FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 / YEAR LEVEL: 8 LEARNING AREA/TOPIC: Science (biological sciences) /

Week 2 Body systems (digestive)

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 √

All students will have access to personal laptop devices able to connect to the school wi-fi. For any iOS app usage, the supply of school iPads will be used with all required

apps installed and operational. If a student is to forget or attend class without their laptop device, the school has a reserve of laptops that may be loaned for the lesson.

This lesson plan has been developed to target the following Year 8 Science curriculum strand:

Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and

reproduce (ACSSU150)

 Identifying the organs and overall function of a system of a multicellular organism in supporting the life processes

 Describing the structure of each organ in a system and relating its function to the overall function of the system

 Examining the specialised cells and tissues involved in structure and function of particular organs

 Comparing similar systems in different organisms such as digestive systems in herbivores and carnivores, respiratory systems in fish

and mammals
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

Week 2/ Multi-cellular 1. Recognise that Answer Garden Introduction

Lesson 1 organisms Prior knowledge test – Formative Answer Garden - Prior knowledge test – Have students access Answer Garden
the digestive
contain assessment at the beginning of the Answer Garden to input all of the organs they can think of from the https://answergarden.ch/
systems of system is made digestive system. 706153
lesson to anonymously assess
organs up of specialised starting knowledge upon entering
carrying out organs and this module. Q: “Name as many organs as you can from the digestive system.”
specialised structures that
functions that work together. Body How your digestive
enable them to YouTube Video - Show brief video, outlining the function of the system works - Emma
survive and digestive system and its structures working together. Bryce:
reproduce 2. Identify the https://www.youtube.co
organs of the Discuss the video with the class. Re-visit the organs mentioned and m/watch?v=Og5xAdC8E
(ACSSU150) digestive system group them in to the alimentary canal and accessory organs. UI
and list each
primary function. Alimentary canal – Mouth, Pharynx, Esophegus, Stomach, Small
Communicate intestine, Large intestine, Anus
ideas, findings Accessory organs – Teeth, Tongue, Salivary glands, Liver, Gall
3. Differentiate
and evidence b bladder, Pancreas
ased solutions between the
to problems alimentary canal Differentiate between the two types – “Food passes directly
using scientifi and the through the alimentary canal, whereas accessory organs only
c language, accessory provide additional digestion either physically or chemically.”
and organs. Zygote Body
representation Zygote Body - Have students form groups of 3 and access Zygote https://www.zygotebody.
s, using digital Body to explore the digestive system and take notes on the function com/
technologies a of each organ.
s appropriate Socrative Google Sheets
Exit pass – Formative assessment + Google Sheets - Students to make a tab for their group on Google https://www.google.com.
(ACSIS148) reflection at the end of the lesson to Sheets and compile their information for each organ on their tab. au/sheets/about/
anonymously demonstrate
effectiveness of the lesson and to Conclusion Socrative quiz
reflect on their learning Socrative Exit Ticket - Have students complete Socrative feedback https://b.socrative.com/te
quiz answering (short answer) 3 things they learned about the acher/#quizzes
digestive system, 2 questions they have about the digestive system,
and 1 thing they liked or disliked about the lesson.
Week 2/ Multi-cellular 1. Relate the Quizlet Introduction Quizlet
Lesson 2 organisms Progress test – Formative Quizlet – topic progress test. Have students complete short 12 https://quizlet.com/13536
structure of each
contain assessment – short 12 question quiz question test on organs of the digestive system and their functions. 1505/8-organs-of-the-
systems of organ to its of various question formats to alimentary-canal-and-
organs function. assess knowledge retained from last Body their-functions-flash-
carrying out lesson, determining the rate of Quizlet – Have the students re-form their groups from last lesson. cards/
specialised 2. Identify the path progress for this lesson. Use the “Flashcard” function from the Quizlet test to get students to
functions that and 6 major identify chemical and mechanical digestion processes throughout
enable them to the digestive process Have them add this information to their tab of
processes of
survive and the Google Sheet document.
reproduce digestion. Britannica School
Britannica School – Have students use Britannica School to https://school-eb-com-
(ACSSU150) 3. Differentiate research the 6 major processes of digestion and take notes on them. au.ipacez.nd.edu.au/level
between Students will need notes on: organs involved at each stage, s
mechanical and chemicals/fluids involved, description of the process, state of food.
Communicate chemical Google Sheets
ideas, findings Google Sheets – Have students enter all additional notes onto their https://www.google.com.
digestion and
and evidence b groups tab on google sheets. au/sheets/about/
ased solutions identify the Easel.ly
to problems relative organs Understanding check – Formative Easel.ly – Have students (in their groups) begin making a simple Easel.ly
using scientifi and structures. assessment – groups begin creating infographic/poster illustrating the 6 stages of digestion and the https://www.easel.ly/
c language, a simple infographic on the 6 stages major related organs.
and of digestion and the related organs.
representation This is used to assess depth of Padlet – Have students upload posters (completed or not) up to a Padlet
s, using digital understanding. class Padlet for class viewing. https://padlet.com/
technologies a
s appropriate Conclusion
Thumb show of understanding – Have students close their eyes and
(ACSIS148) demonstrate with thumb up, sideways or down, their perceived
level of understanding of content so far.
Week 2/ Multi-cellular 1. Illustrate the iMotion Introduction Google Sheets
Lesson 3 organisms Topic understanding – Summative Hand out diagram of digestive system and iPads (1 per group of 3). https://www.google.com.
pathway of food
contain assessment – designed to check Explain to students that they will make an iMotion video in their au/sheets/about/
systems of throughout the student understanding of the topic groups of 3 from previous lessons. Students are allowed access to
organs digestion process and to apply learning to real world their notes from previous lessons on Google Sheets.
carrying out using iMotion. application.
specialised Body
functions that 2. Explain the iMotion - Each group is to use a handout and playdough to create
enable them to an iMotion movie demonstrating the digestive process. School iPads
process
survive and
occurring at each
reproduce  Before starting the iMovie making, students are required Digestive system hand
stage. out
to label the organs of the system on the image.
(ACSSU150) https://commons.wikime
 The iMovie should include a 10-15 shot section for their dia.org/wiki/File:Digesti
movie title and student names. ve_system_without_label
Communicate  The movie should use a small piece of playdough, rolled s.svg
ideas, findings in to a thing sausage, making its way through the
and evidence b Playdough
digestive system. Students should use their notes from
ased solutions
to problems previous lessons to annotate a description of the
using scientifi processes throughout digestion.
c language,  Students should annotate organ names, their primary
and
function, key features of the structures, each stage of the
representation
s, using digital digestive process on separate pieces of paper to be
technologies a included where necessary.
s appropriate
Once completed, the iMovies should be uploaded to a class Padlet Padlet
(ACSIS148) for collaborative learning. https://padlet.com/

Conclusion
Padlet – Use 1-3 uploaded iMovies to present to the class. Talk
through the processes and key points highlighted in each.
https://commons.wikimedia.org/wiki/File:Digestive_system_without_labels.svg