FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 / 2 YEAR LEVEL: 9 LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
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 Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

 Each student has an iPad available to them in the classroom
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Ecosystems Students’ should be able to: Formative Introduction (10 mins)

1 consist of assessment:  Introduce the topic of ecosystems through an Answer Answer Garden:
communities of  Describe components of What is found in an Garden. Students place what key terms they believe
interdependent the ecosystem through a ecosystem? answer the question into the answer garden.
organisms and Popplet mind-map  Discuss as a class why students’ put those answers in.
abiotic
 Research the different
components of
interactions between Body (30 mins)
the environment;
organisms and list the 5  Briefly outline what ecosystems are and the study of
matter and
energy flow different interactions, them
through these adding it to popplet min  Get students into Jigsaw groups. 5 students in each
systems. map group.
(ACSSU176) - Students create Popplet with ecosystems as the main
 List the three different iPads for students with
adaptations and research popple. Each group should research the definition of
Popplet app.
the purpose of each one. ecology and ecosystems within their group. Allocate
definitions for each group to research and become
‘experts’ in so that they can then explain it to other
groups. New information is added to Popplet mind
map
- 2 groups research abiotic factors and examples
- 2 groups research biotic factors and examples
- 2 groups research adaptations and examples
Formative
Conclusion (10 mins)
assessment:
 Ask students to list the 5 different interactions between
What are the 5
different organisms
interactions
between
organisms?
What are the three
different  Popplet with the definitions and examples of key terms,
adaptations? should be uploaded to their Weebly website as
Summative homework to be assessed.
assessment:
 Homework/popplet
on Weebly.

2 Ecosystems Students should be able to: Formative Introduction (10 mins)

consist of  Explain through assessment:  Begin lesson with a kahoot quiz which recaps the previous iPads available
communities of illustrations on the explain Kahoot quiz lesson (ecosystems) Kahoot: ecosystems.
interdependent everything app, how
organisms and Body (30 mins)
energy and matter flow
abiotic  Explain topic of sustainability – every organism requires
components of through ecosystems
energy and matter in order to survive.
the environment;  Explain how energy can be
 Each organism has a role in the ecosystem i.e. producers
matter and replaced to ensure that
energy flow and consumers
ecosystems are
through these sustainable Summative  Students get into pairs and using textbook and other
systems. assessment: online resources, create an explain everything video
 Give an example of a food
(ACSSU176) explain everything answering the question
chain, which includes video on What is sustainability and how is energy transferred in an
producers and consumers. sustainability
ecosystem?
 Upload the video onto Weebly website for marking as
homework

Conclusion (10 mins)

 Ask three pairs to showcase their work to the classroom
 Pick a student at random and ask them to list three things
they found beneficial from one of their peers explain
everything.

Introduction (12 mins)

3 Ecosystems Students should be able to:
 List the different type of
 Play YouTube video to introduce the 5 human impacts YouTube video: 5
consist of Human impacts on the
that affect ecosystems.
communities of human impacts that affect Environment
interdependent an ecosystem https://www.youtube.co
organisms and  Describe what natural m/watch?v=5eTCZ9L834
Body (30 mins)
abiotic Formative s
events have an impact on  As a class answer the question
components of assessment:
an ecosystem What natural events impact an ecosystem?
the environment; What natural
matter and  Through an iMovie events impact an  Go through power point slide which briefly outlines the 3
energy flow research and outline ecosystem main natural events (fires, drought and flooding)
through these different strategies that  Students will then get into groups of three and as a group
systems. can be put into place to they will research the 5 main human impacts
(ACSSU176) prevent destruction of  They will also research strategies and solutions that can
ecosystems. be put into place to minimise damage of ecosystems
 Information will be recorded as an iMovie in an iPads
‘interview’ style, where one student acts a someone of
importance and the other is the interviewer asking about
implementing change for the environment.

Conclusion (6 mins)
 Inform class that in the next lesson they will continue
working on their iMovies which will be uploaded on
YouTube and embedded in the Weebly website
 Ask groups to name one strategy that they have
discovered so far.