| Stage 5 | Science

RATIONALE
This lesson plan relates to students in Stage 5. The lesson is about the science unit living world. Living world is a very broad and interesting topic, which
helps students understand the world we are living in. The topic will not only teach students about the key concepts, but will also test the teaching skills through
various methods and teaching strategies such as the well known teaching approach Understanding by Design (UbD).
UbD is a critical idea, particularly pertinent and powerful to the education of science. It refers to a system of showing methodologies diverse to customary
strategies, for example, course book instructing, which is observed to be less successful for students realizing when it is utilized alone and as a center showing
technique, as opposed to an asset to help with learning (Basic Education 2015). Condensing UbD is a broad discourse; not withstanding, the aspects important to
the unit of work and the theme are being thoughtful that students are improved when instructors' ponder arranging exercises and focal point of the educational
programs to develop student’s information, displayed in the exercise. In addition, the substance of UbD is the three-arrange in reverse outline, Identify Desired
Results, Determine Assessment proof, Plan Learning Experiences, and guidance (Mctighe and Wiggins 2012)
Entz, (2006) wonderfully abridges teaching methods in the classroom and its pertinence to technology. Entz emphasizes on the importance of students and
teacher connection. It is asserted that the moment instructor enters the class, the learning process should start. Teachers enter the classrooms with aim of teaching
students through their exercise planning. Subsequently, those exercises need to be dynamic and visual so that students comprehend it quickly. The unit of work
consolidates works of UbD aligned with successful pedagogy for showing critical concepts.
Differentiation is simple for the classroom elements as it stretches out from the academic packages. It is a summary method, which is modified by using the
capacities of students and the classroom condition. It is broadly stated that understudies have to be locked in for effective adapting, on this way when separation is
not used for empowering understudies who are sound with their comprehension, or for specific and additional teaching for understudies with restrained
comprehension, the learning bureaucracy dig into getting to be missing. In conclusion, Understanding by Design is a powerful teaching tool for the teachers; if
implemented effectively as it can help students grasp ideas more quickly resulting into a productive classroom.

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 Module: Living World Duration: 6 weeks

Content Focus
Living World (LW)

The Living World strand is about the world we are living in. The unit focuses on the components of the living world – the relationship between the different living
organisms and their influence on each other’s lifestyle. Students will understand that we share this environment with other living organisms and our activities
affect their lifestyle. The content further focuses on the features of the multicellular organisms and principles of the cells.

Working Scientifically Focus

This unit provides students with articles which can be accessed to learn about the keywords and scientific definitions. Students learn about the key concepts and
the characteristics of the world we are living in. The first is an ICT look into undertaking, including the utilization of innovation and other auxiliary sources. The
second assignment looks towards their review and this errand happens in week 5. The second assignment is a self-evaluation assessment including viable and
consistent homework and upon finishing; understudies can self-evaluate and peer check for performance.

Skills Outcomes Knowledge and Understanding Outcomes

 SC5-14LW
› analyses interactions between components and processes within biological
 analyses interactions between additives and techniques inside organic systems SC5-14LW
structures
› explains how biological data/information has progressed through scientific
SC5-15LWRelated Life Skills outcomes: SCLS-17LW, SCLS-18LW, SCLS- discoveries, technological tendencies and the needs of society SC5-15L
19LW, SCLS-20LW, SCLS-21LW

 explains how biological expertise has advanced thru clinical discoveries,

technological tendencies

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Topics
a. Describe some examples of ways multicellular organisms reply to
adjustments in their surroundings.
b. Describe how the coordinated feature of internal structures in
Key inquiry questions
 LW1 Multicellular organisms rely upon coordinated and co-dependent
internal structures to respond to adjustments of their surroundings.
(ACSSU175?)

multicellular organisms presents cells with necessities for existence,

such as gases, vitamins and water, and gets rid of cellular wastes.
c. Outline some responses of the human body to infectious and non-
infectious diseases.
d. Describe the role of, and interplay among, the coordination systems in
maintaining human beings as functioning organisms.
e. Discuss how the needs of the society influence the medical focus.
Discuss the prevalence of disease in living organism including plants,
animals and human beings.

Assessment overview
Assessment for Learning
Discussion happens after every exercise, as this is
significant in learning process. This advises the
teacher to see how the information of class is
advancing. In addition, the instructor made inquiries
pertinent to the point of every exercise consistently
it is the other type of casual evaluation. Discussion
allows students to broaden their understanding of
various queries regarding the module.
Assessment as Learning
At the end of the class assessment, students self-
survey and classmates’ remarks on the performance
at the season of training provides the opportunity to
reflect upon the concepts. Students will write a
reflection paper based on their understanding of the
unit learning and concepts covered in the module.
Assessment of Learning
Students finish a small test that they will assess
results from the module. Students give a response to
the inquiries of the test and the test is to be
completed on a piece of paper. After the test,
students will sit and of term exam which added to
their review.

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Literacy Focus
Science is a subject which has expansive substance.
Literacy focus is remarkably illustrated. The centre
includes the logical terms and substance descriptors.
The contextualized material helps in understanding
the main terms. In addition, every one of the terms
is depicted and there is a big scope of defining the
living world and its characteristics.
Numeracy Focus
Numeracy focus for biology and practical
investigation is involved in module1. For this
module, the viable assessment includes the
computing rates of response and ascertaining
midpoints of results, estimation of substance,
diagramming outlines and graphs.
ICT Focus
The ICT focus for module1 focuses on the usage of
resources for getting ideas. Using ICT, understudies
learn inquire about abilities. The ICT concentrate
likewise tells about the videos and sites, which give
the ideas, and in these videos, understudies analyse
conduction of investigations then students direct
research at home and in class.

Inquiry question: 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
Week 1 Students learn that multicellular Website:
The students will be introduced to the How do single cell
organisms respond to changes in [https://www.enotes.co
concept of the living world. A sheet is organisms respond to
a. describe some their environment by being m/homework-help/how-
provided, related to scientific terms changes in their
examples of ways introduced to a stimulus with the do-multicellular-
and other is related to literacy focus. environment?
multicellular help of some examples. organisms-respond-
Later, students are provided with a
organisms reply to What is difference between changes-536801]
website. Additionally, a PowerPoint
adjustments in single and multicellular PowerPoint is another
presentation will be presented in the
their surroundings organisms? ICT resource that will
class.
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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
be utilized in Week 1 to
assist students in
gaining knowledge
through the means of
information and
communication
technology.
Week 2 Students learn: multi-mobile Students will be assessed about What are the principles of Website:
organisms depend or coordinated internal systems in multicellular cells and how they are [https://www.khanacade
b. describe how the and interdependent inner organisms. Later, it will be followed shaped. What are the my.org/science/high-
coordinated feature structures to respond to changes by details of the environment of the difference between a school-biology/hs-
of internal to their environment. living world. Students study and eukaryotic cell and human-body-
structures in describe some cases of how prokaryotic cell? systems/hs-body-
multicellular multicellular organisms respond to structure-and-
organisms presents modifications in their surroundings. homeostasis/a/tissues-
cells with organs-organ-systems]
necessities for
existence

Week 3

c. outline some
responses of the
human body to
infectious and non-

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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Students under those responses
infectious diseases of the human body to infectious Video:
and non-infectious diseases [https://www.historyofv
including different diseases accines.org/content/artic
humans are infected with. les/human-immune-
system-and-infectious-
disease]
Students will be provided a website
and they will access the website to
understand the key question.
Moreover, the teacher will be briefing
them about various diseases humans
can potentially be infected with.

Students understand the role of, Website:

Week4
Students will be provided with a Organisms have dedicated
and interaction between the [https://www.enotes.co
website, which will have details about body systems with
d. describe the role of, coordination systems in keeping m/homework-
this weeks’ topic. Students will access specific roles in maintaining
and interplay and maintaining humans as help/structures-systems-
the website to gain some insights. a relatively stable. Describe
among, the functioning organisms. 400695
Later, a discussion will be held to it’s function.
coordination https://opentextbc.ca/an
know the understanding of the
systems in atomyandphysiology/ch
students. A short cross-questioning
maintaining human apter/1-3-functions-of-
will follow the class discussion.
beings as human-life-2/]
functioning

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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources

organisms

Week5 Students learn that the values Website:

Students will be given an overview
and desires of present day [https://www.webmd.co
e. Discuss how the needs about the topic. A website will be
society can influence the focus m/cold-and-flu/what-
of the society influence the provided for more details. Students
of scientific studies, e.g. the are-epidemics-
medical focus? Discuss the can access the website and gain some
occurrence of diseases affecting pandemics-outbreaks]
prevalence of disease in knowledge. A discussion will be held
animals & plant life, epidemic or
living organism including later to expand their knowledge.
pandemic disease in human
plants, animals and human
beings or life-style associated
beings
non-infectious diseases in human
beings.
Students’ will better understand Worksheet
Week6
Students will be provided with lots of
the key concepts of the module. Exam
f. All key concepts of the worksheets and MCQS throughout the
Their misconceptions will be
five weeks lessons will be week. Discussions will be held and a
cleared as this weeks activity
repeated and student’s short exam will be taken on the last
will provide them with the
understanding of science day to judge the knowledge and
chance to expand their
module will be revised understanding of the students.
knowledge and concepts of the
topic.

Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
I would like to inquire as to whether my strategy is effective is to understand from the perspective of a student. I would also like to request that students give input
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on these methods of teachings. I think videos in class and the resources to be used are the best asset to teach the students about anything. It is a typical practice for
the people that the more they utilize their resources to find out about anything in order to learn it as well as remember it. Students will be asked to write an
evaluation paper at the end of the module. Students will discuss about the class environment, teaching methods, and key concepts of the module. The evaluation
will help me understand what lacked in my teaching method so that I can improve it next time. I will make sure that my teaching outcomes are achieved. If
students get the key concepts, then I will be successful in my teaching method however, a scope for improvement is always there. After students hand over their
written evaluation to me, I will go through all the evaluations to understand their views about the class and my teaching methods. These evaluations will help to
identify the improvement I need in my way of teaching. I will make sure to improve myself as an instructor in the next term.

Resources

Resource 1:
Introduction:
The teacher will use the following articles as the essential resource to help the students understand the lecture concepts. In the articles, there will be not
just the meaning of the essential idea present, yet additionally the significant models will be cleared which assist the students with understanding the definitions in
a decent way. There will be a pragmatic utilization of those parts of science and this subject will be clarified in detail by which understudies will discover that
how science actualizes in their day-by-day life.
 [https://www.enotes.com/homework-help/how-do-multicellular-organisms-respond-changes-536801]
 [https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems/hs-body-structure-and-homeostasis/]
 [https://www.historyofvaccines.org/content/articles/human-immune-system-and-infectious-disease]
 [https://www.enotes.com/homework-help/structures-systems-400695]
 [https://opentextbc.ca/anatomyandphysiology/chapter/1-3-functions-of-human-life-2/]
 [https://www.webmd.com/cold-and-flu/what-are-epidemics-pandemics-outbreaks]

Reflection:
I think online articles are one of the best resources to teach the students about anything. They know how to make smart use of the internet. Students usually enjoy

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doing work online. Articles provide useful information. At times, we usually take help of online articles to teach students. It is important to teach students about
the productive use of the web and article reading is a step in that regard. In addition, psychology projects say that people are great with recollecting the hues so in
the event that they will take in the ideas by online resources then they will have the capacity to encounter different kinds, which will not just upgrade the learning
background yet will likewise assist them with learning quicker.

Resource 2:
Introduction:
The second resource will be using PowerPoints for better understanding of the content for the students. The understudies will be given arranged slides to watch.
These slides will be about the ecosystem and the characteristics of it. The magnifying lens will be given to the students and after that, they need to perceive based
on their insight that which part is available on their slide. In addition, the students additionally need to set up the slides themselves to analyze the ecosystem
characteristics, how we manage our ecosystem and what causes the environmental change.
Key Concepts:

The key concepts are to understand the characteristics of an ecosystem. The PowerPoint presentation will help students grasp the main insights about the week
1 topic of this module. Students will learn the ways multicellular organisms reply to adjustments in their surroundings. Students will get the idea of how a single
cell organism respond to changes in their environment and what is difference between single and multicellular organisms?

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Reflection:
I think the PowerPoint presentation and pictures have a tremendous significance in the learning procedure. This is for the most part in light of the fact that the
understudies are more occupied with this way and they watch the things independent from anyone else. In this way, they can take in more since no one is training
them and they are learning by doing the things. It also encourages them to create aptitudes like a logical examination. This technique improves their
comprehension of the ideas. Studies have found out that students comprehend things more quickly with the help of graphics and pictures rather than just texts
alone.

Exam / Worksheet

The Week 6 exam will have these questions;

 Describe some examples of the way multicellular organisms reply to modifications of their surroundings
 How do single cell organisms reply to modifications of their surroundings?
 What is distinction among single and multicellular organisms?
 Describe how the coordinated feature of inner structures in multicellular organisms helps cells.
 What are the principles of cellular and what is the difference between a eukaryotic cell and prokaryotic cell?
 Describe the position of, and interplay among, the coordination structures in keeping human beings as functioning organisms.
 Outline a few responses of the human frame to infectious and non-infectious diseases, using examples, how the values and needs of current society can
influence the point of interest of clinical studies.

References:
 (n.d.). Retrieved from https://www.nature.com/scitable/knowledge/library/the-nitrogen-cycle-processes-players-and-human-15644632

 (n.d.). Retrieved from https://study.com/academy/lesson/what-is-an-ecosystem-definition-lesson-quiz.html

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 Ecosystems. (n.d.). Retrieved from https://www.sciencelearn.org.nz/resources/993-ecosystems

 The nitrogen cycle. (n.d.). Retrieved from https://www.khanacademy.org/science/biology/ecology/biogeochemical-cycles/a/the-nitrogen-cycle

 King, J. (2018, April 24). Characteristics of the Ecosystem. Retrieved from https://sciencing.com/characteristics-ecosystem-6318071.html

 LEVIN, S., Harwell, M. A., & Kelly, J. R. (1989). Indicators of ecosystem response and recovery: problems and approaches.

 Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons. [Online]
Available at: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/biology-2017

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