FORWARD PLANNING DOCUMENT

TERM/WEEKS: T3/ W3-6 YEAR LEVEL: 7 LEARNING AREA/TOPIC: Biological Sciences

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
(include learner diversity)
Science Science as Science
Understanding a Human Inquiry
Endeavou Skills
r
1 Interaction Create an Diagnostic: Introduction & Motivation: What makes Video:
s between infographic students will be tested on Students will watch the finding nemo trailer. up an https://goo.gl/8C0
organisms which contains their prior knowledge ecosystem? s66
can be research regarding ecosystems Pre-test:
described information and using Lino. Students will be asked to write down two points regarding Lino:
What are the
in terms of is visually what they believe an ecosystem is using Lino. A class https://goo.gl/7xu
food appealing. Formative: discussion will follow and together the class will generate a characteristics cea
chains and The teacher will actively definition. of different
food webs; Demonstrate the monitor around the room types of
human use of Instagrok, throughout students Lesson Body: ecosystems? Instagrok:
activity via using key research activity. Students will be allocated a particular ecosystem such as: https://goo.gl/zl2E
can affect words to search Students will be required savannah, marine, rainforest, desert etc. and conduct their What are some lt
these for information to upload their Piktochart own research using Instagrok. examples of
interaction onto a shared document, Students will create a tourism brochure based on their different types Piktochart:
s (ACSSU Describe the where it will be assessed research, using Piktochart. This will include relevant of ecosystems? https://goo.gl/WN
112) characteristics of via an observation information based on the research questions. ZBaA
a particular checklist
ecosystem. Wordle:
Plenary activity: Plenary: https://goo.gl/pS3
informal assessment of eiV
students knowledge, Students will create a Wordle, highlighting 4 points they have
based upon completion of learned about ecosystems.
activities
2 Interaction Describe what is Diagnostic: Introduction & Motivation: What do https://goo.gl/UDw
s between meant by the Kahoot Quiz YouTube Video: What if Wild Animals Ate Fast Food? omnivores, LsS
organisms terms: carnivore, herbivores,
https://goo.gl/JGFm
can be herbivore, Formative: Pre-test: carnivores eat?
i9
described omnivore & Observational checklist, Kahoot Quiz: Whats for Dinner
in terms of producer strategic questions, How do plants https://goo.gl/5eJEq
food Student work (Smore, Lesson Body: (producers) Z
chains and Provide an Slidely) Using the QR codes provided, students will access relevant manufacture
food webs; example of a websites in order to research herbivores, omnivores, their own food, https://goo.gl/3avkg
human carnivore, Plenary: using sunlight? T
carnivores and producers
activity herbivore, Online quiz (embedded)
can affect omnivore and to ascertain student How do plants https://goo.gl/7gid7
Students will create either a Slidely slideshow or Smore flyer, 5
these producer understanding, identify in response to the scaffolding prompts and questions provided produce the
interaction gaps in knowledge and oxygen we https://goo.gl/wTD
s (ACSSU Explain how consolidate lesson Students share respective URLs, that link to their work, to the breathe? BlY
112) producers concepts relevant Google Document.
manufacture their What are some https://goo.gl/ddT5
own food through Conclusion: examples of wj
the process of herbivores, https://goo.gl/vSsYJ
Students recap lesson concepts in the form of an embedded k
photosynthesis, in online quiz carnivores,
the format of omnivores and https://goo.gl/5nlep
4
choice producers?
https://goo.gl/NdzC
Z1

3 Interaction Compare and Diagnostic: Introduction & Motivation: What is the https://goo.gl/tQZ
s between contrast food- KWL Chart Lion king video excerpt- the circle of life. difference zcD
organisms webs and food between a food
can be chains through Formative: Pre-test: chain and a food Google document.
described questioning. Strategic questioning. KWL (Know, want to know, learnt): Food webs and chains web?
in terms of Observational checklist. using a google document.
food Construct a food- Student work on How do you Prezi Presentation
chains and web and a food Spiderscribe. Lesson Body: classify
food webs; chain using spider Prezi Presentation direct teaching on food chains organisms
human scribe as a class. Plenary: within a food Spiderscribe
activity KWL Chart: check for In groups students research organisms using Symabloo page chain?
can affect Classifying student learning. provided and construct a food chain, using Spiderscribe.
these organisms in an Consolidate lesson How is energy
interaction environment concepts. As a class students synthesise their respective food chains to transferred
s (ACSSU according to their construct a food web. through the
112) position on a food stages of a food
chain. Plenary: chain?
Refer back to KWL chart.
4 Interaction Solutions Discuss a number Diagnostic: Introduction & motivation: What is a pest Ipad devices.
s between to of processes and Pre-test: AnswerGarden Introduce students to the lesson with an avatar (Voki). Avatar and why do they
organisms contempor implications of brainstorm which will will be constructed as a conservationist asking for their help in need to be iMovie
can be ary issues Biological indicate prior knowledge. a task. The task is to research a biological control system in controlled? application.
described that are Control on an Australia
in terms of found ecosystem. Formative: What are the Voki- avatar
food using Observational checklist Pre-test: positives and creator.
chains and science Express at least 2 for content included in What is a pest? on AnswerGarden. Student discussion. negatives of
food webs; and techno reasons why the iMovie. Strategic biological Answer Garden.
human logy, may biological control questioning on biological Lesson Body: control?
activity impact on of cane toads and control. Students create an iMovie on one of three chosen, controlled
can affect other areas rabbits in issues. Scaffolding questions will be provided. What are some https://goo.gl/nQl
these of society Australia was Plenary: examples of LHl
interaction and may implemented Students understanding Ask students to embed video on Weebly/ blog. biological
s (ACSSU involve of the topic and their control in https://goo.gl/9Qn
112) ethical Examine research will also be Plenary: Australia? JGV
considerati processes of assessed through the Baiboard 3- collaborative whiteboard to write a fact,
ons (ACS biological control plenary of sharing facts, interesting finding on biological control & their chosen topic What are some https://goo.gl/Rcw
HE120) in Australia and thoughts, ideas on a methods used to 4iE
determine collaborative whiteboard. eradicate pests?
whether they Baiboard
were successful application.
or unsuccessful