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Context based unit Farming

Justification
Over the past three decades context-based and sciencetechnologysociety (STS) approaches to teaching science in high schools have become increasingly popular. These approaches aim to develop scientific understanding while aspiring to foster more positive attitudes to science (Binnie, 2004). The context-based approach is an approach adopted in science teaching where contexts and applications of science are used as the starting point for the development of scientific ideas (Bennett, Lubben, Hogarth, 2006). This contrasts with the more traditional approaches you see more frequently in schools where scientific ideas are covered first, before looking at applications.

Learning is a complex and multifaceted process that goes far beyond drill-oriented, stimulus-and-response methodologies. Learning occurs only when students process new information or knowledge in such a way that it makes sense to them in their own frames of reference (Center for Occupational Research and Development, 1999). When designing a context based unit it is very important to take into account the social and cultural backgrounds of your students. This unit of study is underpinned by the context of farming and is intended to be taught at an agricultural school. I believe this context has the ability to motivate students and make them feel more positive about science while also helping them see the importance
of science and its conceptual meaning. When considering factors such as student interest, local resources and cultural backgrounds I believe farming to be a context that draws on the framework of society in all aspects of everyday life. Contexts are culturally bound and therefore communicate meanings

that are culturally shaped or defined (NSW Board of Studies, 2002). Living in Australia farming affects all individuals either directly or
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indirectly. I believe farming is relevant to all students immediate and future lives. Farming as a context should encourage students to recognise, further develop and apply their scientific understanding and knowledge.

The farming context will be kept at the forefront of this teaching sequence through constant examples, connections and actual experiences to farming. The students will be exposed to a farm during this unit and they will have the chance to have first hand experiences of a farming life. Students will spend time on a working farm and will be able to relate this experience to the science that is being taught. This context will also be kept at the forefront of the teaching strategy through the use of video and other ICT mediums. Guest speakers of active farmers will also be used to keep the context of farming as engaging and authentic as possible. Because this program is designed for a agricultural school there will be resources at the school that will allow for a constant connection from the science to the farming context.

The syllabus dot points chosen have been done so because they give the students a variety of scientific concepts while still relating to farming and making the transfer of learning both possible and simple. These dot points allow students to apply knowledge of farming to scientific concepts of energy, photosynthesis, respiration, Australian ecosystems, multicellular organisms and their relationships to each other. They allow for the integration of physics, biology and ecology and shows students that these concepts dont occur in isolation but all apply to each other. The dot points chosen have relevance to farming as every concept that is investigated takes place in a farming context.

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This unit is underpinned and framed by a teaching approach called the REACT strategy. Through the REACT strategy this unit is structured to encourage five essential forms of learning: Relating, Experiencing, Applying, Cooperating, and Transferring. Relating will be the first form of learning where students will learn in the context of life experiences. This unit will firstly call the students attention to everyday sights, events and conditions of farming. It will then relate those observations to new information and the science underpinned by the everyday life experiences. The next stage in the teaching and learning sequence is experiencing. Learning in the context of exploration, discovery, and invention will allow students to experience activities that are directly related to real life work of a farmer. This learning approach appears to take far more quickly when students are able to manipulate equipment and materials and to do other forms of active research (Centre for Occupational Research and Development, 1999, p 4). This information and concepts will then be applied to farming and can project students to think about possible career paths or possibilities. The application on this knowledge can give students a sense of connection between schoolwork and real-life applications of knowledge. The fourth stage of the REACT strategy is cooperating. Learning in the context of sharing, responding and communicating with others is a primary instructional strategy in contextual teaching (Centre for Occupational Research and Development, 1999). The experience of working as a team is authentic to real life situations. The final and most important stage in this unit is the Transferring of information taught. It is imperative that students can transfer the information taught from the farming context to other situations in life and understand that it is not just relevant to farming. This approach had been chosen as I believe it accounts for lifelong learning where students will be able to make connections to everyday life and transfer information form one context to another.

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Reference list
Bennett. J., Lubben. F., Hogarth. S., (2006) Bringing Science to Life: A Synthesis of the Research Evidence on the Effects of Context-Based and STS Approaches to Science Teaching, Wiley InterScience,347-370 Binnie, A. (2004) Development of a senior physics syllabus in New South Wales. Physics Education 39(6), 490-495. Centre for Occupational Research and Development, (1999), Teaching Science contextually, Waco, Texas: CORD Communications, Inc. NSW Board of Studies (2002). Stages 4, 5 and 6 Science Syllabuses, Sydney: author. Available at: http://www.boardofstudies.nsw.edu.au/syllabus_sc/

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Program outline
Contextual outline
This unit is created to teach a yr 8 science class. The choice of Farming as a context was used because all students should be familiar with farming and have some idea of what it entails. This context is chosen to encourage students to participate and engage in the learning process, identify and extend connections between their learning and their experiences therefore, creating authentic learning. This unit is used to explore scientific concepts from the stage 4 science syllabus including biology, physics, ecology and technology topics. The unit below is set out in the order in which it should be taught Syllabus reference
4.6.1 the law of conservation of energy b) use models to describe different forms of energy

Unpacking the science

Provide characteristics and features The law of conservation of energy states that energy may neither be created nor destroyed. Therefore the sum of all the energies in the system is a constant. Energy = the ability to do work Energy in a system may take on various forms: kinetic (moving), potential (stored), heat, light, electric, chemical, sound, gravitational Energy is what makes things happen e.g light energy makes plants grow, change shape Kinetic energy allows tractors to move Food gives animals energy to survive, move, grow, reproduce 11156231

Connections to farming
Examples of every form of energy can be found on a farm. A farm would not function without the use of all of these energy types. Energy types found on a farm include: Light energy from sun to make plants grow Chemical energy stored in food for farm animals Electrical energy for lights and power tools Kinetic energy from moving cattle,

Activity example
Brainstorm and list ten types of energy in use on a farm (power tools, lights, heating, tractors) then discuss how the energy is used to make something work. Identify if this energy type is potential or kinetic.

Skills
4/5.17 processing information a) collate informatio n from a number of sources b) distinguish between relevant and irrelevant informatio n

PFA

Values and attitudes

4/5.23 demonstrates confidence and a willingness to make decisions and to take responsible actions

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6 A fruit growing on a tree has potential energy to drop to the ground The sun produces light and the energy to make plants grow Energy powers our vehicles, warms our homes and powers machinery in factories and farms. Recognise and name A set of circumstances and/or the location and surroundings of a place. A fact or situation that is observed to exist or happen Different forms of energy = kinetic (moving), potential (stored), heat, light, electric, chemical Places that these forms of energy can be found e.g. farm, house, kitchen ect Energy can be transferred and transformed to other types of energy galloping horses, moving tractors. Heat energy from a burning camp fire, bush fire Potential energy of an apples ability to fall from a tree Situations in a farm where different forms of energy take place include: herding sheep and cattle green house where plants are grown vineyard where grapes are grown shed where tractors and power tools are used and kept shearing sheep horse riding milking cows chicken laying eggs humans eating lunch a farrier putting shoes on a horse driving a quad bike

4.6.1 the law of conservation of energy a) identify situations or phenomena in which different forms of energy are evident

Identify and name the different forms of energy are taking place at each farming situation: 1. herding sheep 2. Growing plants 3. power tools in use 4. shearing sheep 5. horse riding 6. milking cows 7. chicken laying eggs 8. farrier putting on a horse shoe

4/5.15 gathering first-hand information a)make and record observations and measurement s accurately

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4.12 Technology b) identify a variety of energy transformations in everyday devices involving electrical, sound, light and/or heat energy

Recognise and name Energy can be transformed into other forms of energy. For example, the electric motor in a hair dryer transforms electrical energy into mechanical Energy. Sometimes, during a transformation of energy, not all of the energy is transformed into useful forms. Some of the energy may be transferred to the surrounding environment as unwanted heat, or transformed to light or sound. Everyday devices where energy is transformed: Fridge electrical energy to heat energy Car - potential energy to kinetic Lighting electric to light Stereo electric to sound Recognise and name organism is any contiguous living system Multicellular organisms are organisms that consist of more than one cell and in which the cells are differentiated to perform specialized functions. Multicellular organisms include plant and animals. Most life that can be seen with the naked eye is multicellular. Examples include: Trees, flowering plants, mammals, birds, fishes, reptiles, amphibians and invertebrates

Places at a farm where a variety of energy transforms in everyday devices: Barbeque chemical energy to light and heat Lighting electrical to light Electric fence electric to heat (if burnt) Tractor potential to kinetic Whip being cracked potential to sound

Students are to brainstorm 5 devises they would find on a farm and identify the energy transforms in those devises.

4/5.25 recognise the relevance and importance of lifelong learning and acknowledg es the continued impact of science of many aspects of everyday life

4.8.4Multicellular organisms a) identify that there is a wide range of multicellular organisms

In a farm ecosystem there are a wide range of multicellular organisms that can be identified. These organisms could include: Cows, horses, chickens, fruit trees, olive plants, fish, birds, sheep, weeds, dogs, gum trees, banana trees, pineapple plants, strawberry plants, insects ect. The wide range of multcellular organisms that can be found at a

Walk around the farm yard and name 5 multicelluar plant species and 5 multicellular animal species

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4.8.4Multicellular organisms d) identify the materials required by multicellular organisms for the processes of respiration and photosynthesi s

Recognise and name

multicellular organisms = Plants and animals that consist of more than one cell Respiration = the process by which all living things produce energy. All cells need energy to make things happen. Photosynthesis = process by which plants use the energy from the sun in the form of light to make their own food. Respiration and photosynthesis are chemical reactions that use light and chemical energy. Plants both respire and photosynthesise. Animals only respire.

Materials required for photosynthesis: chloroplasts, chlorophyll, carbon dioxide, water, energy in the form of light. Photosynthesis only occurs in the chloroplasts of a plant (this is where the chlorophyll is held)
Chlorophyll traps energy from sunlight so that it can be used in photosynthesis.

Converts light energy into chemical energy The word equation for photosynthesis: carbon dioxide + water + energy (light) glucose + oxygen
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farm makes a farm a great place to identify a huge range of multicellular organisms. How do crops grow and reproduce? What materials are required by crops to produce energy to grow. Humans need to eat food to get energy to grow and live. How do crops from a farm get this energy? All green plants photosynthesise to produce food for energy to grow and reproduce. Every farm would have a ecosystem full of green plants that photosynthesise. A banana or any other fruit producing plant farm would directly rely on photosynthesise for the survival and growth of their crops. Because photosynthesis is happening at all of these farms all of the materials required for photosynthesis are found

In groups of 5. Design an experiment to identify the materials needed for photosynthesis. Design an experiment to identify the products of respiration

4/5.22.2 working in teams 4/5.20 problem solving 4/5.19 thinking critically 4/5.14 performing firsthand investigations

Photosynthesis occurs during the day when green plants are in contact with sunlight. Energy is released from respiration Respiration provides energy needed for all living things to work. Materials required for respiration: Glucose in animals this comes from the food the animal eats, in plants this is a product of photosynthesis Respiration takes place in every cell in every animal and plant in the mitochondria.
Oxygen in humans and other mammals oxygen enters the body via the lungs, it then diffuses into the blood stream and taken to all the cells in the body. Oxygen can also be taken up through the skin of some animals and gills of others In plants oxygen is a product of photosynthesis, oxygen can also be taken in through stomata.

The word equation for respiration: Glucose + oxygen carbon dioxide + water + energy (chemical) The materials required for respiration are the products of photosynthesis and materials required for photosynthesis are the products of respiration

there too. Students can identify these materials needed for photosynthesis is found at a farm because photosynthesis is happening there every day. A farm is not just occupied by plants... a farm can be also full of animals like cows and sheep. These animals do not photosynthesis but they do respire. Every living thing within a farm ecosystem respires... that includes plants too. Because respiration takes place at every farm either with plants or animals the materials required for respiration can be found and identified at a farm.

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4.10 ecosystems c) describe the roles of photosynth esis and respiration in ecosystems

Provide characteristics and features

ecosystem is a biological environment consisting of all the organisms living in a particular area.

Photosynthesis traps light energy and converts it into chemical energy in the form of glucose. Only producers can create their own food which is if great importance to all consumers in an ecosystem. All living things either directly or indirectly rely on photosynthesis. If plants could not produce their own food an ecosystem could not survive as they are providing energy to all other living organisms.
Consumers feed on plants or other animals. The food is used as the material for growth and to release energy for living. Photosynthesis produces oxygen which is essential for respiration. Photosynthesis plays a very large role in any ecosystem as it provides he ecosystem with the much needed oxygen that every cell in every living thing needs to respire and survive. Respirations role is to release energy from food. All living things need energy to survive and without the process of respiration chemical energy in the form of food (glucose) would not be converted into other forms of energy (ATP) that the body needs for growth ect.

A farm is an ecosystem and photosynthesis and respiration play a very important role in any farm ecosystem. Without photosynthesis occurring a farmer could not produce a crop or grow plants for animals to eat. A farm would not be a functioning ecosystem without photosynthesis taking place. Photosynthesis provides plants with the energy to grow and when an animal eats that plant that energy is then provided to the animal to grow. This energy is then passed on when an animal eat the plant. All
living things depend on the process of photosynthesis as it provides the continuous input of energy necessary to sustain ecosystems. A farm can provide a great example of the importance of photosynthesis in an ecosystem. At a farm every living

Using examples of organisms from a farm recall where producers get their energy from Using examples from a farm outline how consumers release energy from the food they eat.
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4/5.21 the use of creativity and imagination a)seek evidence to support claims

4/5.26 Recognise the role of science in providing information about issues being considered and in increasing understandi ng of the world around them

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11 . organism respires an it is of great importance to the farming ecosystem as it provides all living things the energy to grow, move, reproduce and all vital functions. You can describe the role respiration and photosynthesis plays in a farm ecosystem and the importance they both have in the running of the farm as a functioning ecosystem.

4.10 Ecosystems b) describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers are related

Provide characteristics and features

A food chain shows how the energy stored in one organism is passed to another. Each organism depends on the one before. A food web is the joining of a number of food chains together. Many animals eat more than one type of food. This means that they are in more than one food chain. Producers = organisms that can make their own food. All plants make their own food using the energy of the sun in a process called photosynthesis. Consumers = organisms that rely on other organisms for their food. Consumers feed on plants or other animals. The food is used as the material for growth and to

Australian farm provides a great example of an Australian ecosystem. A farm has examples of a variety of producers (flowering plants, fruit plants, olive trees) A variety of consumers from first order (cow, rabbit, wombat, horse, kangaroo, emu), second order (dog, dingo, snake) third order (kookaburra, crocodile found in farms in northern Australia) Many animals found in a farm eat more than one type of food and

In groups of 4 name 5 producers, consumers and decomposers you would typically find at a farm. Construct both a food chain and web with these animals.
Julie and James were studying animals in their local park. They made the following observations:

4/5.22.2 working in teams 4/5.18 presenting information e)use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information

4/5.5 current issues, research and developments in science a) describe some recent scientific contribution made by male and female scientists, including Australians, and discuss the effect of their contribution.

4/5.27 Acknowled ge their responsibilit y to conserve, protect and maintain the environmen t for the future

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12 release energy for living. The energy in foods is released in a process called respiration. Decomposers = organisms such as bacteria, worms and fungi, that break down dead animals and plants. The nutrients in the dead animals and plants are recycled back into the food web.

therefore they could be included in a food web. Decomposers are also evident in Australian farms. When an animal dies and is not eaten by another animal it decomposes. Flies and maggots are examples that can be found on any farm. Flies lay egg on dead animal and maggots eat away the animal. The maggot then becomes a fly and the nutrients from the dead animal are recycled back into the ecosystem. There are many examples of food chains and food webs that can be created from a farming ecosystem. The connection between producers, consumers and decomposers is also evident

Grasshoppers clearly eat grass. Mice eat grass seeds and grasshoppers. Small birds eat grasshoppers. Snakes eat mice and small birds. Kookaburras eat snakes. (a) construct a food web using this information. The producers should be at the bottom. (b) identify which organisms: (i) are producers (ii) are first -order consumers (iii) are secondorder consumers only (iv) are secondand third-order consumers (v) are herbivores (vi) are omnivores (vii) compete for food (viii) have more than one food source.

Making a career out of ecology or conserving the environment.

Professor Tim Flannery was named Australian of the Year in 2007, largely for helping make Australians more aware of environmental issues. He started his scientific career studying the evolution of Australian Mammals. Tim Flannery has published a book called The Future Eaters that described the damage humans have caused to the

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13 (c) Predict what would happen if the snakes died out. Australian environment.

4.10 ecosystems d) discuss some effects of bushfires, drought and flood on Australian ecosystems

Identify issues and provide points for and/or against Bushfires = large out of control fires in bush land Very hot and burn everything it its path. Cause a lot of damage to wildlife, homes and property. Believed that regular burning fires lit by aboriginals have contributed to the type of vegetation now growing in Australia. Many Australian plants cannot live without fire. Ash provides many minerals and fine texture, this helps seeds to germinate and new plants to grow. Heat and smoke cause some plants to release seed and some seeds to germinate. Bushfires cause many animals to be killed. Destroy animal shelter and food sources causing animals to have to move areas to survive. Destroy working properties by burning down buildings and machinery. Drought = a prolonged period without rain. Australia driest continent on earth. Most of Australia is so dry it is not suitable for farming. During periods of drought there is more soil erosion and bushfires are more frequent. Species of plants that are not 11156231

Bushfire, drought and flood are all things that affect Australian farms. Student should be able to identify with the affects these natural disasters as they are publicised by may media publications. Students can identify with issues bushfires, floods and drought have on Australian farms like the loss of livestock, crops and the damage of property.

In pairs research the effects bushfires, drought and floods have on Australian farms. Present this information in a table.

4/5.18 presenting information e)use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly

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14 drought tolerant may be replaced by more drought-tolerant species. This affects the types of animals that can live in the area, plants and animals need to adapt to live in such dry environments Flood = An overflowing of a large amount of water beyond its normal confines Floods affect agriculture; livestock may drown and crops can be destroyed. Floods can damage property that can be very costly to repair. Cause disease to spread as sewerage systems overflow and mix with flood waters Affect the natural environment Vegetation may die if it remains under water for a long time, and topsoil can be washed from one area to another by the floodwater. Flood can also provide much needed water to an ecosystem that is in drought.

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