Stage 5

Body
Systems
Unit Of Work Evaluation Report

William Johnston
17734006
Stage 5 Body Systems
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 Contents
Executive Summary: .......................................................................................................................................1
Stage 5 “Body Systems” Background: .............................................................................................................3
Recommendations Report: .............................................................................................................................4
Comparative Table: .........................................................................................................................................9

Adjusted Scope and Sequence ......................................................................................................................13

Reconstructed Unit: ......................................................................................................................................15
Modified Assessment task and criteria:........................................................................................................29
Additionally Constructed Concept map: .......................................................................................................32
References: ...................................................................................................................................................33
Appendix 1: Original Scope and Sequence ...................................................................................................36

Appendix 2: Original Unit Of Work ...............................................................................................................37

Appendix 3: Original Assessment task: .........................................................................................................48

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 Executive Summary:
School Context:

Patrician Brothers’ College Blacktown (PBB) is a 7-12 all boys school situated in Western Sydney with
1139 enrolled students. PBB is a multicultural school with 58% of students having a Language
background other than English and a vast number of cultures represented in the school population.
Despite this PBB only has a very small indigenous presences with only 23 students enrolled
identifying as indigenous. The student demographic at PBB is marginally privileged socio-
economically, with an ICSEA value of 1015 compared to the national average of 1000. Despite this
most students (57%) sit in the two lower socio-economic quartiles reported. The school has a strong
sporting culture and operates under a “Bring your own device” policy. Despite this, several students
do not own a working device and loan devices are not frequently used nor available. Year 7
demonstrated a reading ability below the national average in both 2017 and 2018 NAPLAN tests,
while the school’s mean score was equivalent to the national average in all other categories across
both year 7 and 9. With the release of 2019 data imminent it remains to be seen whether the 2017
cohort has made measurable improvements in their reading.

Goals and Objectives:

 Provide greater opportunities for literacy development while simultaneously enhancing

understanding of scientific content, critical thinking and providing opportunity for self-directed
and metacognitive learning.
 Deepen Student learning by applying content understanding at the transfer level and
simultaneously improve critical and creative thinking
 Generate greater exposure and discussion on the impact different societal values have on the
acceptance and reach of science to improve ethical understanding.
 Promote appreciation of the significance of ethics in science
 Integrate cross curricular learning and improve numeracy development in the unit and enhance
understanding of the links between scientific variables.
 Enhance learning via identification of background knowledge through diagnostic and formative
assessment to allow for more targeted teaching.

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Recommendations:

 Include opportunities for student directed learning and through Problem and inquiry-based
research tasks that require collaboration and autonomous lateral application of understanding in
novel situations.
 Incorporate ongoing reflective student learning blogs
 Include links to stage relevant maths outcomes and content to promote cross curricular learning
 Enhance literacy and critical thinking through scaffolded analysis of a variety of texts
 Enhance ethical understanding through teacher facilitated questioning and class discussions
 Include analysis of the importance of professional ethics in science intersection of societal values
and science
 Incorporate greater diagnostic assessment to tailor teaching and learning strategies

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 Stage 5 “Body Systems” Background:
The unit “body systems” is taught in term 1 of year 9 at Patrician Brothers’ College Blacktown and is
the first of the Living world-based units for the stage 5 science syllabus. The current unit operates
within a Bring your own device school setting and relies upon a teacher directed model of learning
through the stile platform. Stile provides a series of interactive theoretical lessons and practical
resources selected and assigned to students by the teacher to relay concepts to students. Students
regularly engage in the development of their ICT through use of the online interactive teaching
modules produced by stile and some instances of literacy, numeracy and critical thinking are
embedded but the modules and teaching strategies pertaining to this unit do not expose students to
information from a variety of sources and in multiple ways nor do they develop a breadth of general
capabilities

While stile does provide some scaffolding of scientific concepts and explanations of terms, it often
does not allow the learner to make authentic connections with their learning associated with
inquiry-based tasks, resulting in a significant disconnect and lack of engagement observed in the
teaching of these units. Furthermore, the unit in its current state lacks diagnostic pre-tests to assess
student background knowledge. Furthermore, while the stile app has the capacity to produce
formative data, the learning that occurs in the stile lessons is often not revisited thus it does not
employ the principles of assessment as and for learning and as such does not follow the principles of
understanding by design.

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 Recommendations Report:
Literacy Adjustments:

When evaluating the unit, it was observed that there were few opportunities for students to engage
with texts of different form and purpose outside of the stile app. Furthermore, limited opportunity
for the development of writing skills existed. In light of this and the fact that the current cohort
demonstrated a deficit in reading ability in the last round of their NAPLAN testing, it is
recommended that the faculty integrate collaborative presentation tasks, ongoing individual
reflective writing through an online learning blog and provide visual scaffolds such as PEEL
flowcharts and mind maps to assist students in organising their thoughts, as well as COMBAT and
CRAAP scaffolds to assist students in analysing texts.

The recommendations mention above such as the use visual scaffolds such as mind maps, PEEL
charts and COMBAT/CRAAP analyses which are proven to improve student literacy outcomes
(Moore-Russo & Shanhan 2014) are derived from evidence-based pedagogies and are easily
justifiable from the educational literature. Firstly, the implementation of an ongoing online learning
blog simultaneously increases student exposure to content by requiring them to revisit the days
learning later, while providing a means of practicing writing skills through response to multiple
instances of feedback which are proven High impact teaching strategies (Victorian department of
education, 2018). Furthermore, this blog will allow the student to look back and assess their learning
and commitment to their education thus promoting self-reflective practice and metacognitive
learning. Secondly, allowing students to present and use attempt to persuade their peers in
discussions and presentations are known to improve critical thinking skills and student task
commitment (Howard, 2016). Additionally, appropriately selected groups act as a means of
scaffolding through peer collaboration, thus minimising workload for teachers. Similarly, (Darby,
2005) states that collaboration often has positive effects on engagement and when students are
engaged and committed to task behaviour management issues are less likely to arise and as such
minimise teacher workload in the classroom (Sullivan et al., 2014).

While these recommended teaching strategies are backed by empirical research and proven to
result in better learning outcomes, they also benefit the teacher. Online learning blogs
simultaneously provide students an opportunity to engage in metacognitive learning and self-
assessment while also providing the teacher a means of monitoring engagement and productivity
and valuable assessment data and evidence of learning that they will not have to collect later.

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Numeracy adjustments:

When evaluating the unit, it was observed that there were minimal opportunities for students to
explore mathematical concepts such as data, probability and statistical analysis. The following
recommendations supported by evidence-based pedagogy will have a positive impact on this unit of
work as it incorporates cross curriculum and decreases the workload of teachers.

It is recommended that including tasks that require students to predict the probability of relevant
scientific phenomenon occurring or carry out more in-depth analysis of their experimental data by
referring to the mean, median and range. The suggestions included in the modified unit encourage
students to draw links between mathematics and science by engaging in statistical analysis, single
and bi variable analysis, graphing and evaluating linear relationships in both post practical
investigations and inquiry-based learning activities. The suggested activities require students
calculate the gradient and line equations for linear graphs they encounter to assist them in drawing
connections between two scientific variables and making predictions or use statistical analysis to
evaluate the claims they make in their experimentation. These activities simultaneously increase
student ability to work mathematically, and their understanding of linear relationships, statistics and
manipulating numbers lending themselves to MA5.1-3WM, MA5.1-12SP, MA5.2-17SP outcomes.
Including activities that integrate the practical application of numeracy in science, deepen student
skill and garner understanding of concepts learned in mathematics (Freeman et al., 2014).
Integration of cross curricular outcomes allows students to make clearer connections and attach
greater relevance to the study of scientific concepts and as a result demonstrate greater
engagement and achievement (Quinnell, Thompson & LeBard, 2013). The integration of cross
curricular outcomes is supported by the premise that tasks will allow teachers to address the NSW
stage 5 syllabi in an efficient manner generating more time for teachers to address more complex
concepts and increased connectedness by allowing students to integrate their relevant and current
knowledge or experiences from the mathematics classroom into their study of science; enhancing
engagement and the value students perceive in science (Miller,2012).

Critical and Creative thinking adjustments:

This report includes several suggestions to enhance the development of critical and creative thinking
skills in learners and assist the teacher in the running of the class. These suggestions are backed by
empirical research and include the following; Inclusion of open ended, inquiry research questions
and provisions for student directed learning as well as problem based learning tasks which that

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require students to synergistically use their content understanding and creativity to generate
solutions to relevant contemporary issues.

Problem based learning and Inquiry learning are student directed means of learning which allow
students to experience the essence of what it means to conduct research and be a scientist while
simultaneously benefiting the development of critical and creative thinking skills and achievement of
the outcomes (Lazonder & Harmesan, 2016; Hubber, 2014). As learning is student directed, the
teacher acts as a guide and facilitator rather than an encyclopaedia, as such, there may be reduced
teacher workload in the classroom when compared to traditional expository methods of teaching.
Tasks which require students to draw connections between scientific concepts and their everyday
lives and promote students to generate solutions to future problems enhance student appreciation
of science and consequentially enhance engagement (Miller, 2012). As a result of this increased
engagement, teachers are likely to observe a decreased prevalence of behavioural issues in the
classroom thereby minimising their workload. Integration of the several Inquiry and problem based
tasks such as “Astrobiologist” and “A day in the life of a WHO scientist” and the Thermoregulation
Inquiry task” brings a degree of constructivist pedagogy to this unit which has been shown to
enhance engagement and generate excellent learning outcomes through depth of knowledge. Abd‐
El‐Khalick, et. al, (2004) posits that when students can question the world through inquiry, they
become more skilled in terms of questioning and predicting and as such are more adept in achieving
other science outcomes.

Ethical Understanding adjustments:

When evaluating this unit of work, a lack of activities that scaffold the development of ethical
understanding was apparent. There were limited opportunities for students to build personal and
socially oriented ethical outlooks to assist them in navigating the issues pertinent to the content of
focus. The following recommendations embed activities that expose students to discussions on the
impact societal and cultural values in the class and across the globe have on contemporary issues in
the world of science. Integrating student’s personal knowledge of their heritage and background
into their learning and allowing students to discuss their unique perspective with their peers in
respect to relevant issues, allows students to feel as though the content being taught has greater
value to them. Simultaneously, while allowing students to share their perspectives, each student is
provided with multiple exposures to the concept of ethical understanding which is a high impact
teaching strategy (Victorian department of education, 2018). Furthermore, by allowing students to
actively engage in discussion, the educator scaffolds prosocial behaviors and emotional regulation

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(Dollard & Mahoney, 2010) and as such increases their personal and social capabilities which is a
general capability stipulated in the Australian curriculum (ACARA, 2018).

Including explicit teaching and questioning strategies to initiate teacher facilitated class discussions/
brainstorming exhibited in the “ethics in science discussion exercise” builds on the learning of the
earlier socratic discussion on cultured meat awareness and delves into the need for ethical concepts
such as academic integrity, integrity in recording and reporting scientific data and facts, and how
poor ethical standards in science could adversely affect society today informing subsequent
discussion on the effects of poor ethics of reporting scientific facts regarding vaccines in the media
when compounded by a lack of scientific literacy. These exercises prepare students for interpreting
the world around them outside of school. Embedded within these activities, questioning,
collaboration and explicit teaching are all High impact teaching strategies and when connected to
real life contemporary issues is a powerful means of developing understanding (Victorian
department of education, 2018).

Understanding by Design (UBD) adjustments:

Initially the unit contained minimal formative and diagnostic assessment and listed outcomes in the
outline and in summative assessments for outcomes which were not addressed by the teaching and
learning listed and as such was not in line with the UBD model.

Firstly, it is recommended that the components of the summative assessment task that related to
outcomes not addressed in the unit be substituted by further extended response questions to
measure understanding of concepts and literacy learning gain generated by the strategies
mentioned above. Secondly, UBD prioritises continual learning growth and student achievement
through the evaluation of teaching and curriculum. Evaluation cannot occur without initial and
regular readings of student achievement and engagement. As such, the UBD framework places
significant importance of diagnostic and formative assessment. Therefore, it is recommended that
the faculty implement both initial diagnostic testing using online interactive software such as quizlet,
kahoot or the testing platform already embedded into stile: Squiz in order to ascertain levels of prior
knowledge, and subsequentially implement more tailored instruction. Thorough pretesting allows
for more efficient goal setting under the UBD model and as such assist teachers by limiting the
scaffolds and modifications they will have to provide later if foundational understanding is
addressed thoroughly in the first instance. Formative assessment can bring about sizeable
improvements in student performance through targeted adjustments to teaching (Butt, 2010).
Alongside ongoing formative testing, diagnostic testing has significant effects for lower ability
students as it gauges the level of support needed (Romanes & Parsonage, 2015 & Buck & Trauth-

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Nare, 2009). The Implementing an online learning blog has already been suggested as a means of
developing literacy, however this inclusion would also allow teachers to easily perform formative
monitoring progress and gain insight into the interest of their students whilst giving students an
opportunity to engage in metacognitive learning recognised as High impact teaching
strategies(Victorian department of education, 2018; Hattie, 2015; Jones, 2005). The learning blog
also allows students to demonstrate their capacity to self-assess which is a facet of understanding
under the UBD framework with the importance of feedback to ensure learning, growth and self-
reflection are being identified. Notwithstanding the improvements this blog poses to students, it can
also be used as tool by teachers to save time in gathering evidence of learning to meet compliance
standards.

Finally, as UBD follows a backwards mapping approach to learning that ultimately aims to allow
students to autonomously transfer their knowledge in novel settings it is suggested to include
inquiry and/or research tasks at the culmination of the unit which allow lateral application of
student content knowledge and skills at the transfer level. With inquiry activities like “A day in the
life of a WHO scientist” students can demonstrate multiple facets of understanding under the UBD
model while simultaneously developing higher order thinking skills. Inquiry based learning has long
been proven to be associated with enhanced higher order thinking skills which form the basis of the
facets of understanding in the UBD model (Madhuri, Kantamreddi, & Prakash Goteti, 2012).

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 Comparative Table:
Area of Strengths of the area Concerns of the area of Suggested Changes to counteract Research support for the changes suggested.
consideration of consideration consideration concerns

 Activities that  Lack of opportunities for students  Incorporating writing tasks such as an  Activities that require students to appeal to a
scaffold and express their opinions and to online ongoing learning reflection blog and specific audience using persuasive language improve
Literacy develop the use of compose and improve their use of peer evaluation of draft written responses critical thinking skills (Howard, 2016).
scientific written and oral language devices,  Integration of visual literacy aids such as  collaborative group tasks and presentations scaffold
metalanguage are incorporating evidence and mind maps and PEEL flowcharts assist students by the complementary abilities of their
present throughout. organisation of written responses students in organising their ideas peers ensuring provisions for a variety of diverse
and presentations  Incorporating group presentation tasks learners.
into the unit to allow students to present  Scaffolding such as mind mapping and PEEL
their ideas. flowcharts allow students to plan and structure their
ideas and responses (Moore-Russo & Shanhan,
2014)
 Multiple exposures to writing tasks is a research
based high impact teaching strategy but also
generates more frequent opportunities to issue
students feedback which is also proven to assist in
enhancing learning outcomes (Victorian department
of education, 2018)
 Students are  Limited scaffolding and opportunity  Integration of visual aids to assist students  Using visual aids such as COMBAT and CRAAP
exposed to for students to and to read, in extracting information from texts i.e. scaffolds is noted to increase student ability to
information in interpret, critically evaluate and CRAAP or COMBAT scaffold to assist them process information (Moore-Russo & Shanhan, 2014)
a variety of engage with a variety of texts from engage with a variety of relevant sources
mediums i.e. a variety of sources of different form and purpose
visual –
diagrams,
video and
written text
 Students are  Opportunities to develop  Include tasks that require students to  Activities that integrate the practical application of
exposed to the numeracy skills through cross carry out statistical analysis of their numeracy in science, further deepen student skill
Numeracy use of ICT for curricular learning of relevant experimental data referring to the and garner understanding of concepts learned in
graphing and stage mathematics outcomes mean median and range and mathematics (Freeman et al., 2014)
repeatedly like probability and statistical observing and generating a  Integration allows students to make clearer
tabulate data analysis not utilized. hypothesis as to the cause of any connections and attach greater relevance to the
in a variety of  Students are exposed to skew or inconsistency study of scientific concepts and as a result
experiments limited numerical data. demonstrate greater engagement and achievement
(Quinnell, Thompson & LeBard, 2013)
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 through the
stile app

 Students are  Missed opportunities to integrate  Students generate line equations for linear  The integration of stage relevant maths outcomes in
encouraged to relevant stage maths outcomes graphs they encounter to assist them in science teaching is supported by the premise that
use correct (graphing and examining linear drawing connections between two tasks which will allow students to integrate their
units of relationships) to promote scientific variables relevant and current knowledge and/or experiences
measure and numeracy development and cross into their study of science will enhance the value
rounding to curricular learning. perceived in science and better student appreciation
nearest and engagement (Miller,2012)
decimal place
in the feedback
generated in
the stile app.
 Students are Lack of open-ended inquiry-based  Include open ended, inquiry research  Inquiry learning is a means of allowing students to
Critical and required to use questions to allow students to exhibit questions and provisions for student better engage with the essence of what it means to
Creative critical thinking their knowledge in creative and novel directed learning which enhance conduct research and be a scientist while
when engaging ways. Limited opportunities for critical and lateral thinking skills. simultaneously benefiting critical thinking and
Thinking
in debate with hypothesis, lateral thinking and to use achievement of the outcomes (Lazonder &
their peers understanding to develop creative Harmesan, 2016; Hubber, 2014)
solutions to real world problems  Abd‐El‐Khalick, et. al, (2004) when students can
throughout this unit. question the world through inquiry, they become
more skilled in terms of questioning and predicting
and as such are more adept in achieving other
science outcomes
 Students  Students do not have an  Add tasks that require students to  Tasks which require students to draw connections
critically opportunity to relate their synergistically use their content between scientific concepts and their everyday lives
analyse a learning to identifiable real understanding and creativity to and promote students to generate solutions to
movie trailer to word problems and as such generate solutions to relevant future problems enhance student appreciation of
form the basis may not realise significance of contemporary issues science and consequentially enhance engagement
of a discussion learning (Miller, 2012)
regarding the
evolution of an
epidemic
 Not evident.  Despite the diversity in the  Include activities that promote the  Students that feel as though they can integrate their
Ethical classroom students given use of reason, empathy and unique perspectives in their learning are likely to
Understanding limited exposure to or understanding to navigate discussions assign greater value to the content (Ludwig & Gore,
opportunity to share and regarding the impact societal and 2003)
compare their unique cultural values in the class and across  Simultaneously, while allowing students to share
perspectives values and the the globe have on contemporary their perspectives, each student is provided with
values of others in a scientific issues in the world of science. multiple exposures to the concept of ethical
context.  Allow students to integrate understanding which is a high impact teaching
knowledge of their heritage and strategy (Victorian department of education, 2018)
backgrounds into learning and discuss
10
 their unique perspectives with their  Allowing students to actively engage in discussion
peers in respect to relevant issues. scaffolds prosocial behaviours and emotional
regulation (Dollard & Mahoney, 2010) increasing
their personal and social capabilities as stipulated in
the Australian curriculum (ACARA, 2018)
 Student led  Lost opportunities to discuss  Include explicit teaching and  Questioning is a high impact teaching strategy and
discussion ethics in scientific research questioning strategies to build when coupled with explicit teaching methods and
forums allow and reporting in the media and awareness and discussions regarding connected to real life contemporary issues is a
students to engage in student led debates the need for ethical concepts such as powerful means of developing understanding
gain insights regarding ethics involved in academic integrity, integrity in (Victorian department of education, 2018)
into other relevant scientific issues. recording and reporting scientific data
people’s and facts, avoiding negligence in
perspectives carrying out experiments etc. and a
via debating discussion of how poor ethical
standards in science could adversely
affect society today
 Ongoing  Summative assessment  Remove summative task components  Formative assessment can bring about sizeable
Understanding formative contains outcomes not that relate to outcomes not improvements in student performance through
by Design assessment properly addressed in the unit addressed in the unit and give unit targeted adjustments to teaching (Butt, 2010).
data is  limited evidence of pretesting independent assessment task  Diagnostic testing has significant effects for lower
generated to ascertain level of and  include regular formative tasks and ability students as it gauges the level of support
through the background knowledge of pretesting throughout such as; needed (Romanes & Parsonage, 2015 & Buck &
STILE app. learner to generate a revision summaries, kahoots and/or Trauth-Nare, 2009).
Students deepening of understanding quizlets to assess vocabulary and  Ongoing metacognitive practices such as student
receive regular via differentiation and knowledge of key terms and concepts, learning blogs are recognised as High impact
and prompt targeted teaching strategies collaborative mind maps etc. teaching strategies (Victorian department of
feedback and curriculum to promote  Implementation of an online learning education, 2018; Hattie, 2015; Jones, 2005).
through the engagement. blog to allow teachers to monitor the  The learning blog also allows students to
app. progress and interests of their demonstrate their capacity to self-assess which is a
students while giving students an facete of understanding under the UBD framework
opportunity to reflect on their with the importance of feedback to ensuring
learning, improve their literacy skills learning growth and self-reflection
and express what has interested
them. Provide peer scaffolding to
allow all students to generate links
between distinct concepts throughout
the unit.
 The unit fits  Focus on superficial retention  Include inquiry and/or research tasks  Inquiry based learning has long been proven to be
well within the of content providing limited which allows students allow students associated with enhanced higher order thinking skills
broader scope opportunity for students to to apply their knowledge of which form the basis of the facets of understanding
and sequence exhibit knowledge foundational concepts and skills in the UBD model (Madhuri, Kantamreddi, & Prakash
 complexity of authentically and laterally at the transfer level Goteti, 2012).
concepts autonomously at the transfer demonstrating multiple facets of
level. understanding under the UBD model
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progresses while simultaneously developing
chronologically. higher order thinking skills.

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 Adjusted Scope and Sequence
Adjustments shown in Red

Term Duration Unit Name Outcomes Assessment

1 5 Weeks Body Systems SC5-2VA, SC5-4WS, SC5- Topic Test (Week 6)
5WS, SC5-6WS, SC5- 7WS,
SC5- 8WS, SC5- 9WS, SC5-
12ES, SC5-13ES, SC5-14LW,
SC5-15LW
1 5 Weeks Hazardous earth SC5-2VA, SC5-4WS, SC5- Topic Test (Week 10)
5WS, SC5-6WS, SC5- 7WS,
SC5- 8WS, SC5- 9WS, SC5-
12ES, SC5-13ES
2 10 Weeks A Life Changing Moment SC5-2VA, SC5-4WS, SC5- Modelling DNA
5WS, SC5-6WS, SC5- 7WS, Replication and
SC5- 8WS, SC5- 9WS, SC5- Interactive Stile task
14LW, SC5-15LW
3 10 Weeks Skills spills and Thrills SC5-1VA, SC5-4WS, SC5- Investigation Report
5WS, SC5-6WS, SC5- 7WS,
SC5- 8WS, SC5- 9WS, SC5-
16CW, SC5-17CW
4 10 Weeks World Of Motion SC5-1VA, SC5-4WS, SC5- Final Examination
5WS, SC5-6WS, SC5- 7WS,
SC5- 8WS, SC5- 9WS, SC5-
10PW, SC5-11PW

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14
 Reconstructed Unit:
Removed items are struck out additions are shown in Red

PATRICIAN BROTHERS’ COLLEGE BLACKTOWN 2019

Subject: Science Stage: 5 Duration: 5 weeks Timing: Term 1

Year: 9 Class: Teacher: Topic: Body Systems

Unit Context:
Students will be learning about the challenges life faces to survive on the planet. Students will examine the dynamic nature of Earth including seismic activity and other
potential natural disasters as well as threats from micro-organisms which may cause disease. Students will study how humans respond to these challenges including
through the development of new technologies and other scientific breakthroughs.

Outcomes:
SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures
SC5-4WS develops questions or hypotheses to be investigated scientifically
SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
SC5- 7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based
arguments and conclusions
SC5- 8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
SC5- 9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language,
conventions and representations
SC5-12ES Describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific
community.
SC5-13ES Explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related
to contemporary issues.
SC5-14LW Analyses interactions between components and processes within biological systems

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SC5-15LW Explains how biological understanding advanced through scientific discoveries, technological developments and the needs of society
MA5.1-3WM Provides reasoning to support conclusions that are appropriate to the context
MA5.1-12SP Uses statistical displays to compare sets of data, and evaluates statistical claims made in the media
MA5.2-17SP Describes and calculates probabilities in multi-step chance experiments

Cross curricular:
Information and computer technology capability
Literacy
Critical and creative thinking
Asia and Australia’s engagement with Asia
Work and enterprise

Numeracy

Catholic Value:
1. Positive view of Life
Students recognise that their bodies are amazing things which enable them to participate wholly in life. The body’s ability to respond to change is a remarkable thing
which should be appreciated and respected

Linked Assessment:
Topic Test 25% (Week 9, Term 1)
Outcomes: LW Analyses interactions between components and processes within biological systems
LW Explains how biological understanding advanced through scientific discoveries, technological developments and the needs of society

Syllabus learn about Content: Students will Text and other references Teaching strategies and evidence of learning Skills Cross Register
learn to curricular
links

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Multicellular LW1b. Describe how
organisms rely on the coordinated function
coordinated and of internal systems in
interdependent multicellular organisms
internal systems to provides cells with the
respond to changes in requirements for life,
their environment including gases,
nutrients and water, and
removes cell wastes.

COSMOS : Cells 1.1 Lesson : The  UBD Pretesting: Students engage in

building blocks of life an online interactive quizzlet
exercise as pretesting for student
knowledge of relevant concepts and
key terms
 Students create a collaborative mind
map to Explain what cells are
 Classify organisms as whether
unicellular or multicellular
 State the levels of organisation in
multicellular organisms and describe
how they are related
 Literacy and UBD exercise:
Students begin their ongoing online
learning blog for this unit on
edublogs to be continued throughout
this unit. Students compose written
responses reflecting on their
understanding and learning and how
they feel they have achieved the
outcomes. Students include photos of
their work for evidence of learning
and include a question to be
addressed in the following class

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COSMOS: 3.1 Specialised cells  identify and describe a range of
specialized animal and plant cells
 research some specialized cells in
humans
 relate the structures of specialized
cells to their functions


Worksheet: Cell Requirements  Students recall what is needed for 13/6

living organisms to survive. Eg:
food, water, oxygen and carbon
dioxide via a collaborative class
mind map

 Astrobiology PBL/ Inquiry

https://www.nasa.gov/content/life- exercise:
support-systems
Refer to life support systems on the ISS
as stimulus.

Scientists have long thought of sending

life to mars or Europa, your job as a lead
astrobiologist at NASA is to 1) Research
design a shuttle that caters for the needs
of your chosen organism while it is on its
journey and 2) write an outline of
terraforming modifications that may need
to occur once your organism touches
down

 Students completed large diagrams 13/6

of body systems

 Teacher facilitates discussion of what WS 8

all cells require ie: nutrients, water, (d)
oxygen and removal of cell wastes.

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  Tabulate how each body system WS 8
provides the cell with these (d)
requirements. Use worksheet “Cell WS 9
requirements” (b)
Extension

Homework activity Students use google to complete “Hormones

in the Body” worksheet.

Outcomes: LW Analyses interactions between components and processes within biological system.
LW Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society.
Syllabus learn about Content: Students will learn to Text and other Teaching strategies and evidence of learning Skills Cross Register
references curricular
links

LW1 Multicellular CW3e Identify some examples of

organisms rely on
coordinated and
interdependent internal
systems to respond to
changes in their
environment
important chemical reactions that
occur in living systems and
involve energy transfer, including
respiration and reactions
involving acids such as occur
during digestion

COSMOS Students understand the process food takes

StileApp Body through the digestive tract
Systems 1.1 The
Digestive System  Physical and chemical digestion
 Absorption of nutrients

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 COSMOS Components of the respiratory system and their
StileApp Body functions
Systems 2.2 The
Respiratory Muscle movements that help us breathe
System
How oxygen is absorbed, and carbon dioxide
removed.

COSMOS Main functions of the circulatory system

StileApp Body
Systems 2.2 The Roles of the blood, blood vessels and heart
Circulatory
System How circulatory system interacts with other
body systems

Literacy Exercise: Students form expert teams

of 5 and create a google slides presentation to
present to their peers on a selected organ
system including its components and how it
operates and how it contributes to the overall
health of humans

Students take notes on their peers’

presentations to summarize their learning on
organ systems and engage in a round of peer
feedback rating their peers’ presentations out of
5 in respect to content, aesthetics, organization,
clarity and professionalism

Extension 9.2.5.11 Endocrine system web task

Homework activity

20
Outcomes: LW Analyses interactions between components and processes within biological systems
LW Explains how biological understanding advanced through scientific discoveries, technological developments and the needs of society
Syllabus learn about Content: Students will learn Text and other references Teaching strategies and evidence of Skills Cross Register
to learning curricular
links

LW1 Multicellular organisms LW1a. Describe some

rely on coordinated and examples of how
interdependent internal multicellular organisms
systems to respond to changes respond to changes in their
in their environment environment

LW1d. Describe the role of,

and interaction between, the
coordination systems in
maintaining humans as
functioning organisms

COSMOS StileApp Body Understand what thermoregulation is

Systems and why it is important
5.1 Thermoregulation Describe the difference between
endotherms and ectotherms
Identify methods of thermoregulation in
species

Thermoregulation Inquiry Exercise:

Students identify a species and research
how it thermoregulates in order to
submit a written report on their learning
blogs

21
 COSMOS Stileapp: The
Nervous System
WS 9
 Describe the signal pathway (a)
involved in smell
 Distinguish between the
central and peripheral nervous
systems, and different types of
receptors
 Describe the three main types
of neurons and their functions

Prac: Complete 9.2.5.7 human reaction rate

prac

COSMOS Stileapp: The • Explain what hormones are and what

Endocrine System
their role is in our bodies
• Give examples of some of the main
glands in the endocrine system and
their targets
• Explain what homeostasis is using
control of blood glucose levels as an
example

Extension

Homework activity Students are to complete “Body System

Jumble” worksheet.

Outcomes: LW Analyses interactions between components and processes within biological system.
LW Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society.
Syllabus learn about Content: Students Text and other Teaching strategies and evidence of learning Skills Cross Register
will learn to references curricular
links

22
LW1 Multicellular LW1c. Outline
organisms rely on some responses of
coordinated and the human body to
interdependent internal infectious and
systems to respond to non-infectious
changes in their diseases
environment

 Define infectious and noninfectious disease

COSMOS  Describe the different types of pathogens that cause WS 9

Stileapp: The infectious diseases (e)
Immune  Explain how skin, phagocytic cells, inflammation and
System fever help
 protect the body from infection
 Compare how Ebola and malaria spread through a
population.
 Ethical understanding exercise : Navigating
competing societal values: Students collaboratively
identify and assess how different cultural customs and
societal values can compete with medicine and have
contributed to the manifestation of diseases such as Kuru
(a rare prion disease transmitted through ingesting
contaminated brain tissue of the deceased as part of
funeral rituals in Papua New Guinea) and the modern
measles epidemic in the united states and in different
parts of the world and how these instances of disease
have been mitigated using scientific logic and reasoning .
Students discuss if they are aware of any societal values
pertinent to their culture have contributed to the
prevention of disease.

23
  Practical: Students are to swab agar plates to grow WS 8
microbes using incubator. (d)(e)

Numeracy in science (statistical analysis of results):

MA5.1-3WM Students graph growth rate of microbes in agar
embedded with varying concentrations of antibiotics by
MA5.1-12SP counting the number of spores present

Students identify the linear relationship between growth

and antibiotic concentration by calculating the gradient
and solving for the equation of the trendline of their
graph. Students then use the gradient to predict growth at
later time points.
Students collaborate and share class data via google
sheets to identify the mean, median and range of their
results and discuss how sharing results increases the
reliability of scientific data.
Worksheet:  Students examine specimens of parasitic pathogens such
Spread of as tapeworm
disease
Worksheet:  Practical: Students complete 9.2.6.4 “Who caught what
Who caught from who?”
what

Extension

Homework activity Students are to produce brochure, powerpoint, poster or video WS

using the research obtained in class on an infectious or non- 7.1
infectious disease. (b)
WS 8
(a)
WS 9
(a)

24
Outcomes: LW Analyses interactions between components and processes within biological system.
LW Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society.
Syllabus learn Content: Students Text and other references Teaching strategies and evidence of Skills Cross Register
about will learn to learning curricular
links

LW3 Advances LW3e. Describe,

in scientific using examples,
understanding how developments
often rely on in technology have
developments in advanced
technology and biological
technological understanding, eg
advances are vaccines,
often linked to biotechnology,
scientific stem-cell research
discoveries. and in-vitro
fertilisation.
Stileapp COSMOS: Vaccination UBD Pretesting: Think Pair share 27/6
Brainstorming: What are vaccines?

Understand what a vaccination is and

how it can prevent illness
Outline the effect of vaccinations on the
spread of infection
•Be able to discuss factors that countries WS 9
need to consider in setting up vaccination (a)
programs

MA5.2-17SP Numeracy in science thinking exercise:

Students identify an infectious disease
that is endemic to a region and calculate
its prevalence in that region. Students
then calculate the probability of a traveler
contracting the disease and compare these
risks to people who are not exposed but
still contract the disease to ascertain
relative risk and advise a student

25
 generated vaccine program for
individuals visiting the selected region.

Inquiry/problem-based learning
exercise: A day in the Life of a WHO
scientist In groups, student’s complete
inquiry exercise where they select a
current disease that is not able to be
vaccinated against. Students identify the
cause and risk factors of the disease to
propose a hypothetical vaccine and
administration program to the class.

Extension

Homework Students are to complete worksheet

activity “Protection against disease”
Outcomes: LW Analyses interactions between components and processes within biological system.
LW Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society.
Syllabus learn Content: Students Text and other references Teaching strategies and evidence of Skills Cross Register
about will learn to learning curricular
links

LW1 LW1e. Discuss,

Multicellular using examples,
organisms rely how the values
on coordinated and needs of
and contemporary
interdependent society can
internal systems influence the focus
to respond to of scientific
changes in their research, eg the
environment occurrence of
diseases affecting
animals and
plants, an
epidemic or

26
pandemic disease
in humans or
lifestyle related
non-infectious
diseases in
humans

COSMOS: Society and Science research the perspective of a stakeholder

on the issue of cultured meat

participate in a Socratic seminar (student-

led discussion forum) to explore issues
around cultured meat

give and receive peer-peer feedback

about their participation in the seminar

http://www.youtube.com/watch?v=VZGHGVIedzA 9.2.7 Society and Scientific research

 Students are to watch the movie

trailer for ‘Contagion’ and are to
discuss how the global
community is affected when an
epidemic evolves. Students must
show an understanding that
scientific research was needed
for a solution to this disease.

 Questioning/ Teacher
facilitated Collaborative class
discussion/brainstorming:
What is ethics in science?
Students record brainstorm in
their book

27
  Literacy Ethics and Critical
thinking exercise: Students wat
Catalyst Episode: Danger Zone
Or Pandemic Dvd (Library) as
stimulus. Students then select a
series of news articles in the
media to critically analyse using
a COMBAT or CRAAP scaffold
of the articles, using their
existing knowledge regarding
vaccination and disease to
discuss the problems with the
lack of scientific literacy and
ethics in science and the media
regarding vaccinations and the
reason rise in preventable
diseases such as
Pertussis/Whooping cough.

a. Students complete 9.2.7.1

Vaccination assessment table

 Students discuss why treatment

for diseases such as SARS,
obesity, skin cancer, and bird flu
rely on scientific research.

Extension 9.2.7.2 Vaccination fishbowl activity

9.2.7.3 Vaccination effectiveness
discussion
Homework
activity

28
 Modified Assessment task and criteria:
Earth and space outcomes and questions have been removed shown by strikeout and additional written
response questions have been developed as a substitution with individual marking criteria as a
substitution in red below

Patrician Brothers’ College Blacktown Assessment Notification

Subject: Science Year: 9
Task Number: 1 Task Type: Stile App Topic Test
Syllabus Component: Knowledge and Syllabus Component Weighting: N/A
Understanding
Subject Coordinator: Ferry Teacher(s): Ferry, Blaik, Warnant, Hersey,
Narayann, Kitchener
DATE:
9SC1-9SC4: Week 6
9SC5-9SC8: Tuesday Week 6

Instructions for In-class Assessment/Exam: The task will be completed on the STILE app platform
(in the assessment classes you’ve previously enrolled in). Your teacher can provide you with a code
before the day if you are not enrolled. NB.

● If you are absent on the day of the exam/assessment on the first day you return to school you
must see the Director of Studies with a medical certificate and complete a Special
Consideration Form.
● If you do not apply for Special Consideration you will lose marks at the rate of 20% per day.
● If you have not completed the test after five days you will receive a zero award and a letter
will be sent home notifying your parents about an impending N award if the exam is not
completed.
● No consideration will be made for students who do not have a functioning or charged device.
Please ensure that your device is functioning before the due date.
TOPIC TO BE EXAMINED:
Hazardous Earth: Plate tectonics, earthquakes, volcanoes and wild weather
Body Systems: Circulatory, Digestive, Respiratory systems (review) + Nervous, Endocrine and
Immune systems

STRUCTURE OF THE EXAMINATION

The exam will be conducted using the Stile App learning platform. Mark sure your device is charged
and functioning.

The exam will consist of:

● Multiple choice questions
● Matching, diagramattic and labelling questions
● Short Reponse written questions
Outcomes to be assessed:
A student:
SC5-12ES ~ Describes changing ideas about the structure of the Earth and the universe to illustrate
how models, theories and laws are refined over time by the scientific community
SC5-13ES ~ Explains how scientific knowledge about global patterns of geological activity and
interactions involving global
SC5-14LW ~ Analyses interactions between components and processes within biological systems

29
 SC5-15LW ~Explains how biological understanding has advanced through scientific discoveries,
technological developments and the needs of society

Content:
ES2 The theory of plate tectonics explains global patterns of geological activity and
continental movement.
Students:
a. outline how the theory of plate tectonics changed ideas about the structure of the Earth and
continental movement over geological time b. relate movements of the Earth's plates to mantle
convection currents and gravitational forces c. outline how the theory of plate tectonics explains
earthquakes, volcanic activity and formation of new landforms d. describe how some technological
developments have increased scientific understanding of global patterns in geological activity,
including in the Asia-Pacific region
LW1 Multicellular organisms rely on coordinated and interdependent internal systems to
respond to changes in their environment.
Students:
a. describe some examples of how multicellular organisms respond to changes in their environment
b. describe how the coordinated function of internal systems in multicellular organisms provides
cells with
requirements for life, including gases, nutrients and water, and removes cell wastes
c. outline some responses of the human body to infectious and non-infectious diseases
d. describe the role of, and interaction between, the coordination systems in maintaining humans as
functioning
organisms
Additional Extended response question to be included:
1. Evaluate the implications of ethics on conducting scientific research in the management and
prevention of diseases and how ethics are shaped by societal views and outline why ethics are important
in science (10 Marks)

Marking Criteria:

0-2 Marks 2-4 Marks 4-6 Marks 6-8 Marks 8-10 Marks
Recalls ways Contrasts the Discusses the role Evaluates the Critically analyses
ethical standard absence of ethics ethics has in impact of ethical the role societal
are maintained in to its inclusion in methods of standards in values has in
scientific research scientific research scientific research scientific research informing ethics
to demonstrate that have lead to in terms of and subsequently
an understanding discoveries in the methods and in informing how
of the importance prevention and reporting results scientific research
of ethical management of and links these is perceived and
standards disease such as ideas to the conducted making
vaccination. significance of a judgement as to
ethics in scientific the impact ethics
research in the has had in the
field of disease field of disease
management and management and
prevention prevention,
referring to
vaccination and 1
other area of
research they are
familiar with

30
Outline the considerations a health organization must consider when developing and implementing a
vaccine program (4 Marks)

Marking Criteria:

1 Mark 2 Marks 3 Marks 4 Marks

Outlines a single Outlines at least 2 Outlines at least 3 Outlines at least 4
consideration. Factors factors. Factors can factors. Factors can factors. Factors can
can include: Access, include: Access, include: Access, include: Access,
distribution and distribution and distribution and distribution and
production, cost, production, cost, production, cost, production, cost,
Reliability, the need for Reliability, the need for Reliability, the need for Reliability, the need for
repeat dosing, success repeat dosing, success repeat dosing, success repeat dosing, success
rate, target groups rate, target groups rate, target groups rate, target groups
where disease is most where disease is most where disease is most where disease is most
prevalent prevalent prevalent prevalent

31
 Additionally Constructed Concept map:

32
 References:

1. Abd‐El‐Khalick, F., BouJaoude, S., Duschl, R., Lederman, N., Mamlok‐Naaman, R., Hofstein,
A., . . . Tuan, H. (2004). Inquiry in science education: International perspectives. Science
Education, 88(3), 397-419.

2. Australian curriculum, assessment and reporting authority (ACARA). (2018b) Learning

continuum of personal and social capability. Retrieved 28th August 2019
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-
and-social-capability/learning-continuum/?element=self-awareness

3. Buck, G., & Trauth-Nare, A. (2009). Preparing Teachers to Make the Formative Assessment
Process Integral to Science Teaching and Learning. Journal of Science Teacher Education,
20(5), 475-494.

4. Butt, G. (2010). Making Assessment Matter. Bloomsbury Publishing PLC. Retrieved from
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=601664.

5. Department of Education Victoria. (2018). High impact teaching strategies. Retrieved from
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pa
ges/hits.aspx

6. Dollard, M.W., &Mahoney, K. (2010) How effective is the jigsaw method when used to
introduce new science curricula in middle school science? The Ontario action researcher,
10(3). Retrieved from http://oar.nipissingu.ca/archive-V1033.htm

7. Hattie, J. (2015). The applicability of Visible Learning to higher education. Scholarship of

Teaching and Learning in Psychology, 1(1), 79-91.doi: 10.1037/stl0000021

8. Howard, C.M. (2016) Creating spaces for literacy, creating spaces for learning. Reading
horizons, 55(2), 28-44. Retrieved from
https://scholarworks.wmich.edu/reading_horizons/vol55/iss2/3

33
9. Hubber, P. (2014). Representation Construction: A Directed Inquiry Pedagogy for Science
Education. In Inquiry-based Learning for Faculty and Institutional Development: A Conceptual
and Practical Resource for Educators (Vol. 1, pp. 201-221). Emerald Group Publishing
Limited.

10. Jones, C. (2005). Assessment for learning. Retrieved from

http://dera.ioe.ac.uk/7800/1/AssessmentforLearning.pdf

11. Lazonder, A., & Harmsen, R. (2016). Meta-Analysis of Inquiry-Based Learning: Effects of
Guidance. Review of Educational Research, 86(3), 681-718.

12. Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools: A classroom practice
guide Retrieved fromRetrieved from https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

13. Madhuri, G., Kantamreddi, V., & Prakash Goteti, L. (2012). Promoting higher order thinking
skills using inquiry-based learning. European Journal of Engineering Education, 37(2), 117-
123. Miller, G. (2012). Understanding John Hattie’s visible learning research in the context of
Carol Dweck’s growth mindset. Retrieved from
https://www.growthmindsetmaths.com/uploadds/2/3/7/7/.../hattie_dweck_2012.doc

14. Moore‐Russo, D., & Shanahan, L. (2014). A Broader Vision of Literacy. Journal of Adolescent
& Adult Literacy, 57(7), 527-532.

15. Quinell, R., Thompson, R., & LeBard, R. (2013). It’s not maths; Its science: Exploring thinking
dispositions, learning thresholds and mindfulness in science learning. Internation Journal of
mathematical education in science and technology, 44(6), 808-816, doi:
10.1080/0020739x2013.800598

16. Romanes, D., Parsonage, H., 2015. Targeted Teaching: How better use of data can improve
student learning. Grattan Institute.

34
17. Sullivan, A., Johnson, B., Owens, L., & Conway, R. (2014). Punish Them or Engage Them?
Teachers’ Views of Unproductive Student Behaviours in the Classroom. Australian Journal of
Teacher Education, 39(6), Australian Journal of Teacher Education, 06/01/2014, Vol.39(6).

35
 Appendix 1: Original Scope and Sequence

36
 Appendix 2: Original Unit Of Work

PATRICIAN BROTHERS’ COLLEGE BLACKTOWN 2019

Subject: Science Stage: 5 Duration: 5 weeks Timing: Term 1

Year: 9 Class: Teacher: Topic: Body Systems

Unit Context:
Students will be learning about the challenges life faces to survive on the planet. Students will examine the dynamic nature of Earth including seismic activity and other
potential natural disasters as well as threats from micro-organisms which may cause disease. Students will study how humans respond to these challenges including
through the development of new technologies and other scientific breakthroughs.

Outcomes:
SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures
SC5-4WS develops questions or hypotheses to be investigated scientifically
SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
SC5- 7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based
arguments and conclusions
SC5- 8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
SC5- 9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language,
conventions and representations
SC5-12ES Describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific
community.
SC5-13ES Explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related
to contemporary issues.
SC5-14LW Analyses interactions between components and processes within biological systems
SC5-15LW Explains how biological understanding advanced through scientific discoveries, technological developments and the needs of society

37
 Cross curricular:
Information and computer technology capability
Literacy
Critical and creative thinking
Asia and Australia’s engagement with Asia
Work and enterprise

Catholic Value:
1. Positive view of Life
Students recognise that their bodies are amazing things which enable them to participate wholly in life. The body’s ability to respond to change is a remarkable thing
which should be appreciated and respected

Linked Assessment:
Topic Test 25% (Week 9, Term 1)
Outcomes: LW Analyses interactions between components and processes within biological systems
LW Explains how biological understanding advanced through scientific discoveries, technological developments and the needs of society

Syllabus learn about Content: Students will learn to Text and other Teaching strategies and evidence of Skills Cross Register
references learning curricular
links
Multicellular organisms rely on LW1b. Describe how the coordinated function
coordinated and interdependent of internal systems in multicellular organisms
internal systems to respond to provides cells with the requirements for life,
changes in their environment including gases, nutrients and water, and
removes cell wastes.

38
 COSMOS : Cells 1.1  Explain what cells are
Lesson : The building  Classify organisms as whether
blocks of life unicellular or multicellular
 State the levels of organisation
in multicellular organisms and
describe how they are related
COSMOS: 3.1  identify and describe a range of
Specialised cells specialized animal and plant
cells
 research some specialized cells
in humans
 relate the structures of
specialized cells to their
functions


Worksheet: Cell  Students recall what is needed 13/6

Requirements for living organisms to survive.
Eg: food, water, oxygen and
carbon dioxide

 Students completed large 13/6

diagrams of body systems

 Teacher facilitates discussion WS 8

of what all cells require ie: (d)
nutrients, water, oxygen and
removal of cell wastes.
 Tabulate how each body WS 8
system provides the cell with (d)
these requirements. Use WS 9
worksheet “Cell requirements” (b)
Extension

Homework activity Students use google to complete

“Hormones in the Body” worksheet.
Lifeskills

39
Outcomes: LW Analyses interactions between components and processes within biological system.
LW Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society.
Syllabus learn about Content: Students will learn to Text and other Teaching strategies and Skills Cross Register
references evidence of learning curricular
links

LW1 Multicellular organisms rely on CW3e Identify some examples of important

coordinated and interdependent chemical reactions that occur in living systems and
internal systems to respond to changes involve energy transfer, including respiration and
in their environment reactions involving acids such as occur during
digestion

COSMOS StileApp Students understand the

Body Systems 1.1 The process food takes through the
Digestive System digestive tract

 Physical and
chemical digestion
 Absorption of
nutrients

COSMOS StileApp Components of the respiratory

Body Systems 2.2 The system and their functions
Respiratory System
Muscle movements that help
us breathe

How oxygen is absorbed and

carbon dioxide removed.

40
 COSMOS StileApp Main functions of the
Body Systems 2.2 The circulatory system
Circulatory System
Roles of the blood, blood
vessels and heart

How circulatory system

interacts with other body
systems

Extension 9.2.5.11 Endocrine system

web task

Homework activity

Lifeskills

Outcomes: LW Analyses interactions between components and processes within biological systems
LW Explains how biological understanding advanced through scientific discoveries, technological developments and the needs of society
Syllabus learn about Content: Students will learn to Text and other references Teaching strategies and evidence of Skills Cross Register
learning curricular
links

LW1 Multicellular organisms rely on LW1a. Describe some examples of

coordinated and interdependent how multicellular organisms respond
internal systems to respond to changes to changes in their environment
in their environment

LW1d. Describe the role of, and

interaction between, the coordination
systems in maintaining humans as
functioning organisms

41
 COSMOS StileApp Body Understand what thermoregulation is
Systems and why it is important
5.1 Thermoregulation Describe the difference between
endotherms and ectotherms
Identify methods of thermoregulation
in species

COSMOS Stileapp: The WS 9

Nervous System (a)
 Describe the signal pathway
involved in smell
 Distinguish between the
central and peripheral
nervous systems, and
different types of receptors
 Describe the three main
types of neurons and their
functions

Prac: Complete 9.2.5.7 human reaction rate

prac

COSMOS Stileapp: The • Explain what hormones are and what

Endocrine System their role is in our bodies
• Give examples of some of the main
glands in the endocrine system and
their targets
• Explain what homeostasis is using
control of blood glucose levels as an
example

Extension

42
Homework activity Students are to complete “Body
System Jumble” worksheet.
Lifeskills

Outcomes: LW Analyses interactions between components and processes within biological system.
LW Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society.
Syllabus learn about Content: Students will learn Text and other Teaching strategies and evidence of learning Skills Cross Register
to references curricular
links

LW1 Multicellular organisms rely on LW1c. Outline some

coordinated and interdependent internal responses of the human body
systems to respond to changes in their to infectious and non-
environment infectious diseases

 Define infectious and noninfectious

disease

COSMOS  Describe the different types of pathogens WS 9

Stileapp: The that cause infectious diseases (e)
Immune System  Explain how skin, phagocytic cells,
inflammation and fever help
 protect the body from infection
 • Compare how Ebola and malaria spread
through a population


43
  Practical: Students are to swab agar plates WS 8
to grow microbes using incubator. (d)(e)

Worksheet:  Students examine specimens of parasitic

Spread of disease pathogens such as tapeworm

Worksheet: Who  Practical: Students complete 9.2.6.4 “Who

caught what caught what from who?”

Extension

Homework activity Students are to produce brochure, powerpoint, WS

poster or video using the research obtained in class 7.1 (b)
on an infectious or non-infectious disease. WS 8
(a)
WS 9
(a)
Lifeskills

Outcomes: LW Analyses interactions between components and processes within biological system.
LW Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society.
Syllabus learn about Content: Students will learn to Text and other references Teaching strategies and evidence of Skills Cross Register
learning curricular
links

44
LW1 Multicellular LW1e. Discuss, using
organisms rely on examples, how the values and
coordinated and needs of contemporary society
interdependent can influence the focus of
internal systems to scientific research, eg the
respond to changes in occurrence of diseases
their environment affecting animals and plants,
an epidemic or pandemic
disease in humans or lifestyle
related non-infectious diseases
in humans
COSMOS: Society and Science research the perspective of a stakeholder
on the issue of cultured meat

participate in a Socratic seminar (student-

led discussion forum) to explore issues
around cultured meat

give and receive peer-peer feedback about

their participation in the seminar

http://www.youtube.com/watch?v=VZGHGVIedzA 9.2.7 Society and Scientific research

 Students are to watch the movie

trailer for ‘Contagion’ and are to
discuss how the global
community is affected when an
epidemic evolves. Students must
show an understanding that
scientific research was needed for
a solution to this disease.

 Catalyst Episode: Danger Zone

Or Pandemic Dvd (Library).
Discuss the problems with the
lack of scientific literacy
regarding vaccinations and the
reason rise in preventable
45
 diseases such as
Pertussis/Whooping cough.

 Students complete 9.2.7.1

Vaccination assessment table

 Students discuss why treatment

for diseases such as SARS,
obesity, skin cancer, and bird flu
rely on scientific research.

Extension 9.2.7.2 Vaccination fishbowl activity

9.2.7.3 Vaccination effectiveness
discussion
Homework activity

Lifeskills

Outcomes: LW Analyses interactions between components and processes within biological system.
LW Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society.
Syllabus learn about Content: Students will learn to Text and other Teaching strategies and Skills Cross Register
references evidence of learning curricular
links

46
LW3 Advances in scientific understanding
often rely on developments in technology
and technological advances are often linked
to scientific discoveries.
LW3e. Describe, using examples, how
developments in technology have advanced
biological understanding, eg vaccines,
biotechnology, stem-cell research and in-vitro
fertilisation.

Stileapp Understand what a 27/6

COSMOS: vaccination is and how it can
Vaccination prevent illness
Outline the effect of
vaccinations on the spread of
infection
•Be able to discuss factors
that countries need to
consider in setting up WS 9
vaccination programs (a)

Extension

Homework activity Students are to complete

worksheet “Protection against
disease”
Lifeskills

47
 Appendix 3: Original Assessment task:
Subject: Science Year: 9
Task Number: 1 Task Type: Stile App Topic Test
Syllabus Component: Knowledge and Syllabus Component Weighting: N/A
Understanding
Subject Coordinator: Ferry Teacher(s): Ferry, Blaik, Warnant, Hersey,
Narayann, Kitchener
DATE:
9SC1-9SC4: Tuesday April 2nd Week 10, period 1 - timetabled room
9SC5-9SC8: Tuesday April 2nd, Week 10, period 2 - timetabled room

Instructions for In-class Assessment/Exam: The task will be completed on the STILE app platform
(in the assessment classes you’ve previously enrolled in). Your teacher can provide you with a code
before the day if you are not enrolled. NB.

● If you are absent on the day of the exam/assessment on the first day you return to school you
must see the Director of Studies with a medical certificate and complete a Special
Consideration Form.
● If you do not apply for Special Consideration you will lose marks at the rate of 20% per day.
● If you have not completed the test after five days you will receive a zero award and a letter
will be sent home notifying your parents about an impending N award if the exam is not
completed.
● No consideration will be made for students who do not have a functioning or charged device.
Please ensure that your device is functioning before the due date.
TOPIC TO BE EXAMINED:
Hazardous Earth: Plate tectonics, earthquakes, volcanoes and wild weather
Body Systems: Circulatory, Digestive, Respiratory systems (review) + Nervous, Endocrine and
Immune systems

STRUCTURE OF THE EXAMINATION

The exam will be conducted using the Stile App learning platform. Mark sure your device is charged
and functioning.

The exam will consist of:

● Multiple choice questions
● Matching, diagramattic and labelling questions
● Short Reponse written questions
Outcomes to be assessed:
A student:
SC5-12ES ~ Describes changing ideas about the structure of the Earth and the universe to illustrate
how models, theories and laws are refined over time by the scientific community
SC5-13ES ~ Explains how scientific knowledge about global patterns of geological activity and
interactions involving global
SC5-14LW ~ Analyses interactions between components and processes within biological systems
SC5-15LW ~Explains how biological understanding has advanced through scientific discoveries,
technological developments and the needs of society

Content:
ES2 The theory of plate tectonics explains global patterns of geological activity and
continental movement.
Students:
a. outline how the theory of plate tectonics changed ideas about the structure of the Earth and
continental movement over geological time b. relate movements of the Earth's plates to mantle
convection currents and gravitational forces c. outline how the theory of plate tectonics explains
earthquakes, volcanic activity and formation of new landforms d. describe how some technological
developments have increased scientific understanding of global patterns in geological activity,
including in the Asia-Pacific region
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LW1 Multicellular organisms rely on coordinated and interdependent internal systems to
respond to changes in their environment.
Students:
a. describe some examples of how multicellular organisms respond to changes in their environment
b. describe how the coordinated function of internal systems in multicellular organisms provides
cells with
requirements for life, including gases, nutrients and water, and removes cell wastes
c. outline some responses of the human body to infectious and non-infectious diseases
d. describe the role of, and interaction between, the coordination systems in maintaining humans as
functioning
organisms

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