FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 YEAR LEVEL: 9 LEARNING AREA/TOPIC: Science - Biology (ACSSU176)

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: The students attending this school have a 1 to 1 policy on devices. All students in Year 9 will have a laptop. The school has full set
of iPads that can be booked out for the duration of a class.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Week Ecosystems 1. Recall what Formative: Padlet – Introduction (motivation):
3 consist of photosynthesis To develop an Introducing producers, consumers and decomposers.
Lesson communities of is by writing a understanding of the Discussing what students have consumed today. Think, pair and share
1 interdependent student’s ability to with the group at their desk.
word definition.
organisms and explore, evaluate and Form a group discussion – What are the kinds of food we have eaten?
abiotic 2. Explain the propose ideas and What do we rely on for our food? Where does it come from? (Make
components of importance of knowledge. the content relevant to the students’ lives)
the environment producers to Body:
ecosystems. Producers –
3. Explain why What are they? What is photosynthesis? Youtube clip –
(ACSSU176) Why are they so important to us? – (Humans cannot produce food Veritasium – short
biodiversity is
without the help of producers – plants) Guide the students thinking by video about the seed
important.
getting them to discuss where their food comes from – How do we vault.
make bread? How do cows get energy to produce milk? https://www.youtube.c
Did you know there is a doomsday seed vault - Show a clip on this om/watch?v=2_OEsf-
(link in resources) – 1qgY
Investigatory questions – (This activity is to be done in groups of two
and responses to the questions need to be posted on padlet) Padlet
Why do you think it is important to have a doomsday vault?
Justify why photosynthesis is the most important process in an
ecosystem and why biodiversity is a crucial aspect of an ecosystem.
Conclusion:
As an exit pass student need to post one interesting fact they have Blog on the weebly
learnt today on the blog embedded on the weebly site. site
Week Considering 1. Explain why all Formative – Kahoot Introduction: • Kahoot!
4 how energy organisms in an quiz. Important to Whole class activity – Drawing up a food web relating to Humans.
• https://play.kahoot.it/#
Lesson flows into and ecosystem are build an Have a couple of students up as scribes and the teacher is to facilitate
1 out of an understanding of discussion. /k/82003083-daa8-
interdependent.
ecosystem via how they students Complete a short Kahoot on terms and definitions covered so far in 4666-b338-
the pathways of 2. Discuss what are coping with the this unit of learning. d0a9fe100e71
food webs, and happens when a content. Body: • Scootle activity
how it must be first-order Students need to access the Scootle activity listed in resources. In this
replaced to interactive activity students can create their own food web. • TLF-ID
consumer, or a
maintain the second-order Formative - Scootle They are required to read the notes on the organisms if they do not L11714/L11713
sustainability of consumer or a activity will be know what they are. The information in the various organisms
the system assessed as a provides students with the detail required to construct a food web for
third order
formative assessment either the marine or freshwater environment.
(ACSSU176) consumer is to gauge students Once students have completed the task they then need to partner up
removed from understanding of with another student and discuss each other’s food webs. Providing
the food web. food webs and the constructive feedback.
3. Explain what a way energy flows Conclusion: Access to the google
pyramid of and the relationships Completed food webs are to be downloaded from Scootle and pasted document is linked to
biomass means. between organisms. into the google document on the Weebly site. the weebly site.
Once they have been posted. Begin a discussion with the students
about the flow of energy and matter through an ecosystem.
Week Examining 1. Discuss why it Formative – The Introduction: YouTube clip with
5 factors that is important to students will create a Play YouTube clip listed in the resources section. various animals
Lesson affect protect poster in pairs on Natural and human impacts on ecosystems. Specifically looking at introduced to Australia
1 population sizes ‘Piktochart’. This introduced species in Australia. and their distribution.
ecosystems.
such as seasonal assessment is to Discuss the impact these species may have. Animal – predation on (With a catchy song)
changes, 2. List four build students native animals. Plants – competing with native plants for limited https://www.youtube.c
destruction of arguments for understanding on resources and covering large areas of bushland negatively impacting om/watch?v=vzh32XE
habitats, saving introduced animals on native habitats. Examples – Blackberries, watsonia, lantana, bridal uJWM
introduced ecosystems. as well as their creeper and
species 3. Name five feral ability to critically Relating this to students lives about going through boarder
(ACSSU176) species analyses information security/customs when they go on holiday.
and effectively Body:
introduced to
communicate. In the Create a poster about the impacts of an introduced animal. Piktochart
Australia. following lesson Students need form groups of 2. On the weebly site they can access a Creating a poster on
4. Explain the students will need to link to a table of feral species. They must put their partners name the ipad or laptop.
impacts the present a one-minute Scaffolding for the activity for the students will be available on the
introduced summary of what classroom Weebly site. This will include useful websites for the
species have on they discovered from students to access information on their animal. The students need to
the native their research. identify their chosen introduce animal/species. When and how it was
Australian introduced. Why it was introduced (For example cane toads were
ecosystems. introduced to eat cane beetles.) What impact they have had on native
flora and fauna. With their current knowledge on ecosystems relating
the impact of the species on food webs.
Conclusion:
Students need to reflect upon their project so far. They will do this
through completing a KWL – Know, want to know and learnt.
Use this to scaffold the rest of their project.
Students will be given 15minutes of the next lesson to complete their
posters.