1 producers students herbivore, carnivore and omnivore with reference understand WJyk?t=99
between 29) and understand the to the Britannica paragraph previously read, and a food chains?
organis consumers. three few examples of each. Students then watch: food Google Docs:
ms can 3. List three consumers? chain video (watch up to 3:30). Using the link to https://docs.g
be examples of the google doc, students follow the instructions to oogle.com/do
describe consumers at group themselves into 4s and use primary pad as cument/d/1l9
d in the top of a communication tool and using prezi to construct XYMt881f_Y
terms of food chains? a food chain. All group members will be able to HWYsT4WJY
food access the Prezi at the same time and edit. 5Ro8cAB945
chains TkrKOJG8YC
and food Conclusion L0/edit#
webs;
Students Paste the link to their food chain prezi
human
activity
into google docs. Students also hyperlink their Sample Prezi:
can name to their mindmap. Groups can volunteer to http://prezi.c
affect present their food chain to the class or students om/dc6iege
these can individually volunteer to present their mind a4oij/?utm_
interacti map. Project the Prezi or mind map onto the
campaign=s
ons whiteboard.
(ACSSU hare&utm_
112) medium=co
py

Projector

3 Classific Science Construc 1. Construct a Formative - Intro: Plenary - quick online Socrative quiz. What animals Online quiz:
ation and t and use food web of Socrative quiz Formative assessment key points and objectives are at the top www.socrativ
helps technolog a range an learnt in the last two lessons. Go over answers for of the food e.com
organise y of ecosystem Formative - recap. chain in a
the contribute represen
and AnswerGarden desert YouTube
diverse to finding tations,
group of solutions including
demonstratin Body: Watch YouTube - Food Webs: Crash ecosytem? video:
organis to models g the Summative - Course Kids #21.2. To gain concept of food webs. https://www.y
ms contempo to relationships Food Web Then, four ecosystems are analysed by the class Why is a food outube.com/w
(ACSSU rary represen between the construction in - deserts, rain forests, freshwater rivers and web a better atch?v=Vtb3I
111) issues; t and organisms in Spiderscribe savanna grassland. The whole class is to input representatio 8Vzlfg
these analyse the organisms they think are related to each n of the
Interacti solutions patterns ecosystem ecosystems in AnswerGarden. (Done as a class relationships Collaborative
ons may (ACSIS1 2. Identify one link at a time) Students are allocated to one in an online tool:
 between impact on 29) examples of of the four ecosystem groups.The next task is ecosystem www.answerg
organis other organisms then to construct a food-web individually of an than a food arden.com
ms can areas of associated ecosystem on SpiderScribe with organisms from web?
be society within a the spiderscribe (They can use images if they Food web
describe and
chosen want). Would their builder:
d in involve
terms of ethical
ecosystem. be any www.spidersc
food considera eg. Desert. Conclusion: Upload and publish the final impacts to the ribe.com
chains tions 3. Predict what spiderscribe onto the class website Weebly (Most rest of the
and food (ACSHE1 may happen likely wont be finished so publish and save to food web if Class
webs; 20). if a link in the work on again at home) the website:
human food web is population of www.weebly.
activity damaged. an organism com
can in it is
affect changed?
these
interacti
ons
(ACSSU
112)

4 Interacti Commun 1. Construct a Engage: students watch video of effects of Overfishing:

ons icate persuasive overfishing, noting how it uses facts and https://www.y
between ideas, digital poster references to interspecies interactions to outube.com/w
organis findings using persuade. atch?v=Vxac
ms can and
statistics Introduction: Students will investigate human xShp3LY
be evidence
describe based
and/or facts threat to ecosystems of their choosing, teacher to
d in solutions to justify provide possible options (deforestation, Piktochart:
terms of to argument. introduced species, poaching, etc). Students will www.piktocha
food problems 2. Investigate be making a poster online. rt.com
chains using the Body: Students will research their topic online.
and food scientific repercussion Students are to make an informative poster using Trophic
webs; language s of altering Piktochart. Posters aimed at fellow students Cascades
human , and biotic or raising awareness on the issue. This should video for G&T
activity represen abiotic include outlining causes and repercussions for students:
can tations, factors in an ecosystems, and use terminology and https://www.y
affect using ecosystem. understanding established in prior lessons to outube.com/w
these digital 3. support argument (eg: how deforestation removes atch?v=ysa5
interacti technolo
a primary producer and habitat from a food web). OBhXz-Q
ons gies as
(ACSSU appropri
For G&T students direct them to video talking
112) ate(ACSI about trophic cascades.
S133)
How is it underpinned by learning theory:
Lesson 1 students are making individual mind maps in their own words, this instills a sense of ownership over their learning which improves motivation and
satisfaction.
Lesson 4 students are called on to apply the skills they have acquired and produce work on a topic of their choosing, again this encourages student-directed
learning, improves ownership, responsibility and motivation. In doing this we are taking direction from the humanist perspectives to learning espoused by Maslow
and Carl Rodgers. Lesson 4 also has students apply higher order skills in Blooms Taxonomy, which is fitting at the end of this unit. This also provides significant
options to G&T students to take on more challenging topics

Lesson 3
SpiderScribe is an online mapping and brainstorming tool. It is an effective tool that can organize ideas by connecting notes, files, maps, calender events, and
more. In Lesson 3. SpiderScribe is used to build a visual representation of a food web. Furthermore, students have the option to research and add photos or notes
of organisms they wish to choose in their own personalised map/web. In this case, the arrows represent the flow of energy and relationships between the
organisms in the Ecosystem, by providing a clear visual in which they have had to build and create. In addition to providing an effective visual aid, the boxes can
be colour coded, allowing further integration of prior learning. Again in the case of food webs, the colour red can be assigned to consumers, green to producers
and brown to decomposers.

Another useful feature of Spiderscribe is that it can also be collaborative tool where students can login and save their work, enabling them to continue the task
after class. Once completed, SpiderScribe can be shared or embedded into the classroom website for others to view and comment. Consequently, this keeps the
students intrinsically motivated to construct the best SpiderScribe they can. Above all, Spiderscribe is very straight forward and easy to use.