Name: Georgia Parasiers

Unit Planner for Learning in Science

Learner context
Topic Focus: Human influences have impacted various food chains in significant ways
Level of schooling: Year 7
School and class context: Riverdale Primary School – Two SSO support workers in the class for three
students diagnosed with ASD. One student trauma based, therefore requiring specific instruction for learning.
27 students in the classroom, no EALD students present. Students do talk, therefore heavy emphasis on
group work and working outside of the classroom. Classroom space provides little to no space to move
therefore students require working outside.

What is the learning focus?

Concept(s): These are the big ideas to be Thinking and Working Scientifically processes:
developed
The flow of energy from one living thing to Identify and make predictions with questioning and
another is a food chain inquiry
A food web is a feeding and food relationship
within a community Distinguish their findings and analyse to draw
conclusions
Human influences have impacted various
food chains in significant ways Use scientific knowledge and language to make
informed decisions about presenting ideas

Collaboratively collect and formulate research ideas to

present conclusions.
Dispositions: These are the attitudinal aspects of learning
Students to develop proactive ideas about sustainability and the effect of human activity and the
potential impact on ecosystems. Develop confidence in talking about food chains and food webs, and
have the ability to reject quackery when considering human activities.

How will the students engage with this learning?

Prior Knowledge/Engagement Learning Experiences - Finding out about the learner:
Engagement Lesson (45 mins)
Activity 1:
- Students are asked what they ate for breakfast that morning to build conversation about how food
provides us the energy to complete daily activities. Students engage in discussion.
- Finding Nemo video “Fish are friends, not food” video is to be watched – with class discussion about
what sharks eat, don’t eat. What would happen if they did not eat fish?
Activity 2:
- Building on from the experience, students are prompted in being asked what a food chain is, what is
a food web? What would be the difference in these two? Students discuss similarities and
differences. Write on the whiteboard
Activity 3:
- Students are given images within an ecosystem – The Great Barrier Reef and asked to represent it
within a food chain, and a food web. Given as many animals as they wish and to present their
understanding in a poster in pairs. Students have specific questions to define their own definitions.
What they believe a food chain is, what do we think a food web is? And, how many a food web be
different to a food chain?
Activity 4:
- Think-Pair-Share – students present their posters as pairs and discuss about what they believe is
their own interpretation of a definition, their own inquiry method of questioning.
- Students are prompted as an entire group – If one animal was taken out of our food chain, or food
web, what may happen to the ecosystem?
Learning Intentions

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
At the end of this unit we will be producing a multimodal presentation, linking to the ideas of organisms, food
chains, food webs and the human activities that effect these concepts. We are going to form ideas of these
concepts within a variety of lessons to build the confidence to undertake research and questioning to work
towards our multimodal presentation.

Explore/Explain Learning Experiences – Exploring/Getting the idea:

Predators and Prey (35 mins)
Identify questions and problems that can be investigated scientifically and make predictions based on scientific
knowledge (ACSIS124)

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and
experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

Activity 1:
- Begin with class discussion about predators and prey – have they heard these words before and
what do they think they are? Think – Pair – Share about what they think predators and prey are.
Activity 2: Predators and Prey
- Students go outside at Para Hills trail (school boundary) and sit quietly in this area and observes
insects, birds, animals and plants.
- Students can use a the iPad to take pictures and photographs. Can annotate their own pictures.
- Record any activity of feeding, and explain which organisms use the predator, which is the prey or if
there are any competitors.

Activity 3:
- Regroup class together and discuss findings.
- Prompt students about what relationships have been found.
- Students may have found relationships between this activity and food chains. If this has been found,
show example to class, as this has premise for building on the next activity.
Word Wall Inclusion: predators, prey, competitors, habitats, plants & animals
HOMEWORK: TASK CARDS for all students but is designed to meet the needs of students with learning
challenges and EALD students.
- students are given direct instruction to research key words: producer, composer & decomposer
before next lessons, writing their own understanding of these three words.

Producers, Composers and Decomposers (35 mins)

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to
identify relationships and draw conclusions based on evidence (ACSIS130)

Activity 1:
- Students discuss homework task, sharing their understanding and questioning of producer,
composer and decomposers.
- Given the opportunity to lead their own inquiry in small groups of ‘What are the different roles of the
food chain model?’
Using their homework tasks, along with resources (iPad/computers) students are to draft scientific
definitions to show their understanding of these concepts.
Students can also be prompted to use their scientific knowledge to show what it may look like in their
schoolyard using their previous activity from predators and prey.
Word Wall Inclusion: consumers, producers and decomposers
Food Chain Development
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to
identify relationships and draw conclusions based on evidence (ACSIS130)

Activity 1:
- Beginning with lesson had students engaging in “what did you eat for dinner”. Using examples of my
own dinner/lunch last night we deconstruct our meal.
- Building from this, we ask students, where does food example come from, and why do we need to
eat food?

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
Activity 2:
- Students watch “Fabulous Food Chains” video.
- With reference to PK activity students work in partners to re-evaluate whether they have placed their
food chains in the correct order.
- Great Barrier Reef images are given out once again, and students are given the opportunity to move
their animals and plants, glued on posters.
Asked for detail – predators, prey, consumers, producers and decomposers.
Formative: Students Discuss argue in their pairs as scientists the relevance of their food chains and discuss
their decisions of whether organisms are placed correctly. Students must use scientific language to prove
their answers.
Self-assessment of their food chains.
Word Wall Inclusion: energy, habitat, ecosystem, system, food chain, living things, the sun, organisms,
animals, plants, bacteria

Food Web Development

Use scientific knowledge and findings from investigations to evaluate claims based on evidence(ACSIS132)

Activity 1:
- Using the interactive whiteboard with a Venn diagram student discuss the similarities and differences
between food chains and food webs. Students are reminded that a food chain is the energy flow
from one organism, what may be a food web?
Activity 2:
- Students are handled cards of different organisms on necklaces and instructed to stand in a circle.
- One student is instructed to stand in the middle of the circle as the “sun”. They are to hold a ball of
wool.
- Sun student is instructed to throw first to a producer, then a consumer then a decomposer.
- Students as a whole are prompted to ask if a food chain has been found, if so, then the wool is cut.
- This is repeated until a multitude of food chains is completed, with various organisms overlapping.

- Questions are posed after all the food chains are made
Have we made food chains? What may we call all our food chains together? Can we see a difference,
explain?
Who is holding the most pieces of wool? Why?
- While undertaking this activity, the teacher is to move throughout the food chains and conduct
experiments, these may include
- > stating that one specific consumer has died, what would happen to the food web?
- >If I decided to build a house on a specific producer/consumer what may be the effect? Who has
caused this?
- What has happened to our food web?
Students are given ample opportunity to inquire their own questions, specifically leading to human
activity causes on their food web.
Word Wall Inclusion: Food Web
HOMEWORK: TASK CARDS – students are given homework to research and bring evidence of agriculture,
deforestation and new species in ecosystems. They are asked to bring ideas in dot points and needs to be
done before the next lesson.
Impacts on Ecosystems
Use scientific knowledge and findings from investigations to evaluate claims based on evidence(ACSIS132)

Activity 1:
- Students are asked to demonstrate knowledge on how human activity affects food webs.
- Reintroduce original food web again with wool (photograph on interactive whiteboard).
- Students are broken into six groups and given a question each to discuss and translate. Two groups
do agriculture, two groups do deforestation and two groups do new species.
- Providing prompts of: Questions of impact surrounding agriculture, deforestation and a new species
on this food web.
- Visual prompts of EALD students; type up of questions.

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
Formative: Second formative assessment to ensure students are using scientific language and providing
evidence of understanding.
Word Wall Inclusion: sustainable ecosystems, agriculture, deforestation, urbanisation.
Homework: TASK CARDS: Students are asked to research their local parks and wetlands within the area of
Salisbury Downs. This task will require students to only notetake in their diaries the local wetlands in their
area.

Elaboration / Extend Learning Experiences –Practicing the idea and applying the idea deeper and/or
wider:
NB This section would include several lessons in a unit of work that extends over a couple of weeks
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and
experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

SHE: Solutions to contemporary issues that are found using science and technology, may impact on other
areas of society and may involve ethical considerations (ACSHE120)

Activity One:
- Students will go on an excursion to the local Kaurna Wetlands and investigate the local native
ecosystems around their area.

They have developed the scientific skills to observe an ecosystem and food web in real life. Students are to
explore the wetlands in groups.
➢ Students are going to be identifying and observe the key three contributors to a food chain and food
web.
➢ Observe and record any evidence of predator and prey relationships.
➢ Observe the number of species
➢ Draw a representation of this ecosystem, to be further finalised in class.
➢ Draw an example of one animal from each key group; decomposer, producer and consumer.
➢ Take three photographs on iPad.
➢ If possible, observe human activity within the ecosystem.
➢ Asked to predict various human activities that may affect this ecosystem.

Lunch; what have students observed, found, or interesting things. Keeping the discussion going.
The next lesson, we will be taking the evidence we have collected today and creating presentations to show
our findings.
Activity Two:
- Students are to present a multimodal presentation in their groups of what they evidence they have
collected and document using scientific terms.
- They are given the option to create either i. a PowerPoint, ii. Video or iv. Oral presentation.
- Students must present their multimodal presentation to the class in their groups.
- Students will be given the opportunity to give informal verbal feedback to their peers presentations.
- Students will be assessed by their peers as to the validity and quality of their presentations.
Peer Assessment focused on constructive feedback.
- Students will be teacher assessed with a rubric. (Refer to Appendix One)

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
 After views /Evaluation Learning Experiences –Reflecting on students’ learning of the idea:
SHE: Solutions to contemporary issues that are found using science and technology, may impact on other
areas of society and may involve ethical considerations (ACSHE120)

Interactions between organisms, including the effects of human activities can be represented by food chains and food
webs ( (ACSSU112).

Activity One:
- Using original prior knowledge food webs, using them as a tool to evaluate and discuss
What do we know now that we could have improved on our original decisions of our food chains and
food webs?
How might we understand the importance of ecosystems and the role we play as humans within
these ecosystems?

Differentiation /How will you extend and enable students?

- Continual SSO support throughout the unit, working with students who have funding for support
within the classroom.
- Providing Task cards and more explanations where required for students who need it, as well as for
EALD students.
Task cards can be modified if required.
- On excursion, extra support will be required therefore parent helpers are encouraged to attend as
well as SSO officer who works within this classroom.
- Extension will be provided for students who require further work on concepts.

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? How will you Providing feedback
Who leads the record your
assessment? assessments?
Concept(s):

The flow of energy Formative Middle of unit Self - Spoken back to

from one living Lead by the students assessments students as
thing to another is – own inquiry. groups.
a food chain

A food web is a Formative Assess near the end Observations of Both done with
feeding and food of the unit before student peers and
relationship within assessment to discussion, teacher
a community ensure students can personal conversations.
proceed. observations.

Human influences
have impacted Summative Assess at the end of Rubric and Rubric
various food the unit. Give Checklist
instruction of the

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
chains in assessment Self-
significant ways however specifically Assessment
‘lead’ by students.
No explicit
instruction to how to
present. The WHAT
is explicit to ensure
achievement
standards are met.
Thinking and Working
Scientifically, processes:

Identify questions and

problems that can be Formative and This will take place Continual folio Feedback given
investigated and make summative throughout the entire work, recorded either
predictions based on assessments unit, specifically via student immediately or
scientific knowledge
(ACSIS124)
explore and explain. observations, through ‘talking’
self and peer to enable student
Collaboratively and assessments. confidence and
individually plan and well-being.
conduct a range of Summative Specifically, in
investigation types,
including field work, and assessments summative Final Rubric &
experiments, ensuring assessment. Both assessment, Checklist
safety and ethical teacher and student- multimodal
guidelines are followed led. presentation
(ACSIS125)

Summarise data, from

students’ own
investigations and
secondary sources, and
use scientific Formative and This will take place Continual folio Feedback given
understanding to identify summative throughout the entire work, recorded either
relationships and draw assessments unit, specifically via student immediately or
conclusions based on explore and explain observations, through ‘talking’
evidence (ACSIS130)
and summative self and peer to enable student
Use scientific knowledge assessments. assessments. confidence and
and findings from well-being.
investigations to
evaluate claims based Formative and This will take place
on evidence (ACSIS132)
summative throughout the entire Continual folio Feedback given
assessments unit, specifically work, recorded either
explore and explain via student immediately or
and summative observations, through ‘talking’
assessments. self and peer to enable student
assessments. confidence and
well-being.
Solutions to Formative and This will take place
contemporary issues that summative throughout the entire Final
are found using science
and technology, may assessments unit, specifically assessment, Rubric &
impact on other areas of explore and explain multimodal Checklist
society and may involve and summative presentation
ethical considerations assessments.
(ACSHE120).

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
Links with the Australian Curriculum
Strand: Science Understanding Sub- Strand: Biological Sciences
Descriptor: : Achievement Standards: Cross Curriculum General capability
Priorities
Interactions between They predict the effect of Sustainability ICT, Literacy, Critical and
organisms, including the human and environmental Creative Thinking and
effects of human activities changes between
can be represented by food
organisms.
chains and food webs
( (ACSSU112).
Students identify
questions that can be
investigated scientifically.

They communicate their

ideas, methods and
findings using scientific
language and appropriate
representations.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student
understanding?)
Texts:
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016a, F-10 Curriculum: Science v8.3,
Australian Curriculum, Assessment and Reporting Authority, viewed 8 April 2018, <
https://www.australiancurriculum.edu.au/senior-secondary-curriculum/science/biological-
sciences/achievement-standards/>

Bell, B 1993, ‘Children’s Science’, Children’s Science, Constructivism and Learning in Science, Deakin
University, Victoria, pp. 11-21.

Cocking, R, Mestre, J, Brown A 2000, ‘New Developments in the Science of Learning: Using Research to help
students learn science and mathematics’, Journal of Applied Developmental Psychology, vol. 21, no. 1, pp.1-
11.

Department of Education and Children’s Services 2010, South Australian teaching for effective learning
framework guide: a resource for developing quality teaching and learning in South Australia, Government of
South Australia, Department of Education and Children’s Services, South Australia.

Faire, J, Cosgrove, M & Centre, WE 1988, Teaching primary science, Waikato Education Centre, Hamilton,
N.Z.

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
Guest, G 2003, Alternative Frameworks and Misconceptions in Primary Science, University of West England,
Bristol, 7 April 2018, < https://www.ase.org.uk/documents/p4160bmisconceptionsprimaryscience/p4.1-6.0b-
misconceptions-primary-science.doc/>

Heddy B, Sinatra G 2013, ‘Transforming Misconceptions: Using Transformative Experience to Promote

Positive Affect and Conceptual Change in Students Learning About Biological Evolution’, Science Education,
vol. 97, no. 5, pp.723-744.

Lofts, G, Evergreen, M 2015, Science Quest for Victoria: Australian Curriculum Edition 7, Jacaranda
Publishing, Queensland.

Munson, B 1994, ‘Ecological Misconceptions’, Journal of Environmental Education, vol. 25, no. 4, pp. 30-34.

Skamp, K, Preston, C, 2018, Teaching Primary Science Constructively, 6th edn., Cengage Learning Australia,
Victoria.

Websites:
Producers, Consumers and Decomposers https://betterlesson.com/lesson/631349/producers-consumers-
decomposers#
Human Impacts on Biodiversityhttps://betterlesson.com/lesson/640466/human-impact-on-biodiversity#

Australian Ecosystems
http://www.australianecosystems.com.au

Student Resources (resources that you will need to engage students with the learning)
Student Resources:
Nemo Video

https://www.youtube.com/watch?v=3-Zk1nd_dY8
Crash Course Video
https://www.youtube.com/watch?v=MuKs9o1s8h8

Teacher Evaluation (Reflection: How effective have you been? This can be left blank until after
implementation)
To consider:

Which aspects were

most effective?

Which aspects were

challenging? Why?

Were real world

connections made to
the students’ lives?
Were the skills
integrated into other
learning areas?
Could the learning be
shared with others?

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
Appendix One:

Food Chains and Food Webs & the human Interactions

Name:

4. Distinguished 3. Proficient 2. Apprentice 1. Novice

Had facts and
Research- Had facts and information Had facts and
information from at Did not have any
Quantity: Number from four or more information
least three different facts.
of sources sources. from one source.
sources.
Used many facts
Content- Quality of All information was clear Had information Did not have facts
and details to
Information: and came from trusted about the topic. or details about the
explain the topic.
Information is sources. Used many facts, Project needed topic. Information
Information came
accurate and about details, and examples to more facts and was false or only
from trusted
the topic explain the topic. details. opinion.
sources.
Maps and Models- Excellent quality. Key One or two key
Key features were Key features were
Overview: Neat, features were present features were
present and labeled missing or
creative, and has and labeled correctly. missing. Some
correctly. Related mislabeled. Did not
all required Design helps explain labeling was not
to the topic. relate to topic.
elements content. correct.
All work was neat, Did not use time
Finished work on
accurate, and finished on Finished most wisely. Did not
time. Came to class
Organization- time. Always came to work. Usually finish most work.
with paper, pencil,
Overview: Ready class with paper, pencil, had paper, Came to class
notes, and
for classwork notes, and textbook. Used pencil, notes, or without paper,
textbook. Kept
time wisely. Kept track of textbook. pencil, notes, or
track of progress.
progress. textbook.

Food Chains and Food Webs & the Human Interactions

Content specific (rubric against only one)

Name:

4. Distinguished 3. Proficient
2. Apprentice 1. Novice
Held the camera still. Held the camera still. Moved the camera,
Held the camera still.
Media-Video Video was easy to Subject of the video so video was jerky
Video was easy to
quality: watch. was not always clear. and shaky. The
watch. Video showed
Skill using a Subject sometimes subject’s head was
subject’s entire face
video camera Video showed subject’s too far away, too cut off or the subject
and expressions.
entire face and close, or out of focus. was too far away.

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
 expressions. Used both
close ups and wide
angles.
Made some eye
Presenter made eye Presenter made
Oral contact. Voice was Did not make eye
contact with many some eye contact,
Presentation- sometimes too soft. contact. Spoke too
audience members. but only in one
Overview: Eye Presenter rocked softly. Read from
Presenter spoke direction. Presenter
contact, voice, back and forth and notes. Did not stand
clearly and appeared spoke clearly and
and appearance seemed up straight.
very confident. looked confident.
uncomfortable.
Ideas in logical order.
Interesting details Most ideas in logical
Ideas not in logical
Writing- supported the main order. Details Some ideas in logical
order. Details did
Overview: idea. Used topic- supported the main order. Few details
not support the
Ideas, specific vocabulary. idea. Used proper supported the main
main idea. Made
conventions, Made no spelling, vocabulary. Made idea. Made 5 to 10
more than 10
organization, grammar, less than 5 spelling, spelling, grammar,
spelling, grammar,
and word capitalization, or grammar, capitalization, or
capitalization, or
choice punctuation errors. capitalization, or punctuation errors.
punctuation errors.
Used personal style punctuation errors.
and feeling.

Food Chains and Food Webs & the Human Interactions

Checklist
Name:

____ My project has information from at least three different sources. ____ My project has
facts and details about my topic.
____ My maps, dioramas, or other designs are complete and neat. ____ I have my work done
and I have all of my materials.

____ I held the camera still and framed my subjects so you could see them.

____ During my presentation, I will speak clearly and act confidently.

____ My writing is organized and uses proper vocabulary, spelling, and conventions.

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.