FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3/1 YEAR LEVEL: 9 LEARNING AREA/TOPIC: Biology

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 Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Scienc Scienc Scienc
e e as a e
Unders Human Inquiry
tandin Endeav Skills
g our
 1. Define and identify Introduction: Students log into WebQuest. On the WebQuest,

systems energy flow environment; components of organisms and communities of Ecosystems

interdependent consist of
components of an Brainstorm the students view a variety of photos of ecosystems. Students then share What is an Computer or IPad
ecosystem. definition of their ideas of what they define an ecosystem as on Padlet. The Padlet ecosystem? one per student
ecosystem using answers are projected onto the whiteboard, and the teacher stimulates
2. Construct a food web Padlet. a discussion and defines the term ecosystem. Projector
and identify producers
and consumers. Body: Students work through each task on the WebQuest. Students What is the Padlet
are asked to recall learning food chains in Year 7 and are told that difference
3. Describe the role of Complete a crossword they will be building on this knowledge. between a food Crosswordlab
decomposers within a of key definitions and 1) Students watch the YouTube clip BrainPOP UK Food Chains chain and a food
food web. terminology to assess from 1:30-3:10 min. Students individually complete a crossword web?
prior knowledge. based on what they can remember from Year 7 and from the
YouTube video to review their knowledge of food chains and food Where are
abiotic

Create a food web webs. producers and

using Food Web app 2) In pairs, students download Food Web app onto their IPad and consumers Food Web App
and state the producer create a food web of animals and plants in Western Australian located in a food
and consumers. ecosystems. Once students create their food web, they are to state web?
each plant and animals trophic level. The Dirt on
3) Students review the role of decomposers within a food web by What is the role of Decomposers
watching the first 2:30min of the YouTube video The Dirt on decomposers in a YouTube video
the

Decomposers. Students think, pair, share what they think would food web?
happen to an ecosystem if decomposers did not exist.

Conclusion: Review food webs by playing Family Feud. Students

(ACSSU176)through these matter and

Answer questions remain in current teams. One person from each team stands at the Pre prepared review
about food webs by front of the class and goes head to head to answer a review question. questions
playing Family Feud. The student who answers correctly first gets a point for their team. To
engage all students, the rest of the team individually write the answers
to the questions.

ACSSU 1. Define the role of Introduction: As students are entering the classroom the YouTube Carbon Cycle Song
176 photosynthesis in an video Carbon Cycle Song is projected on to the whiteboard. Students YouTube Video
ecosystem. are told that they will be learning about photosynthesis and energy
movement within a food chain. Energy Flow in
2. Produce a food chain Ecosystems
using Spiderscribe Write and explain the Body: What is the role of YouTube video
indicating energy flow photosynthesis 1) Students watch the first 2:30min of the YouTube video Energy photosynthesis in
and loss. equation. Flow in Ecosystems about photosynthesis on the WebQuest. a food web? Photosynthesis
Students independently complete the Scootle activity Why are there Builder Scootle
3. Describe energy input Construct a food chain Photosynthesis Builder to demonstrate their knowledge of more producers Activity
and output through a using Spiderscribe to photosynthesis. Students upload a screenshot of their diagram to than consumers in
food web. indicate energy flow. GoogleDocs to share with the rest of the class. a food chain? GoogeDocs
2) A PowerPoint is used to explain energy flow, the 10% and
4. Explain how energy Write a story of how pyramids of biomass. Students are divided into groups of three, Why is energy lost
PowerPoint and
must be replaced to energy flows the food which are randomly allocated through use of an online generator. from a food chain?
projector
ensure an ecosystem web previously Students are to use Spiderscribe to create a food chain, indicating
is sustainable. created, detailing the energy transfer and energy loss, and create a pyramid of biomass What does a
Group Generator
original source of to represent to mass of each organism in the food chain. Students pyramid of
energy and where upload their SpiderScribe to GoogleDocs to share with the rest of biomass represent
SpiderScribe
energy is lost. the class. and how Is it
 used? Inkle Writer
Conclusion: Each group is then to write an interactive short story to Example: The Circle
explain energy flow starting from the sun, based on the food chain of Life
they created, using inkle writer. An example story is provided on the
WebQuest to direct student.
3 ACSSU 1. Describe the impact Introduction: Students log into WebQuest and click on the link to

ACSHE157. scientific process of over time contestable models and understanding,

176 that natural factors Brainstorm factors that Answer Garden. Students then brainstorm natural or human factors Answer Garden

Scientific
such as fire, flood and can impact the that may impact population within an ecosystem e.g. floods, droughts,
drought, can have on population within an introduction of a new species, etc. The Answer Garden page is Projector
population size within ecosystem using projected onto the whiteboard at the front of the classroom. The
an ecosystem. Answer Garden. teacher selects a few of the most common answers and asks the What natural
class how they think that factor affects population and any examples factors may affect
community review by the through a and is refined theories, is including

2. Explain the influence of they might know. population size?

humans activity on Desk of cards pre
ecosystems, including Body: What are some sorted
destruction of habitat, Explore the impact 1) Students are divided into groups of six using a deck of cards. Each positives of fire on
introduction of a new that one natural of suit determines their group, and each number determines which an ecosystem? Padlet
species and the use of human factor has on topic they are to research. Within each group, each students
pesticides. an ecosystem using researches a topic; fire, drought and floods, habitat destruction, What human
Padlet. introduction of a new species, pollution and deforestation. Students impacts my
3. Define the term have 10 minutes to research their topic using suggested links on influence
biodiversity and explain the WebQuest page, or do their own research. Time reminders are population size?
its importance in provided at 5, 2 and 1 minutes. Each student summarises their
ecosystem stability. research and provides examples of their factor on Padlet. The
Padlet page is projected onto the whiteboard. Each factor is then
discussed verbally as a class, with each student from each group How can an
who research that factor, discussing what they found. Teacher increase in
prompts students to think about examples they may have heard of biodiversity result
Review or seen to generate discussion. in ecosystem
photosynthesis, 2) Teacher then introduces the term biodiversity. Students watch the stability? Why is Biodiversity
energy flow and first 2:30 of the YouTube video Why is biodiversity so important? so important?
definitions relating to As a class discuss how biodiversity can assist with sustainability YouTube video
ecosystems through a during the factor they researched earlier in the class.
Kahoot quiz.
Conclusion: At the end of the class the students complete a Kahoot Kahoot quiz
quiz. The Kahoot quiz reviews definitions, photosynthesis, and energy
flow.
4 ACSSU 1. Research an impact Introduction: Recap on the previous lessons by playing Pictionary. In Paper, pre-prepared

opportunities generating new affect peoples and advances explanations or whether they knowledge to People use
scientific
176 that humans have had Illustrate properties or groups of four, one person is nominates to draw first. These students cards with words
in Western Australia ecosystems and food walk to the front of the classroom where the teacher shows them a relating to
(WA) and discuss how webs through a game piece of paper with a word relating to ecosystems written on it. The ecosystems
it has / may affect the of Pictionary. students go back to their groups and when the teacher says to draw,
original ecosystem. they draw the word and the rest of the group guesses what it is. The

lives, including in science can predictions, accept claims, evaluate

first group to correctly identify what is being drawn receives one point.
2. Explain how energy Each time a new person is nominated to draw for the group. Following
must be replaced to this activity, students are introduced to their assignment. How are humans
ensure an ecosystem impacting
is sustainable. Body: Students log into WebQuest and are provided with their ecosystems within
Create an awareness assignment. Students are to work in pairs to create an awareness WA? Computer access
poster using poster using Piktochart to explain the impact of an issue in WA. one per student
Piktochart identifying Examples are provided on WebQuest to guide the students. Examples Is the impact that
an issue in WA that include the introduction of cane toads, or the impact of building Roe 8. humans are Assignment brief and
has / may impact an Students are to explain the ecosystem prior to the change, explain having on WA rubric
ecosystem (weighing how human influences can impact that ecosystem, and describe if the ecosystems
5%). ecosystem could be sustainable after the impact. Students are resulting in the
provided time in class to work on the assignment. ecosystem
remaining
Conclusion: Each group shows the teacher their plan for their sustainable?
assignment to show they are on track and understand the assignment
prior to being let go from the classroom.
ACSHE160. career

Reference

Bozeman Science. (2015). Energy Flow in the Ecosystem [video]. Retrieved from https://www.youtube.com/watch?v=lnAKICtJIA4

Crash Course Kids. (2015). The Dirt on Decomposers: Crash Course Kids #7.2 [video]. Retrieved from https://www.youtube.com/watch?v=uB61rfeeAsM

Education Services Australia Ltd. (2013). Photosynthesis Builder [interactive Activity]. Retrieved from http://www.scootle.edu.au/ec/viewing/L11709/index.html

Educator. (2016). Food Web [Mobile Application Software]. Retrieved from https://itunes.apple.com/au/app/food-web/id565839214?mt=8

Science Music Videos. (2014). Carbon Cycle Song (Mr Ws Music Video) [video]. Retrieved from https://www.youtube.com/watch?v=bWaEB4BMFAQ
TED-Ed. (2015). Why is biodiversity to important? Kim Preshoff [video]. Retrieved from https://www.youtube.com/watch?v=GK_vRtHJZu4&vl=en