Science Unit Oultine

Internal Systems 7 weeks

Unit Tile: Duration (weeks):
(3 x 60 minutes lessons / week)
5 9
Stage: Year:
How do internal systems work together to keep us alive?
Key Concepts / Big Ideas
(Essentail Question)
Before engaging in this unit, students will already have an understanding of unicellular and multicellular organisms and be
Unit Context:
able to distinguish key differences between the two. Students will have a basic understanding of human systems which will
(Scope and Sequence be further developed in other living world units. This unit builds upon previous knowledge gained in stage 4
Information)
This unit gives students understanding of the basic systems required for our survival. This unit builds upon previous
Rationale:
knowledge gained in stage 4 units and prepares students for entry into stage 6 biology.
(The importance of this
learning)
Literacy Focus Numeracy Focus ICT Focus Differentiation

Mind mapping activities Simple calculations on averages Research tasks Varying learning methods i.e.video
media, hands on methods etc.
Report writing Logic and deductive reasoning Video/ presentations
Extension activities
Definition activities Model building Web page creation

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and cultures  Asia and Australia’s engagement with Asia  Sustainability

General Capabilities
 Intercultural
 Critical and creative  Ethical • Information and • Literacy • Numeracy • Personal and social
thinking understanding communication technology understanding
capability
capability

Other learning across the curriculum areas

  Civics and citizenship  Difference and diversity • Work and enterprise

Outcomes

Values and Attitudes

Outcomes
SC4-1VA, SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them

Skills
Strand Outcomes Content
Questioning and predicting develops questions or WS4
hypotheses to be investigated b. predicting outcomes based on observations and scientific knowledge
scientifically

Planning investigations

Conducting investigations undertakes first-hand WS6

investigations to collect valid b. safely constructing, assembling and manipulating identified equipment
and reliable data and
information, individually and
collaboratively

Processing and analysing data and information
processes, analyses and
evaluates data from first-hand
investigations and secondary
sources to develop evidence-
based arguments and
conclusions
WS7.1
c. accessing data and information by using a range of appropriate digital technologies
b. selecting and extracting information from tables, flow diagrams, other texts,
audiovisual resources and graphs, including histograms and column, sector or line
graphs
WS7.2
b. describing relationships between variables
 Strand Outcomes Content
Problem solving applies scientific WS8
understanding and critical a. describing strategies to develop a range of possible solutions to an identified
thinking skills to suggest problem
possible solutions to identified
problems

Communicating presents science ideas and WS9

evidence for a particular a. selecting and using in presentations, for different purposes and contexts,
purpose and to a specific appropriate text types including discussions, explanations, expositions, procedures,
audience, using appropriate recounts or reports
scientific language,
conventions and
representations

Knowledge and understanding

Living world analyses interactions between LW1 Multicellular organisms rely on coordinated and interdependent internal systems
components and processes to respond to changes in their environment. (ACSSU175)
within biological systems SC5-
14LW ›
explains how biological
understanding has advanced
through scientific discoveries,
technological developments
and the needs of society SC5-
15LW
Duration: Knowledge & Workig Teaching and Learning Assessment For Resources
Understanding Scientifically Strategies Learning
Content Content
4 a. describe WS7.1 Mind mapping activity:
lessons some examples
a. selecting and students are given a list of
of how key words of this topic and
using a variety
multicellular are ask to create a mind map
of methods to
organisms to demonstrate what they
organise data
respond to already know. These words
and information
changes in their include (multicellular
including organisms, environment,
environment diagrams, organism, cells, infectious
tables, models, disease, non-infectious
spreadsheets disease, systems). Students
and databases are asked to glue this into
their books to revisit later on.
Teacher instruction:
Teacher is to recap the
defintions of unicellular and
multicellular organisms and
the key differences between
the two. Teacher briefly
discusses how multicellular
organisms respond to
changes in their environment
and introduces key terms
such as stimulus and
response.
Stimulus/Response
WS7.1 activity: Teacher
a. selecting and Students are then asked to questioning at the
using a variety draw a table in their books conclusion of this
of methods to with 3 columns, the first task and reveiwing
column is to list the sensory of answers
organise data
and information organs involved in detecting
including stimulus (ears, eyes, nose,
diagrams, mouth, skin). The second
tables, models, column is to list the type of
spreadsheets stimulus these organs detect.
and databases Students are then able to use
their devices to research the
WS7.1 name of the receptor involves
b. selecting and in detecting these changes
and are to be listed in the
extracting
third column in the
information from appropriate order.
tables, flow
diagrams, other Comprehension activity: Teacher The Nervous System Video:
texts, After watching a short video questioning at the https://www.youtube.com/watch?v=qPix_X-9t7E
audiovisual on the nervous system, conclusion of this this video provides students with an in depth
resources and students are asked to watch task and revewing introduction to the nervous system and our bodies
graphs, the video a second time and of answers repsponses to stimuli.
including complete the close The Nervous System Close Passage Worksheet:
histograms and passage/comprehension task
column, sector given.
or line graphs The Nervous System
Drawing and labelling close passage.docx
Teacher
activity: questioning at the
The teacher projects a conclusion of this This worksheets allows students to consolidated the
picture of a neuron cells onto task and revewing information from the video into clear and easy to
the board and provides a list of answers understand paragrpahs.
of parts. Students are asked
to draw the neuron cell into
their books and label it
appropriately.
Pupil dilation response
investigation: Teacher observation Resources:
WS6 during task and
Students are asked to questioning at the • Torch
a. individually investigate how the human conclusion of this
and pupil responds to light task and revewing
collaboratively stimulus. In pairs students of answers
using are to examine the side of
appropriate each others pupils in
investigation controlled lighting. They are
methods, to write what they see.
including Students are to then turn off
fieldwork and the lights and examine their
laboratory partners pupil again, writing
down how the pupil has
experimentation,
changed. Students are to
to collect now use a torch to shine into
reliable data their partners eyes. Students
are instructed not to look
directly at the light for safety
reasons. Students are to now
write their observations of the
pupils response to light
stimulus.

WS7.2 Brainstorming activity: Teacher discussion

b. describing with students during
relationships In their pairs students are to
brainstorm possible reasons the brainstorming
between variables activity
for the change in pupil size to
light stimulus. In their books
they are instructed to draw 3
diagrams; one of the pupil in
control light, one in darkness
and one in bright light and
discuss the differences. Teacher informal
WS7.1 assessment during
c. accessing data Group Research activity:
student presentation.
and information by Students are to research a Teacher observation
using a range of common response in the of the answers the
appropriate digital body of multicellular presentation group
technologies organisms that will be provides to questions
allocated to them by the asked by other
WS9 teacher (sweating, shivering, students.
a. selecting and goosebumps, squinting, pupil
using in dilation, hibernation etc) and
create a short powerpoint
presentations, for
presentation that they will
different purposes
 and contexts, present to the class. In the
appropriate text presentation they must name
types including the response, what happens
discussions, during the response, the
explanations, stimulus that causes the
expositions, response to occur, the
procedures, duration of the response, how
recounts or reports to counteract the response
and any fun facts and figures
that find regarding their
stimulus/response reaction.
Students then present these
to the class in the next
lesson. During the
presentation students are
asked to actively participate
by taking notes and asking
any questions they may
have.
WS4 Teacher
Class discussion: questioning during
b. predicting
outcomes based on The teacher is to prompt a the class discussion
observations and discussion surrounding the and additional
differences in responses prompting with
scientific
between ecothermic and questions to
knowledge
edothermic organisms in determine
relation to heat gain/loss. The knowledge.
teacher is to define the two
terms and prompt students to
write them down. They are
then asked to discuss how
the two classes of organisms
react to heat/cold stimulus
differently.
5 b. describe how Teacher instruction: Introduction to the digestive system:
lessons the coordinated Powerpoint presentation (digital artefact)
The teacher is to briefly
function of instruct students on the https://docs.google.com/presentati4on/
internal systems componants of the digestive d/16gU_pqhxWVEAIeuyl3ez64M21DgvkkW6
in multicellular system and how the organs MgSwf_tWJS0/edit?usp=sharing
organisms are arranged within the body.
this presentation provides students with an
provides cells The teacher is to then
introduction to the digestive system, its importance
with discuss the importance of the
and how it works to provide the body with nutrients.
requirements digestive system and how it
for life, including works to keep organisms
alive.
gases, nutrients
and water, and Digestive system Resources:
removes cell Labelling/matching activity: Teacher observation
wastes during activity. • Felt/ paper mache
In groups of 3-4 students are
provided with sheets of felt • A3 plain paper
out of which they are
• Glue
instructed to create the
organs located within the • Pencils
digestive system along with
an A3 piece of paper.
Students are instructed to
draw the outline of a person
and, using glue, paste the
different organs onto the
paper in the correct order.
They are then instructed to
label it with the names of Teacher
each organ. Alternatively questioning at the
students may chose to make conclusion of this
WS4 organs out of other material task and revewing
such as paper mache and of answers
b. predicting create a 3D model.
outcomes based
on observations Class discussion:
and scientific With the class the teacher will
knowledge go through the correct order
of the digestive system
organs and prompt class
discussion about the function Teacher
WS7.1
of each organ. Students will questioning of key
Video on the respiratory and circulatory
b. selecting and participate with their ideas of concepts at the
systems:
extracting what each organ does in the conclusion of this
information from digestive system. task and revewing https://www.youtube.com/watch?v=9fxm85Fy4sQ
tables, flow of answers.
diagrams, other this video provides students with an introduction to
Note taking activity:
texts, these systems in a clear and easy to understand format.
audiovisual Students are instructed to
resources and watch a short video on the
respiratory and circulatory
graphs,
systems and how the two
including interact. They are instructed
histograms and to take notes where possible.
column, sector The video may be played
or line graphs again for clarification on hard
to understand concepts.

WS6 Resources:
Teacher
b. safely
observations during • Heart
constructing,
assembling and
this activity and • Scalpel
discussion of
manipulating answers.
identified
equipment Dissection activity
To begin, the teacher will
instruct students on the
correct way to dissect a heart
by demonstrating. Studemts
are then asked to participate
in the dissection of a sheep
heart to aid in their
understanding of the
circulatory system. This can
be done in pairs or small
groups of 3. Students are
asked to dissect the heart
and locate the major
componants such as the
pulmonary truck and vein, the
superior vena cava, aorta, left
and right ventricle, left and
right atrium. Students are
then asked to draw a labelled
diagram of the heart they Online skeletal simuluation:
have dissected and write a http://www.anatomyarcade.com/games/matchingGames/
MatchABone/matchABone.html
paragraph explaining the role Teacher
of the heart in the circulatory observation during
system. this activity. Students are to participate in an online
game/simulation in which they are to match the name
of the bone to the picture. This activity is to aid in
Skeletal labelling activity: association and structure learning.
Students participate in an
Teacher Resources:
online labelling game in
which they are asked to questioning at the
conclusion of this • A3 paper
match the pictures to the
correct anatomical name. task and revewing • Pencils
of answers
• Scissors
Assesmbling a skeleton • Pins/tacks
activity:
Students are given an A3
sheet of paper one which
they are asked to draw the
major bones in the human
body and are instructed to cut
each out and, using pins or
tacks, attach each bone in
the approropriate order to
create a moving skeleton.
They are then structed to
write the name of each bone
onto their skeleton. After this
is complete the teacher is to
go through the correct
answers with the class.
Students may use their
deviced during this section to
research bones.
Students are to create an
accurate paper model of the
human skeletal system.
 Teacher instruction:
Teacher discusses the parts Teacher observation Excretory Labelling worksheet:
of the body involved in the and reviewing of
excretory system and its role answers.
in the body. Instruct students
that the body needs to excretory system
WS6 removes wastes and the labelling.docx

individually and kidneys provide the means to

do that. Ensure students This worksheets asks students to label parts of the
collaboratively Revewing of student
undertstand that the kidneys excretory system with the words provided. This is to
using do not filter solids. workbooks; focusing
appropriate on the method develop further association with body parts and their
investigation Excretory system labelling section to determine names.
methods, activity: wehether students
including Students are asked to label understood the Resources:
fieldwork and the parts of the excretory correct method of
system and kidneys using the separating out solids
• Beaker x 4
laboratory
experimentation, words written on the board. of different sizes. • Sand, pebbles, flour, water
to collect Kidney filtration model Teacher questioning
at the conclusion of • Filter paper, mesh netting, cloth
reliable data investigation:
the activity to
Students are asked to mix a
determine how this
variety of materials together
related to kidney
in a beaker.these materials
filtration.
include sand, pebbles, water
abnd flour. Students are then
provided with a variety of
filtration materials including
filter paper, mesh netting,
and cloth. Instruct students to
use the provided materials in
order to separate out each
component of the mixture. At
the conclusion of the activity,
students should have 4
distinct beakers containing
sand, pebbles, flour and
water. Students are to write
down the aim of their
 experiment, materials and Teacher questioning
WS4 method and to write a short and prompting during
b. predicting paragraph detailing how they activity.
outcomes based achieved the aim of
on observations separating all of the
and scientific componants.
knowledge

Kidney filtration class

discussion:
Students are to participate in
a class discussion
surrounding how this
investigation represents the
kidneys role in the body.
Prompt students with
questions such as “what did
the mixture represent?”,
“what did the different sized
filters represent?” and “why
do the kidneys need to filter
out all componants on an
individual level?”.
7 c. outline some Teacher Instruction:
lessons responses of Teacher is to revisit the
the human body definitions of infectious and
to infectious non infectious diseases and
and non- explain how diseases are
infectious transmitted. Instruct students
diseases that they are going to watch a
video on how the body
responds to infection. Video on immune response:
WS7.1 Note taking activity: https://www.youtube.com/watch?v=GIJK3dwCWCw
Students are to watch a video
b. selecting and
on the body defence and this video provides students with an easy to understand
extracting immune system and take introduction to immune response.
information from notes. The video can be
tables, flow replayed to revisit important
diagrams, other concepts.
texts, Class discussion:
audiovisual Teacher questioning
Teacher to prompt discussion and prompting during
resources and on how the body responds to activity.
graphs, the presence of disease or
including infection. Prompt students to
histograms and discuss the difference
column, sector between first and second line
or line graphs of defence and how the
immune system destroys
bacteria/viruses. Discuss how
the body remembers
diseases in order to fight
them off later through the
creation of memory cells.

Review of Resources:
WS6 Memory cells investigation:
students
a. individually Students are to work in pairs workbooks at the
• Glass jar
and and are provided with a glass conclusion of this • Salt
collaboratively jar, half a beaker of salt, 100g task to determine
using of Iron shavings and 3 student • 100g iron shavings
magnets wraped in plastic. understanding
appropriate • 3 x plastic wrapped magnets
investigation students are instructed that and their
the glass jar represents the experimental
methods, human body, the salt report.
including represents our cells, the iron
fieldwork and shavings represent a disease
laboratory or infection and the magnets
experimentation, represent our immune
to collect system or response.
reliable data Students are instructed to fill
the glass jar with the salt and
iron shavings and mix
thoroughly. They must then
work out a way in which to
 remove the iron shavings
from the jar in the most effect
way possible.
Allow students to complete
this task and ask them to
write up their investigation,
including an aim, materials,
method and results section.
Instruct them to write a
paragraph on ways they think
they could have removed the
iron shavings more
effectively. Teacher questioning
WS4 Class discussion: and prompting during
b. predicting As a group discuss how activity.
outcomes based everyone tried to remove
on observations their iron shavings, and who
and scientific was able to do so more
knowledge effectively. Instruct students
that the most effective
method of removal would
have been to use all 3
magnets, submerge the
magnets in the mixture and
mix it by flipping the jar, then
gently remove the magnets
from the mixture. Discuss
with strudents how the
multiple mnagnets represent
the bodies creation of
memory cells which aid in
fighting off infection.
WS7.1 Resources:
Research task: Submission and
c. accessing • A3 paper
data and Working in groups of 3-4, informal reveiw of
information by students are to conduct group poster to • Pencils
research on one infectious determine the
using a range of • Scissors
disease and one non-
appropriate
digital infectious disease of their students level of • Glue
technologies chosing. Students are to understanding.
each create an informative
A3 poster on the diseases,
a. selecting and detailing the transmission
using a variety method, how to limit
of methods to exposure, symptoms and
methods of treatment,
organise data
prevention and interesting
and information facts and figures such as
including percentages and statistics.
diagrams, Students are to place a large
tables, models, emphasis on the symptoms
spreadsheets portion of the task, detailing
and databases how a human body responds
to infection. The aim of this
exercise is to provide the
public with as much
information about this
disease to help limit
exposure. Students are given
a lesson to research their
diseases and consolidate
relevant information and
begin working on their poster.
The second lesson will
consist of students
completing their poster and a
third lesson will be allocated
to presenting their research
and poster design to the
class. Students should
incorporate relevant statistics
Resources:
in relation to disease control
WS6
and prevalence. • 30x cups
Teacher
Experiment task:
a. individually observation during • Sodium hydroxide
Students are asked to activity and review
and • Water
undertake an experiment in of answers after the
collaboratively activity.
which they will model the
using transmission of disease from • Droppers
appropriate one person to another. The
investigation teacher prepares a tray of • Phenolphthalein solution
methods, plastic cups, 1 for each
including student. 1 student will be
given a cup containing
fieldwork and
Sodium Hydroxide while the
laboratory other students cups will
experimentation, contain water (the teacher
to collect should know which student
reliable data has the ‘infected’ cup).
Students are instructed to
“exchange fluids” with 3
differrent people. To do this
students start by walking
around the room, when the
teacher says “stop’, students
are to chose a person
nearest to them, take 1ml of
fluids from their cup using a
dropper and place it in the
other persons cup. The other
person should do the same.
Repeat this step 2 more
times. Students are
instructed to write down the
names of the people they
exchanged with in a table.
Once studnets have
complete this step they are to
take their cups to the teacher
who will place 2 drops of
Phenolphthalein solution in
each cup. If the fluid in the
cup turns pink then they have
been ‘infected’ with the
Sodium Hydroxide. Students
are to discuss their results
with the people they
 exchanged with and write
whether they were
infected/not infected in the
table in their book, next to
their name. the teacher is to
project a table onto the
board, students are to take
turns inputting their name
and whether they were
infected or not into the table.
Students are to answer a
series of questions in their
books using this class data,
including: ‘what percentage
of the class have been
infected?’, ‘why might it be
important to be able to trace
the source of infection?’ and Teacher questioning
Ws4
‘How can we minimize the and prompting during
b. predicting spread of disease?’. activity.
outcomes based
Class discussion:
on observations
and scientific Students are to use the class
knowledge data and their own table to
trace the source of infection.
WS8 Students are asked to talk to
a. describing each other and use the
information presented to
strategies to
determine which student had
develop a range the original infected cup.
of possible Students should be instructed
solutions to an to write their decision process
identified and reasoning into their
problem workbooks.this can be done
by creating a flow chart or
picture of the disease
transmission from one person
to the next. Once a decision
has been reached the
teacher will inform the Teacher questioning Resources:
students if their deductions and prompting during
were correct. activity. • Sodium hydroxide
Teacher demonstration: • Water
The teacher is to • Droppers
demonstrate ways in which
we can prevent disease. This • Phenolphthalein solution
is to be demonstrated in 3
ways. The teacher is to set • 7.0 buffer solution
up 3 cups at the front of the • Clingwrap
room. The first cup contains
Sodium Hydroxide and will be
pink to represent infection.
The teacher is to take a
square of clingwrap and seal
the cup. The second cup will
contain a 7.0pH Buffer
solution. The teacher will add
3 drops of Phenolphthalein
solution followed by 3 drops
of Sodium Hydroxide. The
buffer solution will neutralize
the Sodium Hydroxide and
return the liquid to a clear
appearance. The third cup
will contain water that has
been infected with a few
drops of Sodium Hydroxide
and will be pink due to the
Phenolphthalein solution. The
teacher is to add a few drops
of 7.0pH Buffer solution
which will turn the solution
back to clear. Students are to
draw the three cups into their
books and label each with the
solutions that were used and
indicate the starting
colour/final colour of each
 cup. Students are to discuss
in pairs how each cup
symbolizes a different
method of disease prevention
and write their ideas into their Teacher questioning
books. and prompting during
activity.
Class discussion:
Teacher is to lead a class
discussion on the methods of
disease spread prevention
that have been represented
during the demonstration
(Cup 1; minimizing exposure,
Cup 2; Latent Immunity or
Vaccination, Cup 3;
Medication and treatment).
Students should share their
ideas on what each cuyp
represents and discuss why. Submission of
WS7.1
workbooks and
c. accessing data Research and writing task:
and information by informal review of
Students are to research the writing task.
using a range of use of vaccines in preventing
appropriate digital disease and the bodies
technologies response to vaccinations.
They are then asked to
picture themselves as a
scientist working in the field
of vaccine research. Students
are to use their information to
write a puersuasive text
detailing the importance of
vaccines and why the public
should be vaccinated.
4 d. describe the WS6 Experiment: how fast is the Teacher Resources:
lessons role of, and nervous system observation during
a. individually • 30 cm ruler
interaction activity.
and Students are asked to work in
between, the collaboratively pairs using a ruler. One
coordination using student is to hold the ruler
systems in appropriate with the 0 mark at the base
maintaining investigation while the other student holds
humans as methods, out their thumb and forefinger
functioning including in preparation to catch it. The
first students drops the ruler
organisms fieldwork and
without warning and the other
laboratory student aims to catch it as
experimentation, fast as they can. They are to
to collect record the distance the ruler
reliable data has dropped by observing the
location of the catching
students fingers. This is to be
repeated multiple times and
all information is to be
recorded in a table. At the
conclusion of this, students
are to swap roles and repeat
the experiment. Students are
then asked to work out the
average reaction distance.
Investigation activity:
Teacher questioning
Ask students to use a similar and prompting during
method to test how hearing activity.
and sight influence reaction
speed. Students are to write
down the aim and method
section of this investigation
before undertaking it. All
results are to be recorded in
a table. Ask students to
determine the average
reaction speed from their
data and answer the
following questions: ‘which
test had the fastest results
and why?’, ‘How could you
change these tests to
 produce more accurate
results?’. Teacher questioning,
Brainstorming activity: observation and
prompting during
Students are to brainstorm activity.
the reason behind the
potential difference in
reaction time between the
WS7.1 hearing test and sight test.
Submission of
c. accessing Research task: research report and
data and Students are asked to informal review of
information by engage in research regarding understanding.
using a range of the endocrine system and
appropriate how it functions within the
digital human body. Students are
technologies asked to write a page long
report focusing on what it
does, how it works, why it is
important and fight or flight
responses. Students are to
chose 1 hormone and further
discuss the importance of
that hormone in the body.
Brain dissection activity: Resources:
Teacher
Students are to work in pairs observation during • Sheep brain
and participate in the activity. • Scalpel
dissection of a sheep brain.
The teacher is to
demonstrate the appropriate
way in which to dissect a
brain before students
commence and distinguish
the different componants of
the brain. Students are to
then engage in the dissection
and draw a diagram of the
brain they have dissected,
labelling it appropriately.
 Teacher
observation during
activity and further
Brain modelling: questioning of
Students are asked to create understanding. Resources:
a 3D model of the brain by Submittion of final
• Paper mache
using materials such as model.
markers, paper mache, glue, • Clay
Styrofoam etc. students are
encouraged to be creative. • Glue
Their model must clearly • Styrofoam
show the different regions of
the brain and may be • Pencils
indicated by different colours • Paint
and labels. Students may
also be provided with clay or
paint to achieve this task.
These models will be
displayed around the
classroom and be used as
informal assessment. Teacher questioning,
observation and
prompting during
Brainstorming activity:
activity.
Recall the role if the brain in
the central nervous system
and ask students to
brainstorm why the brain is
so important in the human
body and how it functions to
keep us alive. Students may
write their ideas in the form of
a mindmap.
Students are to also discuss
the interaction between all
systems discussed earlier
(circulatory, digestive,
endocrine etc) and how they
 function together to sustain
life.
3 e. discuss, Weebly instructive activity:
lessons using examples, Students are to undertake a
how the values lesson regarding the use of
and needs of weebly to develop their
contemporary assignment task. Students
are to use the school
society can
computer labs to gain an
influence the introduction to the program
focus of and begin developing the
scientific scaffold for their website.
research, eg the
WS7.1 Research assessment task: Informal
occurrence of observation and
diseases c. accessing Students are given 2 discussion during
affecting data and scheduled in class lessons to the development
animals and information by work on this task. lessons of their
plants, an using a range of Students are asked to assessment task.
epidemic or appropriate research Submission of
pandemic digital developments/discoveries in formal summative
disease in technologies disease control and assessment and
humans or prevention and discuss how determination of
WS9 modern views on these
lifestyle related grade.
a. selecting and developments have
non-infectious
using in influenced disease
diseases in prevalence/irradication.
humans presentations,
Students may choose to
for different
investigate the use of
purposes and vaccines and may discuss
contexts, the differing societal views
appropriate text regarding the safety of
types including vaccinations and how this
discussions, has influenced disease
explanations, prevalence. Students are
expositions, asked to create a website
procedures, using weebly on their chosen
recounts or development. The website is
reports to consist of a minimum of
three pages. One page is to
detail the development, how
it was discovered or invented
and how this advancement or
discovery has changed the
world in terms of disease
control. This page should
also discuss the diseases in
question along with their
impact on the organism. The
second page is to detail how
modern views have
influenced research in this
field and how modern views
are affecting disease
prevalence. Students may
chose to research how an
outbreak of disease has
influenced society and the
need for additional research,
how human lifestyle affects
disease prevalence etc. The
third page is to detail current
developments and research
in the field and how disease
control may be affected
should research in this field
progress. This page should
also include any relevant
statistics or figures
surrounding the
development.
Students are to email the
teacher a link to their
research assignment by the
due date specified (2 weeks
after date given).
Summative Assessment Description: Outcomes Assessed:

Students are asked to research developments/discoveries in disease control WS7.1

and prevention and discuss how modern views on these developments have
influenced disease prevalence/irradication. For instance, students may choose c. accessing data and information by using a range of appropriate
to investigate the use of vaccines and may discuss the differing societal views digital technologies
regarding the safety of vaccinations and how this has influenced disease
prevalence. Students are asked to create a website using weebly on their
chosen development. The website is to consist of a minimum of three pages. WS9
One page is to detail the development, how it was discovered or invented and selecting and using in presentations, for different purposes and contexts,
how this advancement or discovery has changed the world in terms of disease appropriate text types including discussions, explanations, expositions, procedures,
control. This page should also discuss the diseases in question along with recounts or reports
their impact on the organism. The second page is to detail how modern views
have influenced research in this field and how they are affecting disease LW1
prevalence. Students may chose to research how an outbreak of disease has e. discuss, using examples, how the values and needs of contemporary society can
influenced society and the need for additional research, how human lifestyle influence the focus of scientific research, eg the occurrence of diseases affecting
affects disease prevalence etc. The third page is to detail current animals and plants, an epidemic or pandemic disease in humans or lifestyle related
developments and research in the field and how disease control may be non-infectious diseases in humans
affected should research in this field progress/decline. This page should also
include any relevant statistics or figures surrounding the development.
Students are to email the teacher a link to their research assignment webpage
by the due date specified (2 weeks after date given).
Evaluation of Teaching and Learning:

• How well did students respond to questions

• Upon assessment of submitted assignments, how well did they understand the concepts
• Were students able to explain key ideas succinctly
References:

Spread of disease experiment: https://www.koshland-science-museum.org/sites/default/files/uploaded-files/ID_Disease_Spread_Activity_FINAL.pdf

accessed on 17/8/17
The Nervous System Video: https://www.youtube.com/watch?v=qPix_X-9t7E accessed on 22/9/17
Introduction to the digestive system: Powerpoint presentation (digital artefact) https://docs.google.com/presentati4on/
d/16gU_pqhxWVEAIeuyl3ez64M21DgvkkW6 MgSwf_tWJS0/edit?usp=sharing created on 16/9/17
Video on the respiratory and circulatory systems: https://www.youtube.com/watch?v=9fxm85Fy4sQ accessed on 21/9/17
Online skeletal simuluation: http://www.anatomyarcade.com/games/matchingGames/ MatchABone/matchABone.html accessed on 19/9/17
Video on immune response: https://www.youtube.com/watch?v=GIJK3dwCWCw accessed on 24/9/17
Some suggested Teaching and Learning Strategies:
Thinking Skills Co-operative Learning Graphic Organisers
 Higher Order Thinking Skills  Think-pair-share  Mind Maps or Concept Maps
 Visual Representations  Jigsaw  Venn Diagrams
 Think all possibilities (TAP)  Brainstorming  Five Ws
 Predict, Explain, Observe  Numbered heads  PMI charts
 Y Chart or W Chart  Discussion  T charts
 Constructing Experiments  Expert Groups  Flow Charts
 Analogies  Round robin brainstorming  Frayer diagram
Appendix
 The Nervous System Close Passage Worksheet

Microglial, activates, integration, stimulus, receptors, second, muscles, central, brain, motor
output, nerves, communicate, peripheral, two, somatic, autonomic, involuntary, respond,
transmission, voluntary, glial, sizes, astrocytes, variety, signal, satellite, schwann, sensory
input, neuron

The nervous system is a highly important aspect of our bodies which we can break
down into 3 distinct functions; __________ __________, __________, __________
__________. Sensory input is the process in which your skin detects the __________
through sensory __________. Your nervous system then processes that information
and will decide on what to do next. Integration is the __________ of this sensory
input to the brain, where the brain will decide how to react to the stimulus. Once a
decision has been reached, which can happen in less than a __________, the brain
sends a __________ to other parts in your body such as your __________, which
react appropriately to carry out the action. Motor output is the response that occurs
when your nervous system __________ certain parts of your body.
Two major components of the nervous system are the __________ Nervous System
and the __________ Nervous System. Your central nervous system consists of your
__________ and spinal cord and is the main control centre while your Peripheral
Nervous System consists of all the __________ in your nervous system and allows
your brain to __________ with the rest of your body.

The peripheral nervous system can be further broken down into

__________important divisions; the first being the __________ Nervous system
which includes all responses that are __________ such as skeletal muscle movement.
The other is the __________ Nervous system which includes the __________
responses such as breathing or your heart beating.

The __________ or Nerve cells role in the body is to __________ to a stimulus and
transmit signals to the brain. However, there are plenty of other cells which are
involved in your nervous system. Other important cells are called __________ Cells
and can come in many shapes and __________. These cells also perform a
__________ of roles in the body. Some examples are __________, which are the
most abundant glial cells, __________ cells; which aid in immune defence,
ependymal cells and oligodendrocytes. All these cells are a part of the central
nervous system, however the peripheral nervous system consists of two main forms
of glial cells; __________ cells and __________ cells.
Excretory System Labelling Worksheet:

Label the diagrams below:

The Digestive System

And how it works...

What is the digestive system?
The digestive system is a group of
organs inside your body that help
convert food and other nutrients
into simple forms that are absorbed
and carried all around the body.
What organs are in the digestive system?
The digestive system is
comprised of many organs
including...
Mouth
Used for
chewing and
breaking up
food for
easier
digestion
Esophagus
The muscular
tube that moves
food from the
mouth to the
stomach.
stomach
Stores and breaks
down swallowed
food.food mixes
with digestive
fluid to break it
down into smaller
pieces.
pancreas
The pancreas produced
substances that work to
break down carbs, fats
and proteins and
transfer this into the
small intestine.it also
regulates sugar in the
body.
liver
The liver
produces bile
which works to
breaks down fats
for easier
digestion.
gallbladder
The gallbladder
is located next
to the liver
and stores bile
in between
meals.
Small intestine
The fluids produced by
the liver and pancreas
combine here to complete
the breakdown of food.
The walls of the
intestine absorb
nutrients into the blood
and push waste products
into the large intestine.
Large intestine
Undigested parts of food
and other wastes move
into the large intestine
which absorbs any water
and nutrients and
converts everything else
to stool.
rectum
The rectum stores
food until it is
evacuated through
defecation.
Why is it so important?
Since the digestive system is responsible for
breaking down nutrients and excreting wastes,
our bodies wouldn't function well without it.
Consequently, if the digestive system becomes
damaged, so do other organs and our overall
health.
Your turn!
Write a paragraph on the importance of the
digestive system and what would happen if it
stopped functioning.
Now make a digestive system!
Now it's your turn to make a digestive
system, using the provided felt ‘organs’
construct a digestive system. Make sure it's
in the right order!
Reflection

The integration of science, technology, engineering and mathematics (STEM) is widely used in modern
classrooms and is a model that is growing in prevalence. It is an important aspect in education due to the
increasing demand for STEM based skills (Rogers-Chapman, 2014). it allows students to gain important
problem-solving skills and integrate their science and technology knowledge with hands on engineering
activities and mathematics skills. Technology has been incorporated into these lessons through the
extensive use of research activities while the incorporation of engineering activities is demonstrated using
model building activities and logical based deduction tasks and well as the building and development of a
web page and the integration of problem solving activities. Mathematic plays a smaller role within this unit
but is demonstrated by students performing calculations and averages of experimental data.

Differentiation has been incorporated into this unit plan in the form of different learning activities. These
activities range from visual stimulus using videos and media, written tasks, practical experiments and
activities as well as hands on drawing and modelling activities. Differentiation is an important aspect of all
lessons as it allows students of all abilities to have fair and equal access to education. Students have been
seen to learn in a variety of ways, by incorporating various learning techniques into lesson we ensure that
all students, from visual learners to kinaesthetic learnings, have a chance to learn and lessons are tailored
to the students (Raffan, 2001).

Students are asked to use the knowledge they have gained during this unit to research developments in
the field of disease control. During this task students are asked to discuss the diseases this research
impacts and the impacts these diseases have on the organism it inhabits. Students are asked to consolidate
their knowledge on disease transmission and responses to disease to understand scientific research
development. This summative assessment provides the teacher with further clarification of the progress of
their students however, formative assessment tools or assessment for learning are also useful in
determining the progress of a student during the unit.

In contrast to assessment of learning, assessment for learning allows students and teachers to decide at
what point students are in their learning and allows teachers to make changes to their plans for those who
may be falling behind or for students who are advancing at a faster rate. This is important as it allows
students to receive tailored education and ensures students aren’t left behind (Yan & Cheng, 2015). Some
strategies that have been incorporated into this unit to assess for learning is the use of teacher questioning
to determine student understanding as well as the use of summative assessment throughout the unit
though student presentations, research submission and class discussions.

Inquiry based learning is a model used to describe a method of teacher whereby the student is the
instigator and leader of their own education. This model has been employed throughout the unit plan
through activities in which students initiate the investigation without pre-understanding of the concepts.
This way students learn by doing opposed to being taught content prior to investigation. During this
program students are asked to investigate the reason for pupil dilation response, are asked to research
stimulus and response mechanisms, investigate the structure of the brain and heart through dissection, are
asked to undertake a filtration model and then make inferences based on their gained knowledge, and
conduct investigations in which they must decipher the most appropriate way in which to achieve the end
goal such as with the memory cell investigation. Inquiry based learning is important within a classroom and
has been seen to have a distinctly positive effect on problem based reasoning, critical thinking and decision
making skills (Avsec & Kocijancic, 2016).

The integration of literacy skills within this unit plan is evidenced through the extensive use of mind-
mapping activities along with the incorporation of close passage and comprehension tasks. Students are
also instructed during various activities to take detailed notes in which they take key learning points from
videos and succinctly and clearly demonstrate their understanding. Report writing is an important aspect
of science and this skill is developed during the experimental tasks of this unit in which students are asked
to write a partial report detailing the aim, materials and methods section of their experiment. Literacy
incorporation is an important aspect of education and should be incorporated across all curriculum areas,
not just through the English curriculum (Wooldridge, 2000).

Numeracy plays a smaller role throughout this unit plan however is incorporated through the recording of
experimental data and the calculation of data averages. Students are encouraged to incorporate facts and
figures such as percentages and statistics into their research projects throughout the unit. Students are
also asked to use logic and deductive reasoning to determine original vectors during the disease
transmission practical component of this unit.

ICT is an important aspect of modern education and therefore is greatly incorporated into this unit plan.
Students are asked to conduct multiple research tasks during this unit and are encouraged to use their
devices to research during activities. ICT skills are also incorporated using teacher presented PowerPoint
presentations and through student created presentations. Students are given tasks in which they are asked
to engage with interactive simulations which help develop ICT skills and the use of video presentations are
used in several instances to provide students with visual representations of their learning. As the final
summative assessment, students are also asked to develop their own web page detailing societal views
and the impact on scientific research. This activity strong supports the growth of ICT skills. The
incorporation of ICT has been shown to be greatly beneficial from a young age and has positive effects on
learning and knowledge integration (Blackwell, Lauricella, Wartella, Robb & Schomburg, 2013).
References

Avsec, S., Kocijancic, S. (2016). A path model of effective technology-intensive inquiry-based learning.
Educational technology & society, 19 (1), 308 – 320

Blackwell, C., Lauricella, A., Wartella, E., Robb, M., & Schomburg, R. (2013). Adoption and use of
technology in early education. Computers & Education, 69, 310-319

Raffan, J. (2001). A whirlwind tour of the major considerations for developing differentiation in the
classroom. Gifted Education International, 16, 56 – 60

Rogers- Chapman, F. (2014). Accessing STEM-focused education: factors that contributes to the
opportunity to attend stem high schools across the united states. Education and Urban Society,
46(6), 716 – 737
Yan, Z., & Cheng, E. (2015). Primary teachers' attitudes, intentions and practices regarding formative
assessment. Teaching And Teacher Education, 45, 128-136

Wooldridge, N. (2000). Literacy in learning area textbooks. Literacy Learning: the Middle Years, 8(1), 61 –
72