CTL Western Sydney University

Contemporary
Teacher
Leadership
17464824

Andrew Simpson

2H 2018

Assignment 1
Abstract
The aim and purpose of this professional reports is to improve a Stage 5, Year 9
Science unit, consisting of a Scope and Sequence, Concept Map, Assessment
Task and Unit Outline, which is reconstructed based on research and evidenced-
based practice. This unit was originally designed for implementation in
mainstream classes at Glenmore Park High School (GPHS). This professional
report offers recommendations for justified improvements to accommodate the
unit’s inadequate elements, in respect to teaching diverse learning ability
students. To successfully accomplish this, the application of the Understanding
by Design (UbD) framework assists in the reconstruction of the unit to guarantee
that the suggested modifications are associated with student academic
achievement. The focus areas of improvement within this professional report are
Literacy, Numeracy, Information and Communications Technology (ICT),
Differentiation, Critical and Creative Thinking (CCT), Personal and Social
Capabilities (PSC), and UbD.
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Contents

Executive Summary…………………………………………………………………………3

Objective and Context………………………………………………………………3

Goals………………………………………………………………………………….4

Recommendations……………………………………………...…………………...5

Background Information……………………………………………....…………………….6

Part I – Comparative Table………………....……………………………………………...7

Part II – Reconstructed Unit…………………………...……………………………........12

Scope and Sequence……………………………………………………………...12

Concept Map……………………………………….……...…....………………….13

Assessment Task……………………………………………...…………...……...14

Unit Outline…………………………………………………………...…….………20

Part III – Report of Recommendations…………………………………………………..27

Understanding by Design……………………………..…..….…..….…...………27

Scaffolding and Differentiation……………………………………………………27

Formative Assessment and Collaborative Learning……………………………28

Literacy, Numeracy and ICT Pedagogical Strategies……….…..…….……….29

References…...……………………………..…….………….…………………….31

Appendices…………………………………..……………………………………….…….34

Appendix I: Original Scope and Sequence.…….………..….….…….….…….34

Appendix II: Original Unit Outline……….…….……….……….………...………35

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Executive Summary

Objective and Context

This report has been designed for the Science faculty at Glenmore Park High School
(GPHS), located in Western Sydney. GPHS is a comprehensive high school that
offers exceptional opportunities for student success by challenging individuals in
their responsibility for and progression of learning (GPHS, 2018). GPHS inspires
students to enhance their knowledge and understanding by high quality teaching.
This approach is evident with the school’s inclusiveness, satisfying high academic
achievement whilst considering diverse learning needs. Community support
encourages CCT and PSC as an engaging educational influence with others. GPHS
facilitates quality learning settings that links to the local community and environment
supporting close partnerships (GPHS, 2018).

Reference: Statistics and tables above are retrieved from the MySchool Website.
Retrieved from: https://myschool.edu.au/school/41838/profile/2017

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Reference: GPHS decision making graph. Retrieved from http://www.glenmorepk-

h.schools.nsw.edu.au/documents/8338798/8350601/Effective%20School%20Decisio
n%20Making%20graph%20to%20be%20put%20on%202013%20A.pdf

Goals

- Incorporation of a literacy and numeracy focus to improve student skills

initiated by teaching and learning strategies.
- Encourage, engage and improve student learning via an ICT focus as a
resource.
- Integrating inquiry-based learning is adapted to challenge student’s problem
solving in collaborative learning strategies.
- Student-centred approaches, a constructivist approach, is familiarised to
content.
- Inspire student engagement by increasing teacher-student relationships, peer
relationships and differentiated learning.
- Apply the types of assessment (formative and summative) to evaluate
understanding.
- Justify and reflect on practice to address a means of improvements in student
learning within the unit.

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Recommendations
The recommendations included are adapted to the unit focusing on Literacy,
Numeracy, Information and Communications Technology (ICT), Differentiation,
Critical and Creative Thinking (CCT), Personal and Social Capabilities (PSC), and
understanding by Design (UbD)
- Improve differentiation by implementing the 5E Instructional Model and
Blooms Taxonomy that facilitates an appropriate scaffold to the unit.
- Improve CCT and PSC through the incorporation of formative assessment
and collaborative student learning in the unit.
- Improve pedagogical strategies in the unit to assist with and develop forms of
literacy, numeracy and ICT.
- Provide choice and opportunity to establish a student-centred approach to
teaching enhancing student discovery and learning.

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Background Information

The Stage 5 Science curriculum is an actively engaging subject that encompasses

Values and Attitudes (V&A), Knowledge and Understanding (K&U) and Working
Scientifically Skills (WSS) throughout the Science syllabus portraying educational
outcomes, skills, and achievements in the course (NESA, 2012). Scientific inquiry is
applied to increase student understanding of the real world, further developing
knowledge of scientific concepts and ideas. This inquiry employs students of GPHS
to question and/or hypothesis outcomes to identified problems enhancing their CCT.
Through inquiry-based activities of independent and cooperative learning students
incorporate their PSC to assess scientific knowledge by formative assessment.

Investigations adapt to the WSS that highlights questioning and predicting, planning
investigations, conducting investigations, processing and analysing data and
information, problem solving, and communicating (NESA, 2012). This focuses on
literacy, numeracy and ICT used to explore secondary sources assessing the
reliability and validity of scientific information, comparing the quality of data. By
addressing Ecosystems and Alternative Energies, students in year 9 describe
spheres structures of the Earth, origins and diversity of life in these Earths spheres.
These students analyse and extrapolate the conservation, maintenance and
sustainability of the Earth’s environment, examining the cycle of matter and the flow
of energy in ecosystems (NESA, 2012). In this discovery of ecosystems, the
students will recall, outline, describe, analyse, assess, and evaluate the related sub-
topics of this agenda.

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Part I: Comparative Table
Area of Strengths and Weaknesses in
consideration the Unit
The unit provided did not specify
Literacy literacy focus skills rather just the
learning outcomes for year 9 –
Ecosystems and Alternative
Energy (see Appendices).
The unit provided did not specify
Numeracy numeracy focus skills rather just
the learning outcomes for year 9
– Ecosystems and Alternative
Energy (see Appendices).
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Suggested Changes to
counteract Weaknesses
- Super 6 and PEEL
- Writing evidence based
arguments
- Students understand scientific
meta-language where
appropriate
- Interpret and analyse
information from
diagrams/flow charts/tables
and graphs
- Summarising information
- Constructs a Conservation
Investigative study on
ecosystems (assessment
task)
- Construct and analyse data
presented in tables and
graphs
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Research support for the
changes suggested.
A literacy skills focus, primarily
implementing reading and writing
activities, has imbedded a higher
academic achievement in
educational outcomes (Cheng,
Klinger, & Zheng, 2009).
Standard 2.5 – literacy and
numeracy (AITSL, 2011).
Increases in numeracy
development in practice and
positive attitudes to numeracy on
three attitude components (affect,
cognitive competence and
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Information and The unit provided did not specify
Communication ICT focus skills rather just the
Technology (ICT) learning outcomes for year 9 –
Ecosystems and Alternative
Energy (see Appendices).
Differentiation The unit provided did not specify
differentiation focus skills rather
just the learning outcomes for
year 9 – Ecosystems and
Alternative Energy (see
Appendices).
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- Make and record accurate
measurements (including
conversion of units)
- Construct scaled diagrams
- Applying social and ethical
protocols and practices when
using ICT.
- Investigating with ICT.
- Managing and operating ICT.
- Use appropriate computer based
programs to represent data
collected.
- Use secondary sources
(internet) to find research based
evidence to support arguments
- Use word processing programs
to present findings.
- PowerPoint presentation,
poster and leaflets, a video,
podcast for Assessment task
- Account for student’s
individual needs, such as:
 GAT
 EAL/D
 And students in need of
learning aids
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interest) lead to higher NAPLAN
achievement (Parnis & Petocz,
2016).
Standard 2.5 – Literacy and
numeracy (AITSL, 2011).
ICT in education contributes to
equality of education by
encouraging the properties on
students and the opportunities it
provides for facilitating
differentiation and
individualisation (Heemskerk et
al., 2012).
Standard 2.6 – Information and
Communications Technology
(ICT) (AITSL, 2011)
Standard 3.4 – Select and use
resources (AITSL, 2011).
Focusing on instructional
approaches, continuous formative
assessment, that offer a basis for
reliable, effectual differentiation in
Science teacher planning units
can help the growth of pre-service
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- Adjusting the speed, level and teachers differentiated direction

content concerning teaching,
learning and assessment
- Refer to the Australian
Curriculum, Assessment and
Reporting Authority (ACARA)
web pages on student
diversity.
(Maeng & Bell, 2015).
Standard 1.5 – Differentiate
teaching to meet the specific
learning needs of students across
the full range of abilities (AITSL,
2011).

Critical and The unit provided did not specify
Creative Thinking CCT focus skills rather just the
(CCT) learning outcomes for year 9 –
Ecosystems and Alternative
Energy (see Appendices).
- Formative and summative
assessment activities
(brainstorm activity)
- Making a survey
- Class discussion
- Investigative
experiments/practicals
- Case study report and oral
presentation
There are statistically substantial
connections among learning with
an empowering technological
learning environment and the
expansion of students' CCT.
Amount of time expended in the
technological environment has a
positive, intermittent result on the
expansion of CCT. Students with
superior established computing
skills recorded greater CCT
abilities (Graham McMahon,
2009). CCT teaching is a valuable
method that not simply improves
inner locus of control but too
increases mental well-being (Flor
et al., 2013).

Standard 3.3 – Use teaching

strategies (AITSL, 2011)

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Personal and The unit provided did not specify
Social Capabilities PSC focus skills rather just the
(PSC) learning outcomes for year 9 –
Ecosystems and Alternative
Energy (see Appendices).
The unit provided indicated unit
Understanding by outcomes and assessment tasks
Design (UbD) but did not specify UbD focus
skills rather just the learning
outcomes for year 9 –
Ecosystems and Alternative
Energy (see Appendices).
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- Making responsible decisions
in class (Self -Management).
- Woking collaboratively in
group work (teamwork,
cooperation and
communication).
- Assessment task collaboration
- Backwards design to
scaffolding the scope and
sequence, concept map,
assessment task, and unit
outline
- Three-stage sequence of UbD
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PSC has been linked to academic
achievement, especially
considering literacy and
numeracy. Students personal
capabilities relating to behaviour,
attitude and cognition together
with social capabilities referring to
the external environment work
consistently with each other to
produce optimal academic
achievement (Lee & Shute,
2010).
Standard 1.1 – Physical, social
and intellectual development and
characteristics of students
(AITSL, 2011).
UbD, a backward design and a
three-stage sequence, identifies
desired results, determines
acceptable evidence, and plans
learning experiences and
instruction when creating a unit
(Wiggins & McTighe, 2005).
The 5E instructional model
accommodates a widespread
understanding of Science content
(Maeng & Bell, 2015; Goldston et
al., 2013; Jun et al., 2013).
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Bloom’s Taxonomy framework

structures the unit outline by
using the six main verbs
(Armstrong, 2017).

Standard 1.2 – Understand how

students learn (AITSL, 2011).

Standard 2.1 – Content and

teaching strategies of the
teaching area (AITSL, 2011).

Standard 2.3 – Use curriculum,

assessment and reporting
(AITSL, 2011).

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Part II: Reconstructed Unit

Scope and Sequence

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Chemistry is all Around us (Weeks 1-5)
Term 1 Electric Circuits (Weeks 6-10)
10 Weeks Outcomes: SC5-2VA, SC5-4WS, SC5-6WS, SC5-9WS, SC5-10PW, SC5-11PW
Task: N/A
Ecosystems and Alternative Energy (Weeks 1-5)
Term 2 Light Energy (Weeks 6-10)
10 Weeks Outcomes: SC5-4WS, SC5-5WS, SC5-6WS, SC5-8WS, SC5-9WS, SC5-14LW, SC5-15LW, SC5-11PW
Task: Conservation Investigative Study – Week 6 – 25%
Year 9

Task: Half Year Exam – Week 9/10 – 25%

Health, Nutrition and Disease (Weeks 1-5)
Term 3 Body Balance (Weeks 6-10)
10 Weeks Outcomes: SC5-5WS, SC5-6WS, SC5-8WS, SC5-9WS, SC5-16CW, SC5-17CW, SC5-14LW
Task: Individual Research Project – Week 8 – 25%
Forensic Skills (Weeks 1-5)
Term 4 Using Radiation (Weeks 6-10)
10 Weeks Outcomes: SC5-2VA, SC5-4WS, SC5-5WS, SC5-6WS, SC5-9WS, SC5-10PW, SC5-11PW, SC5-12ES, SC5-
13ES, SC5-14LW, SC5-15LW, SC5-16CW
Task: Yearly Exam – Week 4/5 – 25%

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Concept Map

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Assessment Task

Conservation
Investigative Study
Subject: Science
Year: 9
Task: 2 – Assessment Task
Due Date: Wednesday July 4, 2018
Mark: /50
Weighting: 30%
Assessment Mode: Assessment Task – In Class
Outcomes
SC5-4WS develops questions or hypotheses to be investigated scientifically
SC5-7WS processes, analyses and evaluates data from first-hand investigations and
secondary sources to develop evidence-based arguments and conclusions
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific
audience, using appropriate scientific language, conventions and representations
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

Marking Criteria:
Students will be assessed on their ability to:
 Explain the benefits of diversity within ecosystems
 Communicate scientific findings to an appropriate audience
 Analyse and evaluate secondary sources

Submission / Late Policy

Students are expected to submit their assessment tasks during the period the class meets
on the due date. Students submitting assessment tasks at the staffroom should only
submit these tasks to their teacher or a nominated representative from the Science faculty.
If the task is collected by anyone else the student MUST ask for a signed submission
receipt.

Year 9 students will receive a zero for failing to submit their assessment task by the due
date unless they have a doctor’s certificate stating the nature of their absence. This is in
line with NESA’s ACE manual.

If you are absent on the due date you must submit the assessment task with a doctor’s
certificate on the first day that you return to school, whether you have the class or not.
Failure to supply a doctor’s certificate may result in a zero being awarded for the task.

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Section 1. Discussion
Compose a written response to Part A, and Part B.

Part A /15 250 words

Compare the similarities and differences between ecosystem preservation
and species preservation. Discuss which is most effective and beneficial.
- In doing this you may want to draw on conservation/preservation efforts that
exist already and evaluate their effectiveness.
- Points to consider may include:
o Financial implications
o Biodiversity
o Biomass pyramid
o Lesser and keystone species
o The importance of certain species on the ecosystem i.e. koalas and
pandas, what is the benefit of raising money for these species?
o Organisms surviving in other environments

OUTCOMES
Investigate the reasons for changes in past ecosystems, by:
– interpreting a range of secondary sources to develop an understanding of the changes in
biotic and abiotic factors over short and long periods of time

Investigate changes in past ecosystems that may inform our approach to the
management of future ecosystems, including:
– the role of human-induced selection pressures on the extinction of species
– models that humans can use to predict future impacts on biodiversity

Investigate and determine relationships between biotic and abiotic factors in an

ecosystem, including:
– the impact of abiotic
– the impact of biotic factors, including predation, competition and symbiotic relationships
– predicting consequences for populations in ecosystems due to predation, competition,
symbiosis and disease

Processes, analyses and evaluates data from first-hand investigations and

secondary sources to develop evidence-based arguments and conclusions

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Part B /15 250 words

An organism is to be investigated identifying adaptations developed over
time to contribute with survival in its natural ecosystem. Define and describe
the importance of this organism related to its natural ecosystem.

Are there other ecosystems that your species (or similar species) is found
in? Explain, in its own environment, how the species adaptations
(behavioural, structural, physiological) maintain the organism to survive in
its ecosystem, equally hypothesise the organism’s survival outside its
natural ecosystem and why?

- Investigating ancestral species and their connection to radiation that may

have occurred can help to find connections to the ecosystems and species.

OUTCOMES
Predict the effects of selection pressures on organisms in ecosystems, including:
– biotic factors
– abiotic factors

Conduct practical investigations, individually or in teams, or use secondary sources

to examine the adaptations of organisms that increase their ability to survive in their
environment, including:
– structural adaptations
– physiological adaptations
– behavioural adaptations

Investigate and determine relationships between biotic and abiotic factors in an

ecosystem, including:
– the impact of abiotic
– the impact of biotic factors, including predation, competition and symbiotic relationships
– predicting consequences for populations in ecosystems due to predation, competition,
symbiosis and disease

Processes, analyses and evaluates data from first-hand investigations and

secondary sources to develop evidence-based arguments and conclusions

Develops questions or hypotheses to be investigated scientifically

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Section 2. Multimodal Campaign

Research the conservation of your species as outlined in Part C, and produce a multimodal
campaign that contains the discoveries of your research that provide an advantage to the survival
of your species. This campaign might be presented in the form of a: Poster, leaflets, PowerPoint
presentation, a video, podcast, etc. Please talk to your teacher to consider additional choices.

Part C /10
What is you chosen species conservation status? Clarify what may be
contributing factors to your species status, either positive or negative, and
hypothesise your organism’s future and what may happen to this organism.

- Gathering information of the species and the relevant ecosystem and

including the various other species in that ecosystem.
- Explore the differences in various ecosystems that may have had an impact
modifying the maintenance and sustainability of the present/future
ecosystem. May involve:
o The change in genetics of a species considering the difference in
hereditary traits influenced by humans possibly leading to extinction.

OUTCOME
Processes, analyses and evaluates data from first-hand investigations and
secondary sources to develop evidence-based arguments and conclusions

Part D /15
Create a multimodal campaign that will spread awareness and provide an
advantage for your species’ survival (or prevent natural ecosystem damage
by your species) relative to its future.

- Information gathered can be driven by emotion, evident in effective

campaigns.

OUTCOME
Presents science ideas and evidence for a particular purpose and to a specific
audience, using appropriate scientific language, conventions and representations

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Marking Criteria
Section 1. Part A /15
Descriptor 0 1 2 3 4 5
Discussion Non- Identifies Identifies various Develops a brief Demonstrates a sound Demonstrates a
about attempt/ ecosystem factors that can discussion about understanding of thorough
ecosystem irrelevant preservation be attributed to ecosystem ecosystem preservation understanding of
preservation ecosystem preservation and biodiversity ecosystem
preservation providing some preservation providing
examples examples of positive
and/or negative
ecosystem
preservation programs
and their effect on
biodiversity
Discussion Non- Identifies Identifies various Develops a brief Demonstrates a sound Demonstrates a
about attempt/ species factors that can discussion about understanding of thorough
species irrelevant conservation be attributed to species species conservation understanding of
conservation species conservation and biodiversity species conservation
conservation providing some providing examples of
examples positive and/or
negative species
conservation
programs and their
effect on biodiversity
Justifications Non- Writes a States why one Identifies the most Gives a valid summation Gives an informed
as to which is attempt/ sentence is used valid arguments but is vague as to which opinion based on
most irrelevant implying from their prior is better given examples as to
beneficial which is better research which is most
(ecosystem important and why
or species
preservation)

Section 1. Part B /15

Descriptor 0 1 2 3 4 5
Identifies a Non- Identifies an Identifies some Identifies 1 Identifies 2 Identifies 3 or more
number of attempt/ adaptation adaptations but adaptation correctly adaptations correctly adaptations correctly as
adaptations irrelevant labels them as structural as structural structural physiological
and incorrectly physiological or physiological or or behavioural
describes behavioural behavioural
them as
structural,
physiologic
al or
behavioural
Discussion Non- Provides a link Describes link Provides a thorough Provides a thorough Provides a thorough
as to how attempt/ between between some discussion discussion explaining explanation as to how
particular irrelevant adaptation and adaptations and explaining how the how the particular the particular
adaptation ecosystem how they assist particular adaptations assist the adaptations of ancestral
helps with the adaptations assist organism to species have led to the
species organism’s the organism to manipulate and development of
survive in survival in the manipulate and interact with its favourable characteristic
particular ecosystem interact with its ecosystem, assisting for this environment
ecosystem. ecosystem, assisting its survival over time assisting the organism’s
its survival over time survival

Explains Non- Identifies some Identifies some Identifies all the Outlines the Identifies specific
how attempt/ adaptations that adaptations of the aforementioned adaptations that may adaptations provides a
adaptations irrelevant could be organism and adaptations and be able to be used in clear explanation as to
are transferrable OR identifies describes how they other ecosystems how they may be
favourable describes the ecosystems where may benefit an OR beneficial or could be
for other requirement of these would be organism in other Attributes species used in different ways in
ecosystems the organism beneficial environments decimation to specific different environments to
, or why it OR OR biotic and abiotic ensure species survival
won’t be Identifies a reason Describes the features of the OR
able to why organisms will requirements of the ecosystem necessary Clearly explains the
survive not be able to organism and for the organism’s limiting factors of the
outside its survive outside its explains why other survival organism as well as a
own own ecosystem ecosystems are not range of factors in other
ecosystem viable ecosystems that will
make it difficult for the
organism to survive

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Section 2. Part C /10
Descriptor 0 1 2 3 4 5
Identifies the Non- Identifies the Identifies the
conservation attempt/ conservation conservation
status of the irrelevant status of the status of the
species species species chosen
chosen chosen and describes
what this means
for the organism
Outlines Non- Identifies Explains some Explains major
contributing attempt/ some major contributing factors to
factors to the irrelevant contributing contributing the conservation
conservation factors for the factors to the status of the species
status conservation conservation
status of the status of the
species species
Uses data Non- Poses a Uses sources to Uses sources and Establishes an Establishes a strong
from valid attempt/ hypothesis justify extrapolates some argument based on argument, based on valid
sources to irrelevant hypothesis data to pose a evidence from sources sources with evidence
hypothesise hypothesis showing trends to (graphs/ tables showing
what the describe what the trends) explaining what
future holds future holds for the the future may hold for
for this organism their particular organism
organism

Section 2. Part D /10

Descriptor 0 1 2 3 4 5
Creates Non- An idea for a Some campaign A campaign is created A campaign that Strong campaign message
campaign to attempt/ campaign is statements are demonstrating some demonstrates a high that provides a clear
assist with irrelevant evident presented and thought for improving degree of thought for statement for improving
the survival compiled in a an ecosystem or improving an the ecosystem or ensuring
of your multimodal species survival ecosystem or ensuring the survival of a species
species or format the survival of species
the
improvement
of an
ecosystem
Campaign is Non- Campaign Campaign Campaign provides Campaign uses Campaign combines a
created in a attempt/ has low provides an some engagement various techniques to range of techniques
clear manner irrelevant degree of engaging image techniques that link to engage audience and including data and
that engages engagement but the purpose the purpose achieve purpose emotion effectively to
the audience is not clear engage audience and
and achieves achieve purpose
purpose.
Creativity Non- Limited effort Basic effort and Sound effort and Thorough effort and Highly creative campaign
and effort attempt/ and creativity creativity in creativity in creating creativity in creating with large degree of
demonstrate irrelevant in creating creating campaign campaign thought and effort
d in campaign campaign
campaign
multimodal
text

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Redesigned Unit Outline

Science Unit Outline

Topic: Ecosystems and Alternative Energy Stage: 5 Year: 9 Duration: 5 Weeks
Aim: To understand that 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.
Knowledge and Understanding Working Scientifically Skills
SC5-14LW SC5-4WS
analyses interactions between components and develops questions or hypotheses to be investigated
processes within biological systems scientifically
SC5-15LW SC5-6WS
explains how biological understanding has advanced undertakes first-hand investigations to collect valid and
through scientific discoveries, technological reliable data and information, individually and
developments and the needs of society collaboratively
Personal and Social ICT Skills Focus: Literacy Skills Focus: Numeracy Skills Focus:
Capability: - Applying social and ethical - Super 6 and PEEL - Construct and analyse
- Making responsible protocols and practices - Writing evidence based data presented in tables
decisions in class (Self - when using ICT. arguments. and graphs.
Management). - Investigating with ICT. - Students understand - Make and record accurate
- Working collaboratively in - Managing and operating scientific meta-language measurements (including
group work (teamwork, ICT. where appropriate. conversion of units).
cooperation and - Use appropriate computer - Interpret and analyse - Construct scaled diagrams.
communication). based programs to represent information from - Estimating and calculating
data collected. diagrams/flow charts/tables with whole numbers
- Use secondary sources and graphs. Recognising and using
(internet) to find research - Summarising information. patterns and relationships
based evidence to support - Comprehending texts
arguments Use word through listening, reading
processing programs to and viewing.
present findings.
Evaluation: Differentiation:
- Account for student’s individual needs, such as:

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- Ongoing observations, collection of data from formative and  GAT

summative assessments.  EAL/D
 And students in need of learning aids
- Adjusting the speed, level and content concerning teaching,
learning and assessment
- Refer to the Australian Curriculum, Assessment and
Reporting Authority (ACARA) web pages on student
diversity.

Knowledge and Teaching and Learning Strategies Assessment for Resources Duration
Understanding Content Learning
a. recall that Problem Solving Students define living Butcher's paper Week 1/2
ecosystems consist of Watch a documentary and/or news things as biotic and ABC video:
communities of story on a present environmental nonliving things as Australia's
interdependent issue. Determine cause, effect and abiotic. Students Remote Islands:
organisms and abiotic methods taken to this point to correct construct a table of Macquarie Island
components of the the situation and the accomplishment biotic and abiotic
environment of this. Foresee the future. features of any given Use footage/
(ACSSU176) environment. PowerPoint
Brainstorm activity - Habitat /visuals of
Discover what students previously - Urbanisation different
know concerning this topic including: - Decomposer environments.
ecology, food chains, webs, current - biotic
environmental issues and any Use Data logger
relationships they remember. Students define the to record:
following terms. - pH
Distinguishing Definitions - Organism - Temp,
Students to use library/internet to find - Ecosystem - Light
out definitions, or use - Consumer Intensity in
footage/PowerPoint/visuals of different - Abiotic a few
environments/"A place called home": - Producer school
- communities locations.

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to help define and give examples of

the following: - Students create Library and
- organism - habitat a "local report" internet
- ecosystem - urbanisation on the abiotic
- consumer - decomposer and biotic
- abiotic - biotic features of
- producer - communities local/school
Apply these definitions to some recent environment,
environmental problems. uses evidence
to describe
Questioning Report natural habitat
Create a "Local Report": Establish the of the area, then
biotic and abiotic mechanisms of the evaluates the
school’s local ecosystem. Use Data impact of
logger to record pH, Temp, Light urbanization on
Intensity in several school locations to this
determine the abiotic features of the environment.
local school environment. Observe and
make a survey of the biotic features. Students deliver their
discoveries in a
PowerPoint
presentation

b. outline using Investigating Cycles of Nature Students can draw and Water, Carbon Week 2
examples how matter Draw and explain of the cycles of explain of the cycles of and Nitrogen
is cycled through nature: nature and discuss Cycle: section of
ecosystems such as - The water cycle effect of altering the the worksheets
nitrogen - The carbon cycle, and balance of these on the cycles.
(ACSSU176) - The nitrogen cycle cycles:
- The water cycle
Can do revision practical water cycle - The carbon
practical/ build a terrarium. cycle, and

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- The nitrogen
Burn sugar to show carbon content/ cycle
test burning candle CO2.

Class Discussion
Discussion of cycles linked to local
environment, in how these cycles have
or could be altered, and the effect or
potential effect of the local school
environment.

Local Environment Cycles

Discussion of cycles linked to local
environment.
- Review of students' report on
the school environment.
- Generate discussion on "How
we could help."
- If students are cooperative, take
out to do improvements e.g.,
rubbish collection, tree planting
and recycling.

c. describe how energy Recall and Distinguish Energy Flows in Students are able to Core Science 2 Week 3
flows through Ecosystems draw food webs and p144-5
ecosystems, including Evaluation: creating food chains and examine food webs to
input and output food webs, classifying producers, 1st, define how energy
through food 2nd & 3rd order consumers. flows through
webs (ACSSU176) ecosystems.
Open-ended Discussion
Converse where energy originates
from (the sun), where it flows through

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the environment. Incorporate food

pyramids, food webs and chains.

Practical Investigation
Implement a Calorimeter to establish
different foods heat content.

d. analyse how Predictions and Justifications
changes in some biotic
and abiotic
components of an
ecosystem affect
populations and/or
communities
Students can list the Internet research Week 3/4
Make conclusions on how the abiotic abiotic and biotic
and biotic factors are interdependent components of a given BYOD
from looking at examples and ecosystem and then
experiments showing this relationship determine how
1. Termite Guts: investigate what changing these
lives inside stomach of a components can
termite. affect/ or have affected
2. Test how temperature affects the original
animals to show - how abiotic ecosystems.
factor can affect a biotic part of
an ecosystem.

Real-world Connection Research and

Discussion
- Researched discussion of images and
descriptions on how the local
environment was originally in its
natural state.
- Determine the abiotic and biotic factors
that have led to present local
environment.
- Students to assess the influence of
urbanisation on the local school
environment.

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- Students to assess the influence on

the local environment using practical
experiments and activity. The influence
of human endeavours. Practical
experiment: to examine the local water
quality.

e. analyse how Library Research Project Class debate, posters, Internet research Week 4
changes in some biotic - students work in groups to discuss and report on western land
and abiotic research one of the following issues: management versus BYOD
components of an  agriculture and salinity Aboriginal and Torres
ecosystem affect  logging Strait Islander peoples'
populations and/or  mining cultural practices
communities  urbanisation
 introduced species

f. evaluate some Review of students' report on the school Generates strategies Internet research Week 5
examples in environment. evaluated as being
ecosystems, of - Generate discussion on "How we helpful in conserving BYOD
strategies used to could help." particular in
balance conserving, - If students are cooperatively, take out ecosystem/s including
protecting and to do improvements e.g., rubbish the students own local
maintaining the quality collection, tree planting, recycling environment.
and sustainability of
the environment with Conservation Investigation
human - Research an ecosystem that has been
activities and needs influence by human impacts which has
taken regenerations.
- Describe and evaluate the
conservation strategies used to
conserve, protect and sustain the
environment.

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In-class focus on the

Conservation Investigative Study Focus Conservation
Individually or collaboratively students are Investigative Study
provided class time to complete their assessment task
assessment task with teacher assistance and (Summative
feedback. Assessment)
- Compare the similarities and
differences between ecosystem
preservation and species preservation.
Discuss which is most effective and
beneficial.
- Investigate your chosen organism and
identify adaptations that it has
developed over time to assist with
survival in its native ecosystem. Define
and clarify the organism’s importance
within the ecosystem.
- Is this species found in any other
ecosystems? Explain how the
adaptations for its own environment it
to survive in this ecosystem,
conversely hypothesise why it may not
be able to survive external to the
domain of its natural habitat.
- What is the conservation status of the
species you have chosen? Outline
what may be contributing to this status
and hypothesise what this means for
the organism in the future.

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Part III: Report of Recommendations

Understanding by Design

The original unit outline displayed minimal information for in-class pedagogical
practices, showing only the outcomes to be addressed with the input of key verbs
(Appendix II). The original scope and sequence portrayed a better reflection
concerning the layout of the year 9 Science course (Appendix I). However, there was
no concept map established and an assessment task was not implemented. An in-
depth conservation investigative study assessment task with a marking criteria was
incorporated. The limited amount of information in the unit outline struggles to
integrate Knowledge and Understanding (K&U) content, Working Scientifically Skills
(WSS), and Focus Skills (FS) (Literacy, Numeracy, CCT, PSC, Differentiation, and
ICT) that justifies students learning outcomes and achievement in the Science
course.

The UbD framework is applied to the reconstructed unit to develop knowledge of

understanding through inquiry-based learning, teaching and learning strategies,
types of assessment (assessment as/of/for learning), and student-centred
approaches via scaffolding. UbD is a backward design framework consisting of a
three-stage structure: Desired Results (Stage 1), Assessment Evidence (stage 2)
and Learning Plan (Stage 3) (Wiggins & McTighe, 2005). Stage 1 focuses on the “big
ideas” that identifies the learning goals framed around the centre of learning for
understanding considering concepts, ideas, approaches, and more (Wiggins &
McTighe, 2005). Research has convincingly revealed that students require
identifying the main purpose of learning to comprehend lessons and sequentially
progress their learning to future lessons, topics, and real-world connections (Wiggins
& McTighe, 2005). Stating the general goals and outcomes foresees areas of
concern that may occur during teacher evaluation. Concentrating on ‘understanding’
(differentiation) suggests that teachers can likely cater to the diverse learning needs
of students. Stage 2 focuses on “valid evidence” the what and how of evaluation
continuing from the Stage 1 goals (Wiggins & McTighe, 2005). The assessing for
understanding incorporates student’s ability and capability in academic achievement
by justifying student work (Wiggins & McTighe, 2005). In this process students
provide evidence of their knowledge in the subject to real-world situations, then the
teachers apply support and feedback for reflection. Stage 3 focuses on “aligned
learning activities” that encapsulates teaching and learning strategies to meet goals
outlined in Stage 1 (Wiggins & McTighe, 2005). Implementing an effective design
and teacher support for opportunities assists in emphasising implications and
simplifications of each individual student, essential in teaching for ‘understanding’.
The learner requires an established and supportive approach to ‘understanding’ for
improvements in learning.

Scaffolding and Differentiation

Summative assessment scaffolding is initiated in the Science year 9 reconstructed
assessment task, to guide and assist students matching the requirements of the
marking criteria. Stewart et al. (2015) evaluated high quality teachers on
Assessment, Reflection, and Academic Language rubrics where they undoubtedly

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identified formative assessment measures in the unit to assist in student’s

assessment of learning (summative assessment). Stewart et al (2015) also noted
that high quality teachers discussed how important preparation and planning was to
adjust instruction in a unit. This is based on the investigative procedure during
instruction and of students' formative and summative assessments. Scaffolding in
the unit has made the content more accessible by providing strategies for students to
make meaning of the scientific concepts, ideas, research, evidence, investigations
and arguments with support from secondary sources (ICT) (Stewart et al., 2015).

Differentiation is expressed in the reconstructed unit by the application of the 5E

instructional model, an inquiry-based strategy, to facilitate a comprehensive
understanding of the Science content (Maeng & Bell, 2015). The first phase of the
5E model is engage; utilising prior understanding of science concepts and ideas that
motivates student participation and interest (Goldston et al., 2013; Jun et al., 2013).
The second phase, explore; emphasises collaborative active learning where the
teacher provides instruction, feedback and encourages student perception (Goldston
et al., 2013). The third phase, explain; follows open discussions and questioning to
explain student’s perception about the activity (Goldston et al., 2013). The forth
phase, elaborate; is the part where opportunities are presented and employed for
students to connect content to real-world situations (Goldston et al., 2013). The fifth
phase, evaluation; focuses on summative assessment that demonstrates student
inquiry and understanding of content (Goldston et al., 2013).

In comparison to the 5E instructional model, the revised Bloom’s Taxonomy

framework is a pedagogical approach implemented to structure unit outlines by
encompassing the six main verbs: remember, understand, apply, analyse, evaluate,
and create (Armstrong, 2017). These verbs describe expectations for students’
intellectual understanding skills and learning outcomes. Bloom’s taxonomy is a guide
impacting the reconstructed unit concerning unit outline designs, learning outcomes,
structuring learning activities, and assessing student learning (formatively), whilst
assessing higher-order thinking and CCT skills (Stanny, 2016). The 5E model
combined with Blooms Taxonomy differentiates the teaching strategies to increase
student achievement and CCT (Goldston et al., 2013; Jun et al., 2013; Armstrong,
2017). Furthermore, Science teachers are provided with practical strategies to
differentiate and enhance recommendations of professional development (Maeng &
Bell, 2015).

Formative Assessment and Collaborative Learning

Classifications made about PSC are based on inner or outer constructs of the
student, and if the student’s locus of control perhaps exists internally (behaviour) or
externally (social environment) (Lee & Shute, 2010). The discrepancy of personal
capabilities against social capabilities may be unclear, as they are linked and impact
each other. Student’s personal capabilities key components include engagement and
learning strategies, while student’s social capabilities key components include school
environment and social family impacts (Lee & Shute, 2010). To attain academic
achievement, students must have engagement in cognitive, affective, and
behavioural learning. This augmentation of student learning and academic
achievement (personal capabilities), is considered to encompass positive social

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capabilities that are produced by or attained from influences of school, peers,

parents, and teachers (external environment) (Lee & Shute, 2010).

Vygotsky (1978) introduced the Zone of Proximal Development (ZPD), which is the
foundation of dynamic assessment and the basis for scaffolding of learning.
Vygotskian theory offers this dynamic assessment as a substitute to Blooms
Taxonomy’s strategies for formative assessment by familiarising the ZPD as the
formative/constructive approach to scaffold modifications in ‘understanding’
(Hagstrom, 2006). Formative assessment can be a set of continuous or on-going
summative assessment tests or tasks to establish students' knowledge during and at
the end of the year (May-Hung, Wing-Mui & Wing-Ming, 2000). An alternative
technique of exercising formative assessment is indicating a variety of tasks that
target to promote students' learning and inform teacher reflection (May-Hung, Wing-
Mui & Wing-Ming, 2000). The purpose of formative assessment in the reconstructed
unit outline promotes student learning by feedback and legitimacy on scientifically
acceptable ideas and skills, to monitor success of learning activities and students'
learning development. Additionally, to provide feedback on the respected learning
outcome in the classroom and on the students' PSC (Bell and Cowie, 1997). The
formative assessment meaning has been evidently revealed to improve students'
learning and for teachers to collect evidence about students' knowledge by the
application of assessment tasks. Concept maps established in the unit measure a
student's understanding of the dense concepts, ideas, and interrelationships (Tan,
Erdimez, & Zimmerman, 2017). The continuous use of this concept map increases
the density and students' understanding of relationships between concepts in
Ecosystems. The reoccurrence of concept maps has the possibility to expand the
density of knowledge and outlined connections of concepts, improving their
understanding of science content (Tan, Erdimez, & Zimmerman, 2017).

Literacy, Numeracy and ICT Pedagogical Strategies

The established development of literacy and numeracy in a unit outline has shown its
potential as students with low abilities in these two areas have been evidently known
to leave school (Rice, Care & Griffin, 2012). Literacy is comprised of a variety of
learning strategies in aiding individuals to achieve their aspirations, develop their
comprehension and opportunity, and to contribute holistically in their community and
wider society (UNESCO, 2004). Super 6, PEEL, writing evidence based arguments,
understanding scientific meta-language, interpreting and analysing information and
summarising information are reconstructed literacy strategies for improvements.
Numeracy is the ability to apply quantitative and mathematical knowledge, and
problem solve in a range of situations in a daily procedure (Rice, Care & Griffin,
2012). These types of knowledge go outside the skill of rudimentary calculations.
(Rice, Care & Griffin, 2012). Constructing and analysing data, making and recording
accurate measurements and constructing scaled diagrams are reconstructed
numeracy strategies for improvements. Chapman (1999) discovered that integrated
literacy and numeracy pedagogical strategies in a unit outline successfully promote
learning in educational settings, which is essential for Science content.

The use of ICT in the unit outline sequence has been integrated to promote
interactive and technological education for teachers and students. This integration
improves the application of social and ethical protocols and practices, investigations,

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management and operation of ICT, representation of data collected, and the use of
secondary sources with ICT (Jegede, 2013). ICT has the necessary function to
improve unit organisation, effective lesson management, subject content creation,
forms of formative assessment, collaborative learning and lesson activities.
Additionally, efficient communication among the academics of the teaching and
learning development and of research and evidence-based activities will be
augmented using ICT (Jegede, 2013). McMahon (2009) revealed students CCT
development has been improved by the incorporation of technology among all key
learning areas (KLA). The use of ICT adopts this focus of higher-order thinking and
emphasises computer skills into lessons further increasing CCT in the discovery of
scientific concepts and ideas (McMahon, 2009).

A constructivist approach, student-centred, is a key element encompassed to the

unit outline effective by expanding and employing knowledge of the student’s
cognitive capabilities, before resulting in stagnant routine learning (Taber, 2001).
Executing formative assessment strategies measures student understanding of
Science content and maximises their learning in a constructivist approach (Lawrie et
al, 2013). The learning environment is shaped by the constructivist approach whilst
still embedding a teacher instructional method to access inquiry-based learning
(Lawrie et al, 2013). Furthermore, teaching and learning strategies in the unit outline
facilitate choice and opportunity establishing a student-centred approach enhancing
student discovery and learning. This is accomplished individually and collaboratively
to collectively augment PSC and CCT.

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Appendices

Appendix I: Original Scope and Sequence

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Appendix II: Original Unit Outline

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