FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week 4 YEAR LEVEL: 9 LEARNING AREA/TOPIC: Biological Sciences

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

Notes about device access in the classroom: All students have individual laptops or Ipads
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSO Australian OBJECTIVE (what & how) EXPERIENCES and other
N Curriculum (Introduction, Body and Conclusion)
LINKS

4.1 ACSU1776 – 1. Students will demonstrate Formative: Introduction:

ecosystems, literacy skills by locating key Class discussion Tell students that the next two lessons will prepare them for Gilberts Potoroos
components and pieces of information from style with their assessment in lesson 3. Video (Show from
energy flow provided sources. different Show students a Youtube video of Gilberts Potoroos – 00:00 to 02:20)
contributing engages students since they are cute and it’s a local example.
2. Students will collaborate to students Talk in a class discussion style (calling on different students) Gilberts Potoroo
share ideas examining the about the main threatening process in the video (foxes) and recovery plan
similarities and differences of Summative: what has been done about them (baiting and possible
threatening processes between Students use biological sterilisation), and what sort of impact this has had Websites for
ecosystems. groupwork to (positive impact) information
complete their (5 minutes).
3. Students will understand that ‘Threatening
different threatening processes Processes’ Body:
affect each ecosystem worksheet and Show the students the Gilberts Potoroo Recovery plan and ‘Threatening Processes
differently. hand back to explore it in a ‘story’ method to keep it interesting. Explain Worksheet’
teacher at end of how recovery plans greatly benefit the ecosystem and why it
class, marked and is important. Only show in detail and explain to students the
returned. areas that link in with their activities in the next 3 lessons
(especially threatening processes and recovery actions). Ask
the students “how would you feel if I asked you to read the
whole document” anticipate a negative response and counter
it with ‘therefore we must make this content more accessible
and appealing to the general public, so that people can
access scientific information in a way that is fun, interesting
and understandable.
(5 minutes)

Instruction for the research exploration task is explained to

students and that the questions on the ‘threatening processes’
worksheet are designed to direct research. The worksheet
functions like a ‘jigsaw activity’ so students are given
assigned groups of 3, and among themselves determine who
is going to do which questions of 1-3 in the worksheet.
Instructions for the exploration are on the worksheet and the
 teacher is available to help individual students navigating the
websites.
(10 minutes)

Students come back together to their groups and share with

each other what they found so that they all have a complete
worksheet which is handed back to the teacher.
(5 mins)

Each group member is given a different QR code to follow to QR code sheet

learn about a threatening process in depth through the activity (attached)
or video attached.
(15 minutes)

Conclusion
Teacher asks the students if there are any questions that they
struggle with and explains them so that all students have the
opportunity to complete their worksheets.
‘Ticket to leave’ exercise, students must tell the class
something they learned today in order to leave the classroom
(10 minutes)

4.2 ACSU1776 – 1. Students will understand the Formative: ask for Introduction: Piktochart
ecosystems, need for scientific concepts to be a group from each High intensity class discussion on each threatening process as
components and understood by the general public process to present revision from last lesson fire, human activity and introduced Biology Weebly
energy flow and the importance of a target their poster in less species.
audience when planning a than a minute. (5 minutes)
project. Other students are
invited in a Body:
2. Students will work discussion style to Discussion on why it is important that the general public has
collaboratively to create an add their own a high level of science literacy and know what is happening
infographic with the aim to ideas. in the science community. Quick revision on how to use
organise and simplify Piktochart if the students require it.
information to educate the Summative: (5 minutes)
public on why a specific Students also
threatening process is important hand in the Students choose one threatening process and put information
and should be mediated. Piktochart that into an infographic using Piktochart. Direct students to the
they have created example on the Biology Weebly. Ensure students specifically
explain ‘what the problem is, why it’s a problem, how does it
affect the ecosystems, and what some solutions might be.’
Show students where to post their groups Piktochart in the
submissions page on the Biology Weebly and hand in the
worksheets.
(20 minutes)

Students are introduced to their final assignment which is to X Sheet App

create a short film (1 – 2 minutes) in assigned groups of 3 in
‘Adobe Clip’. It is to detail the process of one of the Adobe Clip App
ecosystem threats. It is to be created as an educational tool
directed at the general public so that they can better
understand why we must conserve ecosystems. The teacher is
to show the students an example which is uploaded on the
Biology Weebly.
Students must allocate each member a job (e.g. camera,
bringing supplies, perfecting the story boards) and have clear
roles. They must plan concisely the direction their project
will take and plan what materials they require to complete the
project. They must create a storyboard plan in ‘XSheet’
which will require some instruction. This plan must be
submitted to the teacher at the next class and will form part
of their assessment. An extremely motivated group of
students wishes to complete their project on a different
threatening process, if it is appropriate then they may do so.
Motivated students may also use a green screen system such
as ‘instead of the Adobe Students are advised that they must
bring all required props and items to the next class for
filming. Throughout this time the teacher must check in with
every group to ensure there are no problems within groups
and that the students will be finished with their planning
phase in time for the end of the lesson. The teacher will also
have some ‘back up’ film ideas and prop materials in case
any groups have creative problems. Students who finish
planning early can experiment with the movie making app
‘Adobe Clip’ on their devices.
(20 minutes).

Conclusion:
Congratulate students on fantastic work planning and
collaborating. Have a discussion with students and ask them
to give their ideas on what they need to consider when
communicating science to the general public. Ensure the

4.3 ACSU1776 – 1. Students will have a strong
ecosystems, understanding of the three key
components and threatening processes (fire,
energy flow introduced species and human
activity) and be able to predict
the effect that they may have on
an ecosystem.
2. Students will understand the
challenges involved in a creative
project especially one that is
aimed to educate others
3. Students will work
collaboratively to create their
film together which details the
threatening process, including
how individuals in the
community can work to mitigate
the threats.
class is clean and tidy and remind students to remember to
bring all items to shoot their short film
(5 minutes)
Summative: Introduction:
Final video Kahoot quiz to ensure they understand all three threatening
project (and all its processes and their effect on the environment.
components –
written plan, story Remind students that they “will be assessed on their final
boards, transcript, production which they will create today” to be finished for
film, reflection) next lesson and uploaded to the Weebly on the comments
worth 15% sections of film thread
(10 minutes).
Body:
Students are given a sense of autonomy while completing this Adobe Clip app
task and they can complete it at their own pace. The teacher
is to assess their groupwork skills and the calibre of their
planning, self-management, and reflective practices. The
teacher must inform the students that…
There is a mark for student conduct and to gain full
marks in this section they must behave responsibly
and in an ethical manner throughout the project.
Next lesson there will be a viewing and peer review
of each short film and the top film from each
threatening process will be played at assembly.
After the video is completed, students will write a
short reflection (200 words) about the challenges
they faced in making this project. The teacher should
encourage students to be thinking about what is
working well and what is not working well during
the production process today.
Teacher checks in with every group through the filming
process and asks them questions to further their thinking and
reflecting.
 What is the reason you chose to do X instead of Y?
Do you think that X aspect of your project was worth
the extra work?
Do you think that we could show your film to
someone with no ecological knowledge and they
would understand the need to manage these threats?

(35 minutes)

Conclusion
Thank the students for a productive creative lesson today.
Ensure the class is clean and remind students that they must
upload their film to the Weebly before the next lesson in
order to avoid penalties.
(5 minutes)

Resources for lessons

 Gilberts Potoroo YouTube Video: https://www.youtube.com/watch?v=teiqGnLlVGg

 Gilberts Potoroo Recovery Plan: http://www.environment.gov.au/system/files/resources/65f19909-be05-4409-834e-f37443fe5213/files/p-gilbertii.pdf

 Websites used in exploration:

https://schoolsequella.det.nsw.edu.au/file/6fccb196-b448-40b3-abd8-64dc662b8079/1/NSWEcosystems.zip/index.html,
https://mudiesyear9biology.weebly.com/

 Biology Weebly: https://mudiesyear9biology.weebly.com/

 Kahoot Quiz: https://kahoot.com/

 X Sheet App

 Adobe Clip App

Threatening Processes
Please go to https://schoolsequella.det.nsw.edu.au/file/6fccb196-b448-40b3-abd8-
64dc662b8079/1/NSWEcosystems.zip/index.html
1. Coastal Dune Ecosystems
a) What are coastal dunes?
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b) Where are these ecosystems located?
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c) Why are coastal dune ecosystems important?
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d) What is a natural process affecting the coastal dune ecosystem?
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e) How does human activity affect the coastal dune ecosystem?
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f) What is being done to protect coastal dune ecosystems from human activity
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2. Freshwater ecosystems
a) What is a freshwater ecosystem?
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b) Why are freshwater ecosystems so important to humans?
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c) How do plants keep fresh water ecosystems healthy?
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d) How does human activities affect freshwater ecosystems?
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e) What actions can we as members of the community do to help protect these freshwater ecosystems?
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Please go to https://mudiesyear9biology.weebly.com, and navigate yourself to the ecosystems page for questions a –
d, and then the threatening processes page for questions e – f.
3. Dry sclerophyll forest ecosystems
a) What does the term sclerophyll mean?
________________________________________________________________________________________
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b) What are some examples of dry sclerophyll forest plants?
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c) What are the habitat features of this ecosystem?
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d) What are the main threatening processes affecting dry sclerophyll forests?
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e) How does introduced species affect this ecosystem?

________________________________________________________________________________________
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f) How does fire affect this ecosystem?
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Come back together to your groups and discuss what you found 😊
Fire Management:_______________________________________________________________

Dugong Populations: Frog Populations: