FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3 (Week 5 & 6) YEAR LEVEL: 7 LEARNING AREA/TOPIC: Science (Biological Sciences)

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:

- All students will have access to their own iPad during all lessons, with the ability to use the school’s moderated WIFI.
- Ensure all students have the necessary applications and software downloaded onto their iPads prior to each lesson to reduce time wasted downloaded, and other
technological issues.
- Each lesson in this FPD requires students to have their own individual access to their iPad.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Interactions • Define the Formative Introduction (10 mins)

between following terms (in Assessments - Greet students outside and position them into two, silent Class Weebly page
Week 5 organisms can be relation to biological lines before entering the classroom. (https://jbumbak.weebl
Lesson 1 described in science): producer; • Class discussion - Take attendance once students have settled into their y.com)
terms of food consumer; food to gage existing
allocated seats.
chains and food chain. knowledge on
webs; human topic. - Briefly introduce the topic and play YouTube clip “Fabulous
activity can affect • Identify the Food Chains”. YouTube Clip
these transfer of energy • Students to (https://www.youtube.c
interactions (ACS from one organism submit their Body (35 mins) om/watch?v=MuKs9o1s
SU112) to another. individual food - Discussion (2 mins) 8h8) - Fabulous Food
chains by the end o Ask students what they had for dinner last night (3-4 Chains
Construct and • Construct an of the lesson. responses)
use a range of example of a food o Choose ome to use as an example and continue to
representations, chain using a ask about what the animal/plant they ate (choose
including graphs, diagram. one) would have eaten for dinner (ie. Chicken – had
keys and models
grains, or vegetable scraps for dinner)
to represent
and analyse o Continue this type of questioning until the final
patterns or answer is regarding a plant gaining its energy from
relationships the sun.
in data using digit - Teacher-centred learning (8 mins)
al technologies as o Instruct students to connect to the class Weebly
appropriate (ACSI
page.
S129)
o Present a small lecture on how energy is transferred
through a food chain and the difference between a
producer and consumer.
o During the lecture, ask for students input about
their existing knowledge to gauge their prior
understanding of the topic.
- Collaborative Food Chain (5 mins)
 o Open Lucidchart using iPad (connected to projector) iPad connection to
and design a food chain using the app – explain how projector
to use the app as you go along.
Lucidchart App
o Call on students to make a food chain as a class and
label each organism a producer or consumer.
o Screenshot final food chain to put on class website
as an example.
- Individual Food Chain (20 mins)
o Students directed to use the app “Lucidchart” to
construct their own food chain in a poster format.
o Refer to instructions placed on Weebly under
“Activity” heading – Minimum of 5 organisms; label
if the animal is a consumer or producer; include
name on poster.
o If students finish, get them to construct a food chain
for a different type of environment/ecosystem.

Conclusion (5 mins)
- Students to submit their final food chains via Airdrop to the
teachers iPad.
- Students who will not finish in time to raise their hands and
will be assigned the task for homework.
- Instruct students to pack away their things.
- Exit ticket strategy: Each table must give an example of
either a consumer or producer before they can leave.

Interactions • Distinguish the Formative Introduction (5 mins)

between difference between a Assessments - Greet students outside and position them into two, silent
Week 5 organisms can be food chain and a lines before entering the classroom.
Lesson 3 described in food web. • Quizlet to - Take attendance once students have settled into their
terms of food confirm
allocated seats.
chains and food • Review a range of understanding on
webs; human different food chains - Recap knowledge on food chains and energy transfer using a
activity can affect ecosystems, and quizlet.
these interpret the before moving to - Briefly pose the question to students “do you think that all Quizlet Live
interactions (ACS relationships food webs. interactions happen in a straight sequence, as they do in (https://quizlet.com/live
SU112) organisms have food chains, or are they more complex?” )
within them. • Walking around
Construct and room to see if Body (40 mins)
use a range of • Explain, using students - Teacher-centred learning (5 mins)
representations, examples and understand the o Using class Weebly, explain the differences between
including graphs, diagrams, how food concept of food
food webs and food chains.
keys and models webs represent an web through their Class Weebly page
to represent ecosystem more results in the o Explore the concept of food chains by running (https://jbumbak.weebl
and analyse accurately than a “Food Webs” through various examples, using class input. y.com)
patterns or food chain. app. o Explain how the energy flow is similar to that of a
relationships food chain.
in data using digit - Interactive game (15 mins)
al technologies as Summative o Direct students to application “Food Webs” Food Webs App
appropriate (ACSI Assessment
o Briefly run through how to use the app, as well as
S129)
• Introduction to including screenshots on Weebly.
Communicate weighted o Tell students to start on “Easy” before moving to
ideas, findings assignment – “Hard” level (can be used as an extension for gifted
and evidence bas Develop an and talented students)
ed solutions to infographic that o Ensure students finish at least one food web from
problems outlines the key
the selected options and instruct them to
using scientific differences
language, and between food screenshot their final product when prompted by
representations, chains and food the app to do so.
using digital webs (as well as o Circulate room to ensure students understand how
technologies as how energy is to use the app.
appropriate (ACSI transferred - Construct a food web v food chain infographic (20 mins)
S133) through a system) o Get students to open the assessment brief “Food
using examples.
Chains & Webs Infographic” and describe their task
(30% of term
grade). to create an infographic.
o Instruct that their food chain from Lesson 1, and
their screenshot from today’s lesson MUST be
included.
 o After ensuring all students have at least one QR code
screenshot, direct them to the website “Piktochart” (https://www.qrstuff.co
using a QR code on the Weebly. m/)
o Briefly run through how to use the tablet version of
Piktochart website
the website. (https://piktochart.com)
o Allow time for students to work on infographic.

Conclusion (5 mins)
- Briefly run through how to save work on Piktochart and
show students how to export for their final product.
- Reiterate that the infographic task is assessed and to be
completed by the end of week 6.
- Instruct students to pack away their belongings.
- Exit strategy: first “side of the room” that correctly identifies
a difference between food chains and food webs gets to
leave first, with the other side of the class to provide an
example before leaving.

Interactions • Recognise the Formative Introduction (7 mins)

between impact that humans Assessments - Greet students outside and position them into two, silent
Week 6 organisms can be have on certain lines before entering the classroom.
Lesson 4 described in aspects of the • Google docs will - Take attendance once students have settled into their
terms of food environment. highlight how
allocated seats.
chains and food well students can
webs; human • Identify research, and - Put on blue planet video regarding overfishing and its impact Youtube Clip
activity can affect contemporary gauge their on coral reefs. (https://www.youtube.c
these environmental issues understanding of - Generate quick discussion about how humans have om/watch?v=cbN161yB
interactions (ACS within today’s human influence impacted this coral reef, and what would happen if fish BGA) – “Coral Reef Fish
SU112) society that have on the populations collapsed. Danger”
been caused by environment,
Science human activity. Body (40 mins)
knowledge can • Submission of - Group research task (15 mins)
develop through • Justify (using worksheet from o Split class into 10 allocated groups of 3 students Class Weebly page
collaboration evidence-based the WWF River each (ensure students at education risk are in a (https://jbumbak.weebl
across the research) how app indicates y.com)
group of supportive students).
disciplines of human activity can comprehension
science and the influence food webs levels of students.
contributions of and ecosystem oEach are randomly allocated a type of environment Google Docs (link
people from a balance. • Sticky notes at from the following: rainforest, coastal, mountains, through class Weebly)
range of the end of class rivers.
cultures (ACSHE2 highlight how the
o Give students 8 minutes to research and place into
23) ICT tool assisted
in the learning of class Google Docs ways in which humans impact
Solutions to the topic. their given ecosystem (encourage specificity and
contemporary example).
issues that are o Generate class discussion through prompting
found using questions and highlighting key issues.
science - AR WWF River App and worksheet (25 mins)
and technology,
o Show students how to use the WWF River App
may impact on iPad connection to
other areas of through iPad connection to projector (also include projector
society and may instructions on Weebly).
involve ethical o Instruct students to stay within their allocated WWF River App
considerations (A groups from the beginning of the lesson and
CSHE120) complete the first section of the app and complete Worksheet (made
to provided online worksheet on Jotform. through website
Jotform -
o Backup in case the application fails for multiple
https://www.jotform.co
student: use the iPad connection to the projector m/)
and use the teacher’s iPad and turn into a whole
class activity.
o If students finish early, they can complete the next
section of the activities within the app.

Conclusion (3 mins)
- Ensure all students have submitted their Jotform. Sticky notes
- Before leaving, each student must place a sticky note on the
whiteboard that states one thing they found interesting
from the WWF Rivers activity.