DATE:

DAILY NOTES :

DAY:

Term 1 Week 9 Lesson 1

TIMES

Link to the Aust

Curriculum (code)
SPECIFIC LESSON
OBJECTIVES

ASSESSMENT
(WHAT & HOW)

LEARNING EXPERIENCE including PROVISIONS FOR LEARNER DIVERSITY and KEY QUESTIONS

(ACSSU176)
(ACSHE228)
At the end of
this lesson
students will be
able to:

Diagnostic
Assessment:
Class brain storm
about ecosystem
factors.

Identify the key

parts of an
ecosystem for
surveying.

Formative
Assessment:
Students mind
map about the
ecosystem and
surveying

Introduction:
Introduce the idea of conservation and surveying to the class by watching the Alcoa
video about bauxite mining. After watching the video class brain storm about
different factors of the environment that are important when surveying an ecosystem.
(Key words biotic, abiotic, producer, consumer, ecosystem, populations, community,
organisms, food web/chain.)
(10 minutes)
Body: Students are introduced to the class weebly (via a projection screen) and
shown that the next 3 lessons will be completed using the site and their final task will
be to create an information package that could be presented to the CEOs of Alcoa
incorporating a video presentation and a visual report. The assessment also includes
an individual reflection.
Students are then directed to the class weebly to follow the first lesson which
includes:

reading about the south west and then creating a mind map about the
parts of the ecosystem they would need to survey before bauxite mining
begins

Students should complete the ecoforest exercise on scootle about

logging to look at how human activity can affect the environment
(30 minutes)
Student groups should write a plan for what they think their video should include that
can be updated over the next lessons and upload the plan and their mind map to the
student server for the teacher to review. (10 minutes)

Explain how
human activity
can effect
different factors
of the
environment.

RESOURCES

See extended
resource list
for website
links.
YouTube Video:
Alcoa
SpiderScribe
Scootle:
Logging
South west
information 1,
2 and 3.
Class Weebly

Term 1 Week 9 Lesson 2

MORNING SESSION

(ACSSU176)
(ACSHE228)
Explain the
relationship
between
predators and
prey.
Define various
physical
features of
organisms that
affect predatorprey
relationship.
Describe how
predator-prey
relationship
maintains or
alters
population size.
Relate prior
knowledge of
Darwinian
theory to
predator-prey
relationship.
Work
collaboratively
to analyse
information and
create a visual
presentation.

Pre Test:
Interactive
group activity.
What are
predators and
prey?
How do these
relationships
work in
ecosystem
communities?
Formative
Assessment:
Wordle Artwork
& Species
Creation.
This will assess
to what level
students can
achieve lesson
objectives.

Introduction: Teacher organise students into pre-assigned groups, use one computer
per group.
Class activity: Pictures of various organisms on the board all jumbled, one person from
each group invited to move one organism to organise predators above prey.
(Interpersonal, Verbal/Linguistic & Visual/Spatial)
Khan Academy Video played on projector to class. In groups, students are to create a
list of key terms identified during the video. (Start at 4:05 and end at 6:30)
Body: WebQuest part 3 Student groups directed to Wordle website to create
Ecology key term word art.
Part A: Aim of the activity: In your groups use Wordle to create a visual
representation of the key terms relating to predator-prey relationships.
(Interpersonal, Verbal/Linguistic, Mathmatical/Logical & Visual/Spatial)
Teacher will explain this task to the students:
- This will include information projected on screen regarding how to appropriately
use Wordle.
- Students are directed to print out a copy of their Wordle for teacher to assess
amount of relevant content retained by students.
Students will be directed to Google to identify (using their identified key terms) 3
predator-prey relationships found in southwest WA. In groups, students must work
together to describe predatory/defensive characteristics displayed within each
relationship.
Part B: In groups, students are to design an accurate food web of the major species
in southwest WA using SpiderScribe.
(Interpersonal, Verbal/Linguistic, Logical & Visual/Spatial)
Conclusion:
Students to present their groups food web and describe the relationships within the
ecosystem. (Interpersonal, Verbal/Linguistic)
Students to print out their Wordle and hand in with food web to the teacher as they
leave.

See extended
resource list
for website
links.
Student
laptops
Ecology Khan
Academy Clip
Wordle
Website
suggestions
supplied by
teacher if
groups struggle
for appropriate
resources:
1. Alcoa
Minesite
Rehabilitation
2. Live Science
3. BBC Bite
size
4. Explorable
Science

Term 1 Week 9 Lesson 3

ACSSU176)
(ACSHE228)

Explain what
dieback is and
the ecosystem it
effects.

Describe what
measures can
be taken to stop
the spread of
dieback.

Formulate an
opinion on the
importance of
fighting dieback
in the south
west of WA.

Work effectively
as a group to
complete a
visual
presentation.

Use appropriate
visual
presentation
conventions

Pre Test:
Oral discussion
What is a
disease? & Who
does it effect?
Assess if
students know
what a disease is
and if they know
that it can affect
all species.
Summative
Assessment:
Visual report
This will assess if
students have
reached the
objective of the
lesson.

Introduction: Teacher tells students to sit with their groups from the previous lesson
Propose question to the class: What is a disease? Who does it effect? (Interpersonal,
Verbal/Linguistic)
YouTube clip played for the class (projector) - Starting at 2 minutes and ending at 6
minutes (4mins) (Visual/Spatial)
Body: WebQuest part 4 Dieback activity sheet will be handed out to each student.
Aim of the activity: In your groups use Piktochart to create a visual report that will
provide information about dieback to the board of directors at Alcoa. (Interpersonal,
Verbal/Linguistic, Mathmatical/Logical & Visual/Spatial)
Teacher will explain this task to the students:
- This will include information regarding how to appropriately structure a visual
report and how to use Piktochart. (Use of images, graphs, short paragraphs, dot
points, font size & headings/subheadings)
Groups to allocate individual students set tasks - Researchers, visual report
designer & scribe (This will allow for individual learner diversity each student
can work to their strengths)
This will include answering the key questions: 1. What is dieback and what
ecosystem does it effect?
2. What measures could Alcoa take to help fight this disease?
3. Is it important to consider dieback in land rehabilitation in the south west of WA?
Clonclusion:
Students to pair up with another group and discuss what their groups ideas were and
decide if they will be effective to prevent dieback from spreading. (Interpersonal,
Verbal/Linguistic)
Students to print out their visual report and hand in to the teacher as they leave.

See extended
resource list
for website
links.
Student
laptops
Dieback
YouTube clip
WebQuest part
4 activity sheet
Piktochart
Website
supplied by
teacher for
each key
question:
1. Dieback
working group
2. Alcoa
Dieback
Management
3. Southwest
Australia
Ecoregion
Class Weebly

4nosseL9eeW1mreT
k

(ACSSU176)

(ACSHE228)

Create video
presentation for
CEO information
package.

Answer 3 key
questions
outlined by
teacher.

Summative
Assessment:
3 minute video
presentation.
Individual Report

Introduction: Teacher instructs students to sit with their groups from the previous lesson
Body: WebQuest part 4 Compile information and record video presentation.
Aim of the activity: In your groups record a video outlining what key factors are to be
considered when restoring a mine site and propose one management strategy for the
prevention of Dieback. This video will be submitted as part of your presentation package to the
board of directors at Alcoa. (Interpersonal, Verbal/Linguistic, Mathmatical/Logical &
Visual/Spatial)
Students directed to begin answering three key questions individually in response to their
findings:
1. If a species were to be removed completely, how would the ecosystem be affected?
2. Explain the importance of restoration once mining operations are complete.
3. Should mining be restricted in southwest WA given the known biodiversity located in this
region?
Conclusion:
Students directed to continuing working on their individual responses to the 3 key questions and to

MORNING SESSION

complete online evaluation survey prior to submitting final presentation package.

Extended resources list:

Lesson 1
- YouTube Alcoa: https://www.youtube.com/watch?v=D6Mxak7sqr0
- Scootle Logging: (http://www.scootle.edu.au/ec/viewing/L10764/index.html)
- South West 1: http://www.alcoa.com/australia/en/info_page/2013_Case_Study_Rehabilitation_quality.asp
- South West 2: https://www.bibbulmuntrack.org.au/the-track/flora-fauna/
- South West 3: http://www.bgff.org.au/diversity.htm
- Class Weebly: http://monicarachaelcaolan.weebly.com
FPD 2.

Weebly website
see previous
lessons.
iMovie ICT
resource.

Khan Academy Clip (Community Ecology 2: Predators) https://www.khanacademy.org/partner-content/crash-course1/partner-topic-crash-coursebio-ecology/ccecology/v/crash-course-ecology-05

Wordle: http://www.wordle.net/
Live Science: http://www.livescience.com/4171-top-predators-key-ecosystem-survival-study-shows.html
BBC Bite size: http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/environment/populationsandpyramidsrev5.shtml
Explorable Science: https://explorable.com/predator-prey-relationships
Class Weebly: http://monicarachaelcaolan.weebly.com

FPD 3
1.
2.
3.
4.

Dieback YouTube clip: https://www.youtube.com/watch?v=x9IbHmpb23s&index=3&list=PLScwO7gAlz6HMQE4961XrfPee3yzi3zUB

Piktochart: https://piktochart.com
Dieback working group : https://www.dwg.org.au/what-is-phytophthora-dieback
Alcoa Dieback Management: http://www.alcoa.com/australia/en/info_page/mining_dmanagement.asp
(Llinks within site: Mining and Dieback, Dieback Research, Dieback Forest Rehabilitation & Dieback Resistant Jarrah)
Southwest Australia Ecoregion:
http://www.wwf.org.au/our_work/saving_the_natural_world/australian_priority_places/southwest_australia/southwest_australia_ecoregion/
Class Weebly: http://monicarachaelcaolan.weebly.com