UNIT PLANNER

Science overarching idea:

SYSTEMS - Ecosystems

Year Level: 3/4

sessions:

Date: 29/04,

06/05, 13/05

Overall aims of the unit

Teaching approach assigned and short description:

At the end of this unit students will be able/capable of:

Identify a range of different ecosystems, and
Gain an understanding of the interdependent relationships between
living organisms in a particular ecosystem (e.g. pond, forest etc.)

Bioethics describes the relationships between medicine and

science and questions the ways it impacts on our society and
environment. It involves us to challenge our beliefs by identifying
the rightness and wrongness (Adelaide Centre for Bioethics
and Culture, 2013) of our actions, and then making an informed
decision from our new discoveries or learning.

Gain an understanding of the use and effects of pesticides on living

things
Weigh up the risks and benefits of the use of pesticides
Begin to develop an informed opinion on the use of pesticides on living
things based on their investigation
Gain an understanding of the effect of human actions on the
environment
Represent and communicate ideas and understandings of
environmental science
Begin to develop the capacity to make informed and ethical judgements
in relation to science applications
Predict scientific outcomes based on prior knowledge

Key vocabulary:

Ecosystems, terrestrial, aquatic, pesticide, species,

organisms, food chain, relationships, connections,
disinfectant, insecticide, herbicide, fungicide, risks,
benefits, opinions, options, pollution, investigation,
bio-ethical, constructivist, inquiry

We posed the bioethical dilemma of whether the use of

pesticides is harmful or beneficial to our local ecosystems. We
approached this issue by examining the risks and benefits of
pesticide use, and ways in which we could explore this issue
within the classroom.
Reference:
Adelaide Centre for Bioethics and Culture. (2013). What is
bioethics? Retreived from:
http://www.bioethics.org.au/Resources/Bioethical%20Issues.htm

Key equipment / resources:

Science learning journal
iPad: Youtube video
Terranium
Food chain puzzle
Pesticide powerpoint
Pesticide experiement
o Egg carton
o Food dye
o Sand/woodchips
o Water

Key Australian Science curriculum Standard

Over Years 3 to 6, students develop their understanding
of a range of systems operating at different time and
geographic scales. In Year 4 students broaden their
understanding of classification and form and function
through an exploration of the properties of natural and
processed materials. They begin to appreciate the current
systems, have characteristics that have resulted from
past changes and that living things form part of systems.
They understand that some systems change in
predictable ways. They apply their knowledge to make
predictions based on interactions within systems,
including those involving the actions of humans.

Focus areas addressed:

3.1 Establish challenging learning goals (See Overall aims of the unit section)
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan, structure and sequence learning program (See Key vocabulary and teaching approach sections)
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Use teaching strategies (ie. Science learning journal and food chain puzzle)
Include a range of teaching strategies
3.4 Select and use resources (See Key equipment/resources section)
Demonstrate knowledge of range of resources, including ICT, that engage students in their learning
3.5 Use effective classroom communication (See Science curriculum standard section)
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.