Curriculum 1A: Unit of work

Stage 5 Science
Developed by Manisha Neupane
Rationale

This unit of work is developed for stage 5 learners in a Western Sydney School. Western Sydney School is

co-educational public school with diverse range of learners, so this unit is designed using Universal Design

for Learning (UDL) to accommodate differential learning needs of these learners. This is achieved by

making necessary adjustments and adding appropriate extension activities to challenge different abilities of

students and using a range of pedagogical approaches to maximise participation and engagement (Salend

& Whittaker, 2017). Students are also provided with various modes of expression to demonstrate their

knowledge and understanding. This unit also uses understanding by design (UbD) framework to align

learning outcomes with teaching and learning activities. The focus of this unit is to develop scientific skills of

students to enable them to be future focused learners by challenging their problem-solving, critical and

creative thinking and inquiry skills. The unit is heavily focused on developing students’ personal and social

capabilities through collaborative learning. With the introduction of new technologies in the school, the

emphasis has been placed on use of ICT resources so the unit uses various pedagogical approaches to

develop ICT skills of students.

This science unit aims at developing knowledge, understanding and scientific skills of students to form solid

foundation for future learning and enabling students to be active and informed citizens. The purpose of this

unit is to allow students to look at the 'big picture' and learn through inquiries in order to reach enduring

understandings. It also aims at encouraging students to be lifelong learners who seek continuous

improvement and enable them to apply their knowledge and skills to solve issues faced in real world

scenarios. Through this unit, students develop critical and creative thinking skills, which involves making

informed evidence based arguments by processing and analysing information. There are also multitude of

opportunities for experiential learning through a range of innovative classroom activities, first hand

investigations and excursions, as incorporating hands-on experiences in the learning process improve

students’ engagement (Blunsdon, Reed, Mcneil & Mceachern, 2003).

Furthermore, students are provided with various choices and modes to engage in learning and

demonstrate what they have learned in order to make this unit accessible to all students. As research

suggests, providing multiple means of engagement and expression maximises participation and allows

users to be accountable for their learning (Rose & Meyer, 2002). Students are encouraged to explore their

abilities and reach full potential by providing tiered challenges to accommodate diverse needs of learners

and motivate them to move forward. The science unit provides myriad of opportunities for inquiry based

learning to help students delve deeper into topic and cultivate thoughtful understanding of science concepts

(Blessinger & Carfora, 2015). This unit uses 5 E’s model that is embedded in science learning to nurture

learning environment where learning is student-centered and shifts responsibility of learning to students by

2
using research as a base for learning, conducting first-hand investigations, designing and presenting

various scientific arguments using multiple modes targeted for specific audiences (Unver & Arabacioglu,

2014).

Vygotsky’s theory of social learning, suggests that development of cognitive abilities and motivation to

engage in learning during adolescence is directly related to the social interactions that young adults are

exposed to (Harland, 2003). As such, this unit places great emphasis on collaborative learning as one of

the most important pedagogical approaches. Students engage in various activities that allows peer learning

such as Think-Pair-Share, group tasks, class discussions and so on, which helps in development of

cohesive knowledge base through active participation and a sense of appreciation of others (Cimer, 2012).

Integrating collaborative and inquiry-based learning promotes collective accountability as well as individual

ownership and allows development of personal and social capabilities (Laal & Ghodsi, 2012; Brandenburg

& Wilson, 2013).

Development of ICT capabilities of students is of paramount importance as education has moved from

conceptual age to information age (Callow & Orlando, 2015). Various strategies have been used

throughout the unit to enable students to develop ICT skills such as using research as a base for learning,

organising and presenting information using ICT platforms and so on. The effective use of ICT not only

helps in improving ICT skills of students but also works as a differentiation tool to cater for visual and aural

learners (Marsh & Pittaway, 2014). It also provides teachers with different means of representations and

students with different means of expression (Rose & Meyer, 2002).

To conclude, this unit promotes active learning and creates authentic experiences in classroom by

integrating various pedagogical approaches such as inquiry-based learning, collaborative learning, effective

use of ICT and differentiation. As such, high impact teaching and meaningful learning experiences are

created by fostering strength-based learning environment, setting higher goals for students and

empowering students to direct and regulate their learning

3
The Wonders of Life | Stage 5 | Living World |Year 9
Summary Context Duration
LW1 is taught as the introductory topic in the year 9 Living World This unit is developed for students in a mixed ability classroom in Western Sydney School. 6 weeks
units, followed by LW2. The majority of class performed well in Year 7 NAPLAN test so it can be assumed that
This unit is designed to enable students to explore the students have necessary literacy and numeracy skills. However, there are few students who
components and processes within biological systems. It also have learning difficulties and English as additional language/dialect (EAL/D) so adjustments
provides students with opportunities to conduct practical have been made to accommodate their learning needs. Furthermore, there are four Gifted
investigations to deepen their knowledge and understanding and Talented students in the classroom who need to be challenged in order to ensure active
about the topic. This unit builds upon students’ prior knowledge participation and engagement, so extension activities are also included.
from stage 4 Living world topic, which are:
Stage 4 LW2 Cells are the basic units of living things and have
specialised structures and functions (ACSSU149)
- Distinguish between unicellular and multicellular
organisms
- Identify that different types of cells make up the tissues,
organs and organ systems of multicellular organisms
Stage 4 LW3 Multicellular organisms contain systems of organs
that carry out specialised functions that enable them to survive
and reproduce (ACSSU150)
- Explain that the systems in multicellular organisms work
together to provide cell requirements, including gases,
nutrients and water, and to remove cell wastes.
- Describe the role of the digestive, circulatory, excretory,
skeletal/muscular and respiratory systems in
maintaining a human as a functioning multicellular
organism.
Stage 4 LW4 Scientific knowledge changes as new evidence
becomes available, and some scientific discoveries have
significantly changed people's understanding of the world.
(ACSHE119, ACSHE134)
- Research an example of how changes in scientific
knowledge have contributed to finding a solution to a
human health issue
- Recount how evidence from a scientific discovery has
changed understanding and contributed to solving a real
world problem, e.g., animal or plant disease, treatment
for diabetes, asthma, kidney or heart diseases
Stage 4 LW5 Science and technology contribute to finding
1
solutions to conserving and managing sustainable ecosystems.
- Construct and interpret food chains and food webs,
including examples from Australian ecosystems.
- Describe interactions between organisms in food chains
and food webs, including producers, consumers and
decomposers (ACSSU112)
- Predict how human activities can affect interactions in
food chains and food webs, including examples from
Australian land or marine ecosystems (ACSSU112)

Content Focus
The Living World strand is concerned with understanding living things. The key concepts developed within this strand are that the cell is the basic unit of
life and that there is a diverse range of living things that have evolved on Earth. Students will gain an appreciation of the interdependence of living things
and how they interact with each other and the environment. Through this strand students gain an understanding of how the structure of living things
relates to the functions that their body systems perform and how these features aid their survival.
LW1 Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes in their environment. (ACSSU175)
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of
energy through ecosystems.

Working Scientifically Focus

In this unit, students learn and apply scientific skills to conduct investigations. They focus on collecting, processing and analysing data from first hand investigations and
secondary sources. Furthermore, they choose appropriate methods to communicate collected information. Students use scientific inquiry by actively engaging in using and
applying the processes of Working Scientifically to increase their understanding of and about the world around them.

Skills Outcomes Knowledge and Understanding Outcomes

A student:
- Follows a sequence of instructions to safely undertake a range of investigation types,
collaboratively and individually SC4-6WS
Related Life Skills outcome: SCLS-6WS
- Processes and analyses data from a first-hand investigation and secondary sources
to identify trends, patterns and relationships, and draw conclusions SC4-7WS
Related Life Skills outcome: SCLS-7WS
- Presents science ideas, findings and information to a given audience using
appropriate scientific language, text types and representations SC4-9WS
Related Life Skills outcome: SCLS-9WS
A student:
- Analyses interactions between components and processes within biological systems
SC5-14LW
- Explains how biological understanding has advanced through scientific discoveries,
technological developments and the needs of society SC5-15LW
Related Life Skills outcomes: SCLS-17LW, SCLS-18LW, SCLS-19LW, SCLS-20LW,
SCLS-21LW

2
Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning
Diagnostic assessment: - Reflection on prior learning
- KWL chart - Peer assessment of poster and TV
- See-Think-Wonder advertisement
Formative assessment:
- Observation of students’ participation during
class activities and discussions
- Students’ contribution during first hand
investigations and research tasks
- Kahoot quiz response
- Quality of questions asked by students on
Kahoot quiz designed by them

Literacy Focus Numeracy Focus ICT Focus

- Writing a scientific report for starch test in leaf - Tabulating data and constructing graph for - Students creating Kahoot quiz
- Use of scientific vocabulary for written tasks and homestasis - Students making Google slides to present
during discussions - Calculating pulse rate using simple multiplcation - Research tasks using relevant secondary
- Writing editorial sources
- Research task fact sheet - Creating poster using Lucid Press
- Reading and analysing news article - Mind map using MindMup app
- Creating TV advertisement using Movie Maker or
iMovie

Content: LW1 Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes in their environment. (ACSSU175)

K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Students: WS6 Students conduct 1.1. Diagnostic assessment:
a. Describe some investigations by selecting KWL chart to assess prior learning of students about KWL Chart
examples of how and using appropriate Cells. Students complete first two column of the chart
multicellular organisms equipment, including digital before the start of the lesson.
respond to changes in technologies, to
their environment. systematically and
accurately collect and 1.2. Teacher Guided Classroom Discussion
record data (ACSIS166, Teacher facilitates classroom discussion to allow
ACSIS200) students to share their responses from KWL chart and
clears any misconceptions. Teacher extends the
discussion by asking questions about differences in
3
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
plant and animal cells. This activity allows teacher to
review students’ prior learning and plan future
teaching.

1.3. Teacher Led Explicit Teaching (Explain)

PowerPoint Slide
Teacher presents PowerPoint slides and discusses
about how organisms respond to changes in their
environment. Students learn about behavioral
adaptations and physiological adaptations (in human;
homeostasis), ectothermic and endothermic
organisms, and tropism for plants.

1.4. See-Think-Wonder (Engage) Followed By

Classroom Discussion
Students are provided with images of different
organisms, for instance, snake basking in the sun to
maintain body temperature or migratory patterns
followed by birds and so on and asked to discuss what
is happening in the image.
Students are to add new examples that show how
different plants and animals respond to change in
environment, they discuss their examples with their
neighbour then share it with the class. Teacher
facilitates the discussion by asking students to justify
their responses and elaborating on them.

1.5. Individual Research Task (Explore) - Laptop and web link for
Students research about the plant Mimosa Pudica research task
using the web link provided by the teacher. Students https://bit.ly/2kEcKk9
read and complete the activity worksheet by - Scaffolded activity
answering questions. worksheet

Students: 2.1. Recap of Prior Learning White board

b. Describe how the Teacher creates a table on the board with MRS
coordinated function of GREN, with letters split in each row. Students form
internal systems in groups of 3, choose a life process they want to write
multicellular organisms about then one student from each group start by
provides cells with writing one important point. Each student in a group
requirements for life, takes rounds to add their point for two minutes. The
including gases, group with highest amount of correct responses wins
nutrients and water, and the competition.
removes cell wastes
YouTube Link
2.2. YouTube Video
4
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Students watch YouTube video about how cells https://bit.ly/24OByjQ
perform coordinated functions to form tissues, organs
and internal systems and how these systems provides
cells with requirements for life.

2.3. Group Discussion (in groups of 3)

Students write three very important points (VIP) they
found on the video. Students discuss these in groups
of 3 and one person from each group share what they
found most interesting.

2.4. Teacher Led Discussion (Explain)

Teacher leads the classroom discussion through
strategic questioning and with reference to YouTube
video to reinforce students’ understanding about how
coordinated function of internal systems provides cells
with nutrients and water and how it helps to remove
waste. Recall concepts of Osmosis and selective
permeability by cell membrane.

Students: WS5.2 Students plan first- 3.1. Station Labs for Concept Development Lab worksheet
d. Describe the role of, hand investigations by Student-centered station lab is setup in the classroom
and interaction between, planning and selecting and students move around each lab to explore about
the coordination appropriate investigation the nervous system and endocrine system. Students
systems in maintaining methods, including work in pair to complete tasks in each station and
humans as functioning fieldwork and laboratory record their responses in the lab worksheet provided
organisms experimentation, to collect by the teacher.
reliable data (ACSIS165,
ACSIS199) Station 1 – Recall it! Extension
Students revisit what they have learned about nervous Students label diagram of
system in stage 4 LW, by labeling the diagram of a human body and indicate
human brain. where each system is placed.

Station 2 – Organise it! Card cut out

Students play with the manipulative (card sort) to
organise which system each of the provided organs
belongs to. They then match the organs with their
functions.

Station 3 – Watch it! https://bit.ly/2lMkSzc

Students watch a short video clip explaining stimulus
and response of nervous and endocrine system.
Students answer the questions related to the video
5
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
and record it in lab worksheet. For e.g., What is the
function of the nervous system? How does body
respond to stimulus?

Station 4 – Explore it! Extension Reflex hammer

Students test reflexes (nerve responses) in the knee Shine light on the eye to Retinoscope or flashlight
by lightly tapping on the knee with a reflex hammer observe constriction of pupil
and observing the reflux response on the foot and discuss why this happens.
indicated by the sudden movement of the foot.

Station 5 – Assess it!

Students answer multiple choice questions provided in
the worksheet about different systems in human body.

These activities allow students to develop

understanding about the topic as well as provide
opportunities to reflect and assess their learning.
- Lab worksheet
3.2. First Hand Investigation (Groups of 3-4) - Sheep’s brain
Students dissect sheep’s brain to observe different - Scalpel
parts of brain and complete the scaffolded lab
worksheet with questions about functions of different
parts.

3.3. Teacher Led Classroom Discussion

With reference to the ‘explore it’ activity done
previously, teacher discusses about the process of
information flow in neurons, which sends fight or flight
response to the body. Teacher facilitates discussion by
asking open-ended questions about nervous and
endocrine system to reinforce understanding about
how these systems work together to maintain
homeostasis.
- PowerPoint – outlining
3.4. Homeostasis - Concept Simulation Adjustment instructions and appropriate
In groups of 3-4, students simulate the process of Grouping students with theory
homeostasis by doing simple exercises to record different numeracy skills. Stopwatch
changes in pulse rate. Activity Worksheet
Activity involves students recording resting pulse rate Extension
Thermometer for extension
then carrying out simple exercises for five minutes and Combine this process with the
recording pulse rate again. Students sit down for five pulse rate experiment to activity
minutes and record pulse to check whether it has observe and record changes in
returned to normal. Students carry out this process for body temperature before and

6
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
each person in the group and can repeat it one more after exercise. Temperature
time to check for accuracy. Teacher creates a class during resting phase, which
data table so students can record their findings on the might increase after exercising
board. Students create a line graph of their data to outside in the sun (indicated by
make comparisons. Teacher facilitates a classroom sweating and possible redness
discussion to allow students to share their findings and in face due to dilation of blood
reasoning behind it. vessels). Then moving back to
This activity allows teacher to reinforce learning about classroom with air
how multicellular organisms respond to change in conditioning, which will help in
environment. Students also learn estimation by cooling down (indicated by no
calculating pulse for fifteen seconds and multiplying by sweat formation and shivering
four to get approximate pulse in a minute. because of decrease in
temperature).
No. of pulse in a minute =
No. of pulse in fifteen seconds X 4

Students: WS8 Students solve 4.1. Teacher Led Problem Based Simulation Adjustment - PowerPoint – outlining
c. Outline some problems by: (Engage and Explore) Teacher provides clues- the instructions
responses of the human b. Assessing strategies that Teacher provides explicit instructions to help students intensity of the colour indicates - Test tubes (for each
body to infectious and have been identified as simulate the process of transmission of pathogen. amount of infection. student)
non-infectious diseases possible solutions to an Students exchange ‘body fluids’ (water) provided in Activity can be made less or
- 0.1M NaOH – few drops
identified problem test tubes. One of the test tubes has been more challenging by increasing
added to one of the test
e. Discuss, using contaminated with dilute NaOH. Addition of or decreasing the number of
tube
examples, how the WS9 Students Phenolphthalein indicates whether students are ‘body fluid’ exchanges.
values and needs of communicate by selecting infected or not. - Phenolphthalein
contemporary society and using in presentations, Students work collaboratively to find out who started - Scaffold to record names
can influence the focus for different purposes and the infection. of students before
of scientific research, contexts, appropriate text exchanging body fluid.
e.g., the occurrence of types including discussions, 4.2. Teacher Led Discussion (Explain)
diseases affecting explanations, expositions, Teacher leads the discussion with the use of open
animals and plants, an procedures, recounts or ended questioning and referring back to the simulation
epidemic or pandemic reports activity to develop understanding about transmission
disease in humans or of infectious disease and expands the discussion to
lifestyle related non- WS7.2 Students analyse non-infectious disease.
infectious diseases in data and information by
humans critically analysing the 4.3. Group Research Activity (Elaborate and Adjustment Laptop for research and
validity of information from Evaluate) Teacher provides web links to Google slide
secondary sources In groups of 3, students research about various students who need extra https://www.who.int/topics/in
(ACSIS172, ACSIS206) infectious diseases using relevant secondary sources. support fectious_diseases/en/
Choose one infectious disease that you want to Extension
explore, for instance, Influenza, Common cold, Research how new scientific
Chicken pox or Ebola. Students create Google slide to knowledge and findings have https://ww2.health.wa.gov.a
summarise their findings and present it to the class. helped in improving health u/Health-for/Health-
professionals/Infectious-
7
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Students assess the reliability and validity of issues. diseases
information from secondary sources using CRAAP
test.
YouTube Link:
4.4. YouTube Video - How does your immune https://bit.ly/2DQ4u5T
system work?
Student watch short clip that shows how our immune
system helps in protection from infectious and non- Laptop for MindMup app
infectious disease.
https://www.mindmup.com/
4.5. Mind Mapping Activity (Individual Task)
Students create mind map using the MindMup
application to summarise the function of immune
system and how our immune system respond to
diseases, with reference to the YouTube video. Mind
maps are printed and submitted to the teacher.
Resource 1- exemplar of
4.6. Teacher Led Explicit Teaching poster developed by the
Students read poster about lung cancer created by the teacher
teacher. Teacher explicitly teaches about non-
infectious disease and uses lung cancer as an https://bit.ly/2lL4grI
example.

4.7. Small Group Research Task and Poster Free Poster Maker:
Presentation (4 students) https://www.lucidpress.com/
Students form groups of 4 and each student in a group pages/examples/free-online-
is assigned a role (researcher, scribbler, designer, poster-maker
presenter). They then choose a non-infectious disease
to research about. Students write one page fact sheet Teacher developed scaffold
about the chosen non-infectious disease and submit it on how to create a poster-
to the teacher for approval. The fact sheet should resource 1
include background information of the disease,
Exemplar of a poster - see
symptoms, how our lifestyle contributes to the
resource 1
development of chosen health issue and possible
interventions. https://bit.ly/2lL4grI
Students use teacher-developed exemplar and
scaffold to create a poster in Lucid press using the link
provided and print them to present to the class.
Students use poster to persuade teacher and other
groups to fund their scientific research to find new
interventions for the chosen disease.
This activity involves students reflecting on their work

8
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
and peer assessment of the posters.
Online scaffold to help in
4.8. Kahoot Quiz (Group Activity) creating Kahoot quiz
Students form groups of 3-4 and create Kahoot quiz
https://bit.ly/2kajMgj
with 15 questions on what they have learned about
coordinated functions of systems and diseases.
Students play Kahoot created by each group. Teacher
addresses any misconceptions or common mistakes
made by students.

Content: LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling
of matter and the flow of energy through ecosystems.

K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Students: WS4 Students question and 5.1. Diagnostic Assessment of Prior Learning White board
a. Recall that predict by: See-Think-Wonder Followed by Teacher Led
ecosystems consist of a. Formulating questions or Discussion
communities of hypotheses that can be This activity involves observing images of different
interdependent investigated scientifically ecosystems e.g., desert, reef, ocean, rainforest,
organisms and abiotic (ACSIS164, ACSIS198) bushland or any other ecosystems to simulate
components of the b. Predicting outcomes discussion. Students think and share what those images
environment based on observations and might be representing. Teacher leads discussion to
(ACSSU176) scientific knowledge ecosystems and asks students to brainstorm what they
think ecosystem is, what makes up an ecosystem and
c. Describe how energy WS6 Students conduct how different ecosystems vary.
flows through investigations by Teacher writes ideas brainstormed by students on the
ecosystems, including individually and board and students create a definition of an ecosystem
input and output through collaboratively using as a class.
food webs appropriate investigation Meta-language: Students learn that the origin of word
(ACSSU176) methods, including ‘Ecology’ is from Greek word ‘Oikos’ meaning house
fieldwork and laboratory and Ecosystem means ‘system of houses’.
experimentation, to collect
reliable data (ACSIS165, 5.2. Mind Mapping Activity Adjustment
ACSIS199) Students individually create a mind map of the word Teacher provides clues and
‘abiotic component’ and write at least five different example to help students
things including examples. They then share what they formulate ideas
have wrote to the class and teacher constructs a class Extension
mind map on the board. Students add new information Construct flow chart to show
shared by their peers in their books. relationship between biotic
and abiotic components.

9
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Lab equipment
5.3. Teacher Led First Hand Investigation (Pair
Activity) Followed By Discussion
- Leaf that has had
sunlight
This activity involves test for starch in the leaves of
plants to identify whether photosynthesis has occurred. - Leaf from plant
This allows students to understand that the sun is grown in dark
primary source of energy and plants utilise sunlight to - Iodine
make energy.
Teacher provides worksheet for students to formulate - Ethanol
aim and hypothesis of the experiment and space to - 2 x beakers
record observation. Worksheet includes background - 2 x Test tube
information, method and risk assessment. Students
conduct investigation following explicit instructions - Spirit lamp
provided by the teacher. Students write a scientific - Tripod stand
report to present the findings of the investigation.
Once the experiment is completed, teacher uses open-
- Wire gauge
ended questions to brainstorm ideas from students
about photosynthesis and energy flows from the sun to
the plants. Students then think how energy might get
transferred from plants to other organisms in the
ecosystem.

5.4. Food Web String Activity Followed by Increasing or decreasing Activity Worksheet
Brainstorming level of complexity of the Index card
This activity involves teacher assigning each student an food web. Ball of Yarn
index card with names of various biotic components
(plants, animals, micro-organisms) as well as the sun.
Students pass a ball of yarn to connect organisms with
food sources and create a web to show
interrelationships.
Teacher provides scenarios such as one species was
removed from the web or there were no predators in the
ecosystem or there was wildfire or any other scenario,
to allow students to brainstorm ideas.
After completion of string activity, students create food
web for Australian bushland ecosystem in the Activity
worksheet.

Students: WS7.2 Students analyse 6.1. Creating TV Commercial (Group Activity) Adjustment Link to news article
d. Analyse how changes data and information by Students form groups of 3-4 and use the link provided Amount of support provided. published in The Guardian:
in some biotic and synthesising data and by the teacher to analyse news article about the drought https://bit.ly/2lNm1qc
abiotic components of information to develop in Australia in 2019 and how it affected different
Scaffold for video creation –
an ecosystem affect evidence-based arguments organisms in the ecosystem. Student then research
10
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
populations and/or about the impact of human activity on ecosystem and resource 2
communities WS9 Students how this has affected Australia in recent years. Students Sample iMovie
communicate by presenting choose their role within their group (researcher,
https://bit.ly/2mc1pIF
scientific ideas and developer, editor and presenter). Student work
information for a particular collaboratively sharing responsibilities and learning from
purpose, including each other to create a TV commercial, appealing the
constructing evidence- public to minimise pollution and waste production.
based arguments and using Students use teacher-developed scaffold to learn how to
appropriate scientific use Movie Maker or iMovie to create and edit a video.
language, conventions and Peers will assess TV advertisement and feedback will
representations for specific be provided for improvements.
audiences (ACSIS174,
ACSIS208) 6.2. YouTube Video Followed By Discussion
Students watch short clip showing what happened to the
ecosystem when wolves were reintroduced in
Yellowstone National Park.
Teacher leads the discussion through strategic
questioning and with reference to the video, to enable
students to think how the decline in predators affected YouTube Link
the bush ecosystem, which organisms increased in https://bit.ly/1fpWu6C
number, what were the consequences of that and how
reintroduction of wolves helped in maintaining the
balance in ecosystem.
This activity allows students to reflect on their
understanding about the symbiotic relationships and
interdependence of organisms with the nature.
Adjustment
6.3. Flipped Learning – Research And Writing Task Grouping students based on
(Groups of 3-4) ability.
Student will be given a scenario where they work as an Providing Scaffold for
editor for a local newspaper and they are asked to editorial writing.
research about the contemporary issues that are Providing web links for
affecting ocean ecosystems – threats to coral reefs. chosen issue.
Issues might include climate change, invasive species, Extension
habitat change, overexploitation and so on. Students Research how different
choose one issue and write an editorial in shared organisations such as WWF,
Google Doc so each member of the group can edit. The UNESCO, etc. are
editorial is to be completed as homework, which will be contributing to create
printed and published in class magazine created by the awareness and minimise
teacher. these threats.

Students: 7.1. Guest Speaker – Community Elder Guest speaker –

e. Assess ways that Guest speaker from Indigenous community share their Community Elder
11
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Aboriginal and Torres experiences and stories about different ways Aboriginal
Strait Islander peoples' and Torres Strait Islander People have been conserving
cultural practices and and managing sustainable ecosystems.
knowledge of the
environment contribute 7.2. Excursion to Australian Museum - Garrigarrang Activity worksheet
to the conservation and Sea Country Exhibition
management of Students visit Australian Museum and learn about
sustainable ecosystems Aboriginal ways of living and conserving environment.
Educational speaker from Australian Museum explains
students about sustainable practices that are still being
used in Aboriginal and Torres Strait Islander
communities.
Student record information from Museum in the activity
worksheet.

7.3. Think-Pair-Share
Students think two different strategies that can be
adopted to conserve and manage ecosystems in
sustainable ways. They discuss their ideas with their
neighbour and share them with the class.

7.4. Kahoot Quiz to Review Ecosystem Link for Kahoot quiz

Students complete Kahoot quiz designed by the
https://bit.ly/2maPw5J
teacher. This activity is developed to informally assess
students’ knowledge and understanding.

Evaluation
I would ask following questions to evaluate my unit of work:
- Which activities worked well and which did not?
- How did unit of work align with desired outcomes?
- Which concepts did students find challenging and needs to be taught differently?
- How engaging was the unit overall? If not, how can I make it more engaging and interactive?
- Did adjustments and extension activities cater for diverse needs of students? How can I differentiate in future and make this unit more inclusive?
- Was my unit of work student-centered or teacher directed? How can I encourage students to take accountability for their learning?
- How can I allow students to provide feedback about the unit and incorporate their feedbacks in future?

12
Resource 1 –Exemplar of the poster developed by the teacher using Lucid Press

1
Source: https://bit.ly/2lL4grI

Scaffold for creating a poster using Lucid Press

Step 1: Click on the provided web link to go to Lucid Press
Step 2: Signup to create a poster
Step 3: In the home window, start by clicking the category ‘Poster’
Step 4: Choose from one of the available templates or start from scratch
Step 5: Add information and upload images from your computer or the Internet.
Step 6: You can delete existing images by selecting them and clicking delete on the keyboard.
Step 7: When you are finished editing, you can preview the poster by clicking on ‘Preview’ button on top-right hand side
Step 8: Once you are done, you can download your poster as pdf file and print them.

2
Resource 2- Scaffold for TV commercial
How to make video using Movie Maker

Step 1: Download and open Movie Maker

Step 2: First thing you do when making a movie is to save the project file by clicking on file>save project as…
Step 3: Choose save location and file name, you should save your project as often as possible when making movie to
ensure you do not lose your work
Step 4: Capture and import the video and images you want to use (these videos and images stays in collection area)
Step 5: Before you add clips to the storyboard, preview them on the by selecting the clip and pressing play button
Step 6: Use storyboard to select and drop these videos and images in a sequence (you can drag and drop the videos in
the rectangular boxes available in storyboard)
Step 7: Repeat step 6 to add more videos or images to your movie (you can change the sequence of clips or images by
dragging them to different boxes in the storyboard)
Step 8: To remove videos or images from storyboard, click on the video or image once to select it then press delete key
on the keyboard. The videos and images will still remain on collection area so it can be used later
Step 9: Editing a movie- you can add transitions, effects, title and credits by clicking on edit movie button
Step 10: Choose a transition you want to use and add it to the small rectangular box that is between two clips on
storyboard
Step 11: Once you are done editing the video, add title to movie (you can edit the title after you have added to the movie
by clicking on edit on menu bar then click on edit title.
Step 12: Preview the movie by pressing play button above storyboard.
Step 13: The final step is to export the movie to your computer. Choose File>save movie file then choose my computer as
location and click next.
Step14: Make sure play movie is ticked before you finish saving.

How to make video using iMovie

Step 1: Download iMovie on iphone, ipad or Mac

Step 2: Open iMovie and it should open straight to a video view that shows all the videos you have saved from your
phone or ipad.
Step 3: Click on the project tab then click on create project tab

Step 4: The next screen should prompt you to choose a movie or a trailer. Choose movie for this activity.

Step 5: You will then be prompted to choose the theme.

3
Step 6: You will see editing screen. If you are not sure what each button does, click on ‘?’ button at the top-right.
Step 7: You can click on add media button to import videos and images or record video and audio.

Step 8: Add clips you want to insert by clicking on downward pointing arrow.

Step 9: Repeat this process to add more videos or images. Change themes by clicking on ‘Change themes and more’
button.

Step 10: You can modify the videos by tapping on them on the timeline. You can change audio volume, its speed, add

texts or choose filter.

4
Step 11: Once you are finished, click ‘Done’. You can share your video via email, YouTube or other applications.

Sample iMovie

5
Resource 3 – Kahoot quiz to review ecosystem

6
7
8
References

Blessinger, P., & Carfora, J. (2015). Inquiry-Based Learning for Science, Technology, Engineering, and Math

(STEM) Programs: A Conceptual and Practical Resource for Educators . Bingley: Emerald Publishing

Limited.

Blunsdon, B., Reed, K., Mcneil, N., & Mceachern, S. (2003). Experiential Learning in Social Science Theory: An

investigation of the relationship between student enjoyment and learning. Higher Education Research &

Development, 22(1), 43-56.

Brandenburg, R., & Wilson, Z. (2013). Pedagogies for the future leading quality learning and teaching in higher education.

Rotterdam: Sense Publishers. Retrieved from https://ebookcentral.proquest.com/lib/uwsau/reader.action?

docID=3034855&query=

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of student engagement for students

from low socio-economic backgrounds with implications for technology and literacy practices. Pedagogies:

An International Journal, 10(4), 349-371.

Cimer, A. (2012). What makes biology learning difficult and effective: Students’ views. Educational Research and

Reviews, 7(3), 61-71. Retrieved from http://www.academicjournals.org/article/article1379665422_Cimer.pdf

Florian, T., Zimmerman, J. (2015). Understanding by Design, Moodle, and Blended Learning: A Secondary School Case

Study. MERLOT Journal of Online Learning and Teaching, 11(1), 120-128.

Harland, T. (2003). Vygotsky's Zone of Proximal Development and Problem-based Learning: Linking a theoretical concept

with practice through action research. Teaching in Higher Education, 8(2), 263-272. Retrieved from https://www-

tandfonline-com.ezproxy.uws.edu.au/doi/pdf/10.1080/1356251032000052483?needAccess=true

Marsh C., Clarke, M., & Pittaway, S. (2014). Marsh’s Becoming A Teacher. New South Wales: Pearson Australia Group

NSW Education Standards Authority. (2018). NSW syllabus for the Australian curriculum: Science Years 7-10 syllabus.

NSW Education Standards Authority.

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31(2012),

486 – 490. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042811030205

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for

Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714

Salend, S., & Whittaker, C. (2017). UDL: A blueprint for learning success. Educational Leadership, 74(7), 59-63.

Unver, A. O., & Arabacioglu, S. (2014). A comparison of inquiry-based learning (IBL), problem-based learning (PBL) and

project-based learning (PJBL) in science education. Academia Journal of Educational Research, 2(7), 120-128.

Retrieved from http://dx.doi.org/10.15413/ajer.2014.0129

9
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA:

ASCD. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

10