FORWARD PLANNING DOCUMENT

TERM/WEEKS:

1/5

YEAR LEVEL: 9

LEARNING AREA/TOPIC: Science/Biological Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Critical and Creative

Thinking

Ethical Behaviour

Personal and Social

Competence

Intercultural
Understanding

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

WEEK/
LESSON

AUSTRALIAN CURRICULUM
LINKS
Science
Understan
ding

Demonstrate a
working
understanding of
predator prey
relationships

ACSIS165

ACSSU176

1/2

ASSESSMENT
(what & how)

Science
Inquiry
Skills

ACSSU176

1/1

Science as
a Human
Endeavour

SPECIFIC LESSON
OBJECTIVE

Asia and Australias engagement with Asia

Recognise that the

sun is vital to life on
Earth as it is the
source of energy into
all ecosystems.
Describe the role of
producers,
consumers and
decomposers in the
transfer of energy
within an ecosystem.
Design and create a
food web highlighting
it as the means by
which energy is
transferred.

Informal assessment:
Tagxedo
iMovie

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)
Intro: Tagxedo Students to watch predator/prey relationships
video http://www.scootle.edu.au/ec/viewing/R12080/index.html
and using Tagxedo, highlight some important key words relating to
predator/prey relationships.
Body: iMovie In groups of 3-4, students are to make a 4 minute
iMovie illustrating a food chain. Research three predator/prey
relationships, including some involving threatened species. For
each species students need to show the following:
Where it can found on a map (i.e. national park in the area)
Include a picture or video of the species (see teacher for
alternative ideas) i.e. puppets
State the known population size
If the species is threatened, identify the main reason for its
threatened status.

Informal:
Observing students
responses through
the use of
questioning
throughout lesson
Formative:
Create a food web
comic strip using
http://www.toondoo.
com/

Closure: iMovie review What did you learn about predator/prey

relationships? Was iMovie helpful in expressing your ideas?
Intro: YouTube Students to watch the YouTube clip at
https://www.youtube.com/watch?v=KyefVtxY-oI as a way of
refreshing the concept of a wood web
Body:
Food web simulation food webs are a way of showing the flow of
energy within an ecosystem. In pairs, spend 10 mins running
through some ecosystem simulations being sure to adjust the
number of producers and consumers present. Notice the impacts
on both producers and consumers when the numbers present
within the ecosystem is adjusted.
Toondoo Comic Strip In groups of 3-4, students are to use their
knowledge of food webs and energy flow through an ecosystem to
create a food web comic strip using http://www.toondoo.com/.
Their focus should be to show the flow of energy through the
ecosystem through the links in the food web.
Closure:
Ecosystems, and therefore food webs and energy flow, change
due to human impacts such as habitat destruction.
Impacts to one link in a food web impacts all of the other links.

Sustainability

KEY
QUESTIONS

Intro: What are some key

words that come to mind
when thinking about
predator/prey relationships?
Closure: What did you
learn about predator/prey
relationships? Was iMovie
helpful in expressing your
ideas?

RESOURCE
S

1:1
computer/table
t allocation
Internet
access
iMovie
Tagxedo
Scootle

Intro: What is a food web

and what do the links
represent?

1:1
computer/table
t allocation

Body:
What happens to an
organisms energy when it
dies?

Internet
access

Closure:
In conducting the food web
simulation and creating the
comic strip, what were three
things that you learnt about
ecosystems?
How would something like
habitat destruction affect the
flow of energy within an
ecosystem?

Link to
YouTube clip
and ecology
simulator
Access to
http://www.too
ndoo.com/ to
create a food
web comic
strip

ACSSU176

1/4

ACSSU176

1/3

Understand how
deforestation can
lead to changes in
population size
Compare impacts of
clear felling and
retention harvesting
on the balance of an
ecosystem
Discuss how the use
of ICT has been
incorporated into the
lesson

Compare the
balance and energy
flow in a complex
food web before and
after the impact of
habitat destruction.
Investigate the
effects of habitat
destruction within an
ecosystem

Formative
assessment:
Eco Forest
simulation
Discussion of results
on Google
spreadsheet

Intro: Hand out the variety 3 variety of chocolates/sweet to every

students (using this for our groups also). As students begin to
unwrap and look to eat, ask: (1) If they know where it comes
from? (2) Organic or farmed? (3) How much land was cleared to
make it? (4) What kind of ecosystem was destroyed, forest? (5)
How many species habitat was permanently erased?
Body: Eco Forest simulation Students are to take on the role of
forest manager and assess the impact of logging on the balance
of an ecosystem. Give instructions for the aims of the simulation
and what results will be discussed. Split into environmentalists,
clear fellers, retention harvesters and profit makers
Google Spreadsheet students to paste results into Google
Spreadsheet. Discuss results of environmentalists, clear fellers,
retention harvesters and profit makers. Did they achieve their
targets?

Formative
assessment:
Prezi presentation

Closure: Discussion of the uses of ICT

Did you feel that the digital technologies used in this lesson ring
true to the statement?
Do you feel that the ICT used in this lesson took over the job of
the teacher, or supported the lesson objectives that were put
forward?
Respond to the statement, the eco forest game an inaccurate
irrelevant simulation of green lies discuss
Intro: Online KWL Chart - Recall objectives from last 3 lessons.
Habitat destruction, food webs and biotic interactions. Pose
question What would happen to the balance of a food web if
habitat destruction occurred? Watch video Reduction and
Destruction of Habitat http://youtu.be/0uxRdGXxWdc. Use K-W-L
Creator to create an online KWL chart
http://www.readwritethink.org/files/resources/interactives/kwl_crea
tor/. This KWL chart will be useful notes for this lesson objective.
Body: Prezi presentation Students are to use Prezi to make a
presentation on what would happen to the energy flow in a food
web after habitat destruction has taken place. This will be open
ended where students can select their own ecosystem and form of
habitat destruction.
Closure: Presentation review was Prezi useful in helping
express your ideas? Leading on to the next lesson we will
examine what steps can be taken to reduce habitat destruction
and revitalise areas that have suffered from habitat destruction.
Can you think of any ways that we can do this?

Intro: (1) If they know where

it comes from? (2) Organic
or farmed? (3) How much
land was cleared to make it?
(4) What kind of ecosystem
was destroyed, forest? (5)
How many species habitat
was permanently erased?
Closure: Did you feel that
the digital technologies used
in this lesson ring true to the
statement?
Do you feel that the ICT
used in this lesson took over
the job of the teacher, or
supported the lesson
objectives that were put
forward?

1:1
computer/table
t allocation
Internet
access
Links to eco
Forest and
Google
Spreadsheet
Microsoft
Excel
spreadsheet

Respond to the statement,

the eco forest game an
inaccurate irrelevant
simulation of green lies
discuss
Intro: What would happen to
the balance of a food web if
habitat destruction
occurred?
Closure: Was Prezi useful
in helping express your
ideas? Leading on to the
next lesson we will examine
what steps can be taken to
reduce habitat destruction
and revitalise areas that
have suffered from habitat
destruction. Can you think of
any ways that we can do
this?

1:1
computer/table
t allocation
Internet
access
Youtube
Online KWL
chart
Prezi