CONTEMPORARY

TEACHER
LEADERSHIP
By Paige Bishop 17288141

Picture retrieved from https://pcsc180daysoflearning.wordpress.com/2012/12/06/teacher-leadership/

Table of Contents

Executive Summary ....................................................................................................................................................... 3

Objective and Context ............................................................................................................................................... 3
Goals ............................................................................................................................................................................ 3
Recommendations ..................................................................................................................................................... 4
Background Information ................................................................................................................................................ 4
Comparative Table ......................................................................................................................................................... 5
Recommendations ......................................................................................................................................................... 8
Reconstructed Program .............................................................................................................................................. 11
Scope and Sequence .............................................................................................................................................. 11
Concept Map ............................................................................................................................................................. 13
Redesigned Unit Plan .............................................................................................................................................. 14
Redesigned Assessment Task Outline ................................................................................................................. 20
Assessment Task Marking Criteria ........................................................................................................................ 21
References .................................................................................................................................................................... 23
Appendices .................................................................................................................................................................... 26
Original Unit Plan ..................................................................................................................................................... 26
Original Summative Assessment Task ................................................................................................................. 30

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Executive Summary

Objective and Context

The unit plan provided was designed for a year 10, mixed ability science class within Ashcroft High School.

Ashcroft High School is a comprehensive Government secondary school, located within the South West Sydney

region. Ashcroft High School caters for a range of students, with 60% of students speaking a language other than

English, 14% of students identify as Aboriginal and Torres Strait Islander descent and 73% of the student’s parents

are from the bottom quarter of the socio-economic scale. The ratio of male to female students that attend Ashcroft

High school is relatively small, with 56% of attendees being male and 44% being female. The objective of the

reconstruction of this unit program, is to ensure that students achieve outcomes and learning goals by receiving

meaningful knowledge and skills that can be utilised in society.

Statistics taken from the My School website. Retrieved from https://www.myschool.edu.au/school/41585

Goals

 Prioritise literacy, numeracy and Information, Communication and Technology (ICT) skills throughout the unit

to further develop these skills through student learning.

 Provide a sequenced and structured unit plan, with clear outcomes and goals.

 Implement learning strategies to challenge the student’s ability and problem-solving skills.

 Ensure students achieve learning outcomes through adequate differentiation to accommodate the learning

needs of the students.

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Recommendations

The following recommendations are designed for the Stage 5 science ‘ecosystems’ unit being taught in a

comprehensive, mixed ability classroom.

 Improve literacy skills by incorporating metalanguage through glossaries and continual scientific language use.

 Improve numeracy skills through practicing scientific calculations, including measuring and data analysis.

 Incorporate ICT within the classroom through data analysis graphing, presentations and research.

 Implement the UbD framework to improve the sequence and structure of the unit and lessons, which will also

establish desired outcomes and results.

 Improve student’s problem-solving skills through the implementation of various level of inquiry-based learning

 Differentiate learning through scaffolding of tasks and activities and providing students with opportunities to

demonstrate their knowledge and understanding through media in which they feel comfortable.

Background Information

When this unit was being taught, there were various components that were successful, however, there were a

few elements which were unsuccessful. This unit was originally designed for a year 10 science class; however, the

ecosystem component of this unit would be better suited for year 9 students while the evolution, natural selection and

genetic components are better suited for the year 10 class. Students found it difficult to understand all of these

concepts at the same time, hence changes to the new unit plan. The original unit plan did not follow the

Understanding by Design framework and did not clearly outline the outcomes to be achieved by students. The

summative assessment task associated with the unit was a research task on one of the syllabus content and students

did not see the relevance of this task nor were they provided adequate time to practice the skills required to complete

the task. Numeracy activities were recommended throughout the unit, which students found useful. Differentiation was

absent from the unit plan, along with inquiry-based learning opportunities and ICT was available, however, not utilised.

The students thrived when completing any activity that allowed them creative freedom.

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Comparative Table
Area of Strengths of the area
consideration of consideration
Freedom of method to
communicate information
(flow charts, comic strips,
tables).
Literacy
Analysing trends in data
(predator/prey fluctuations,
extinction rates).
Calculating energy flow in
Numeracy ecosystems.
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Concerns of the area of
consideration
Lack of scientific report writing.
Minimal opportunities for students to
practice their presentation skills.
Minimal metalanguage used.
Only suggested, not implemented to
calculate energy flow, no mention of
biomass pyramids.
Suggested Changes to counteract Research support for the changes
concerns suggested.
More report writing from practical To gain confidence and improve literacy
investigations, secondary sources and skills, especially communication skills, in
research. order to compete in the global workforce
(Hicks, 2017; Reed et.al, 2017).
Students to present information
continually and participate in more class
discussions.
Provide students with a glossary and
continually use scientific language
throughout unit.
More practice with numeracy skills can
increase confidence and reduce anxiety
amongst students who are faced with
numeracy problems (Lefevre et.al, 2017;
Taha et.al, 2014).
Implement and practice calculations for
energy and biomass pyramids
 Measuring abiotic factors Not enough practice measuring Allow students to sample and test
around the school abiotic factors. various abiotic factors from various
grounds. locations.

Information, ICT was only used during the one Provide students with multiple Enable students to practice these skills
Communication research task set out for the students opportunities to improve their ICT skills. and become comfortable and confident
Utilise the smartboard and electronic with tasks involving ICT, as most
and science equipment (pH meter when workplaces use some form of ICT
Technology testing abiotic factors) and use online (Anastasiades & Zaranis, 2016; Taha
(ICT) simulations. et.al, 2014).
Allows students to ask Lack of practical investigations. Implement more practical investigations Inquiry-based learning can significantly
questions and participate for example, building the mini improve motivation and attendance
in some class discussions. ecosystem, testing abiotic factors, amongst students while improving
estimating population sizes. literacy and numeracy skills, positive
relationships and academic
Critical and
achievement (Zafra-Gomez et.al, 2014;
Creative Students explore problem Inquiry-based learning is not Various elements of inquiry-based
McKinney, 2015; Bayram et.al, 2013).
Thinking solving skills through incorporated within this unit plan learning can be incorporated within the
predicting environmental unit, avoiding teacher-led lectures.
changes.

Provided plenty of No peer assessments or reflections Provide students with weekly Allowing students to reflect on their own
Personal and chances to demonstrate conducted. reflections, even in the summative task. work provides them with a sense of
Social they can work individually. Peer assessments for presentations and responsibility and enables them to
Capabilities lesson activities. improve their skills (Gloria et.al, 2017).

Collaborative learning creates positive

No collaborative work suggested or
implemented.
Incorporate collaborative learning
relationships and increases academic
through think-pair-share, jigsaw, expert
performance as students tend to learn
groups and group presentations.
more from their peers (Taal & Ghodsi,
2012; Gillies, 2015).

Outcomes were not identified State outcomes and have desired goals
throughout the unit. and results stated to ensure teachers
have a clear overview of what their
Understanding students need to achieve by the end of
by Design the unit.
The UbD model promotes meaningful
learning, enabling students to develop
and strengthen skills and knowledge
that is relevant and applicable to the
global workforce (Florian & Zimmerman,

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 Unit was poorly constructed as the
lessons were not sequenced and the
summative task was not thought out
properly.
The summative task does not allow
students to demonstrate skills and
knowledge acquired throughout the
unit to achieve outcomes.
No formative assessments were
mentioned throughout the unit.
Minimal differentiation provided
through
Differentiation
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Ensure lessons link with content and 2015; Wiggins & McTighe, 2012;
outcomes and each lesson is Almasaeid, 2017).
sequenced and flows to the next lesson.
Summative task should be created
before learning activities and allow
students to demonstrate their
knowledge and skills acquired
throughout the unit.
Perform formative assessments
throughout the unit, through reflections,
peer assessments and constructive
feedback.
Provide individualised learning to Differentiation significantly improves
students through scaffolding and academic achievement as it provides
allowing students to individualised learning to support the
demonstrate/communicate their learning needs of the student and can
knowledge through various means. minimise disengagement, thus also
increasing student attendance (Dixon
et.al, 2014; Arzhanik et.al, 2015;
Morgan, 2014).
Recommendations

The recommendations suggested to improve the original unit plan, have been chosen based on the research

behind each of the improvements and the large success these improvement strategies have had on other cohorts.

These recommendations focus on implementing the Understanding by Design (UbD) model when planning the

ecosystems unit, incorporating inquiry-based learning strategies along with differentiation, collaborative learning and

improving literacy, numeracy and Information and Communication Technology (ICT) skills.

The original unit plan clearly did not implement the Understanding by Design model during the planning of the

unit, as there were no outcomes listed throughout the unit, merely the content descriptors from the syllabus. Other

evidence that the unit did not follow the UbD model is that the summative task did not allow students to demonstrate

their knowledge and skills acquired throughout the unit and the learning activities did not support meaningful learning,

nor allow students to develop their skills. By implementing the UbD model when constructing a unit plan, allows

educators to have clear goals and desired results outlined for their students before designing the learning activities

(Wiggins & McTighe, 2012). The summative task should then be created to enable students to demonstrate that they

have achieved these outcomes and learning goals, followed by the planning of the learning activities, which should

allow students to practice their skills and provide meaningful learning (Wiggins & McTighe, 2012). Almasaeid’s (2017)

study found a significant improvement in student’s academic performance, especially in science, after implementing

the UbD model, as it “focusses on the transmission of information in effective ways” (Almasaeid, 2017, p.302). Similar

studies also found that applying the UbD model allows students to develop skills in communication, critical thinking,

collaboration and develops the ability to apply new learning to multiple situations, along with knowledge that is valued

and required for students to compete in the global workforce (Florian & Zimmerman, 2015; Gloria et.al, 2017). Florian

& Zimmerman (2017) and Wiggins & McTighe (2012) both emphasise that the UbD model promotes engagement and

academic achievement amongst students, as it provides meaningful learning and opportunities for students to

strengthen their understanding of skills and knowledge.

There are multiple teaching and learning strategies that should be incorporated when implementing the UbD

model, these include Inquiry-Based learning, differentiation and collaborative learning. Inquiry-Based learning

promotes the development of critical and creative thinking (Zafra-Gomez et.al, 2014), as educators are merely

facilitators in the learning process and students take initiative and responsibility of their own work, thus, improving

engagement and motivation within the classroom and attitudes towards learning (Bayram et.al, 2013; Zafra-Gomez

et.al, 2014). By improving motivation and attitudes towards learning, student attendance rates also improve as

students are more engaged and inclined to attend school and learn (Zafra-Gomez et.al, 2014). Not only does Inquiry-

Based learning improve motivation and attendance within the classroom, but it also promotes positive relationships
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amongst peers, through the collaborative learning component and with educators, as they provide students with more

responsibilities and allows the students to direct their own learning (Zafra-Gomez et.al, 2014; McKinney, 2014). Zafra-

Gomez et.al (2014) and Sever & Güven (2014) found that there was a significant enhancement of the student’s

academic performance and success after the implementation of Inquiry-Based learning, thus it is imperative for

educators to use Inquiry-Based learning within their classrooms to build positive relationships, increase academic

performance and attendance rates and develop critical and creative thinking skills (Zafra-Gomez et.al, 2014; Bayram

et.al, 2013).

Another learning strategy that should be implemented is differentiation. Differentiation focusses on

individualising the learning to ensure every student has equitable opportunities to academically succeed (Dixon et.al,

2014; Bartlett, 2015). Differentiation is achieved by understanding the students learning needs, evaluating their

strengths, interests and learning styles, and then offering multiple levels of learning activities for students to

understand content and further develop their skills (Dixon et.al, 2014; Arzhanik et.al, 2015). Morgan (2014) and

Bartlett (2015) studies concluded that differentiation can improve academic performance and minimise

disengagement, as students are provided with a supportive and encouraging learning environments and allows

students to acquire a deeper understanding of knowledge and long-lasting skills through a way that best suits them.

Differentiation can also contribute to higher attendance rates as students build heir self-esteem and become more

confident with their learning, thus wanting to learn more (Arzhanik et.al, 2015; Dixon et.al, 2014). Differentiation can

be implemented throughout the unit by providing students with scaffolds for various tasks or extension activities and

by allow students to present their understanding of knowledge and skills through means that they are interested in or

enjoy, for example iMovie, animations or PowerPoint presentations.

Closely linked to differentiation and Inquiry-based learning, is the learning strategy of collaborative learning.

Collaborative learning primarily focusses on personal and social capabilities, by promoting socialisation and learning

through the students building positive relationships with their peer and educators as they work as a team, as opposed

to working individually (Gillies, 2015). McKinney (2014) and Gillies (2015) found that collaborative learning establishes

peer support, as students work together during tasks, building trust and learning from each other. Studies have also

stated that students tend to listen and engage with their peers more so than the teacher, which is another benefit of

collaborative learning (Taal & Ghodsi, 2012). Taal & Ghodsi (2012) found that collaborative learning significantly

improved academic performance, increased positive and caring relationships and resulted in greater productivity in the

classroom. Collaborative learning can be incorporated within the unit plan through activities such as think-pair-share,

jigsaw, expert groups, class discussions and through working in groups during practical investigations.

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 These final recommendations are to improve the literacy, numeracy and Information and Communication

Technology (ICT) skills amongst students. These skills are not only important in science but are also vital in every

aspect of life (Adams & Hamm, 2014; Taha et.al, 2014; Anastasiades & Zaranis, 2016). Building literacy skills allows

students to extensively communicate their ideas and knowledge with others, especially through the use of

metalanguage and presentations (Reed et.al, 2017; Lai et.al, 2014). Improving numeracy skills, develops student’s

ability to identify trends within data, apply numerical formulas to analyse data and develop problem solving skills

(Lefevre et.al, 2017; Adams & Hamm, 2014). Studies have shown that adults with low numeracy skills, found it difficult

to perform certain tasks within the workplace, particularly interpreting data, and often became anxious as a result, thus

it is imperative that educators provide continual opportunities for students to practice and master these numeracy

skills to become more confident when faced with numerical tasks in the workplace (Taha et.al, 2014; Lefevre et.al,

2017). ICT is becoming increasingly predominant within the workplace; thus, it is vital that educators also provide

sufficient time for students to develop and demonstrate ICT skills (Anastasiades & Zaranis, 2016). It is recommended

to improve literacy skills by providing students with glossaries and constant use of scientific language, providing

students with multiple opportunities to write scientific reports and through conducting research from secondary

sources. In the original unit, numeracy activities have been outlined as much as they can throughout the ecosystems

unit, however, there should be more time allocated to practice these skills, through more practical investigations and

data analysis. There was minimal ICT outlined in the original unit plan, however, ICT can be incorporated through

online simulations, research and as a means for students to present their data and information (Anastasiades &

Zaranis, 2016). Literacy, numeracy and ICT skills are becoming increasingly favourable amongst employers; thus, it is

important that educators provide ample time for students to develop and become confident with these skills, in order to

compete in the global workforce (Hicks et.al, 2017; Taha et.al, 2014; Anastasiades & Zaranis, 2016).

By implementing the UbD model when designing a unit plan and incorporating Inquiry-Based learning,

differentiation, collaborative learning and focussing on literacy, numeracy and ICT skills, will improve student

engagement, motivation, participation, positive relationships, attendance rates, personal and social capabilities and

critical and creative thinking. All of these components together contribute to a significant improvement with academic

performance amongst students.

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Reconstructed Program

Scope and Sequence

Term 1 - 10 weeks 4 days

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10 Week 11
(Only 4 days)
Ecosystems

SC5-1VA, SC5-3VA, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS, SC5-14LW

The LW2 content descriptor focusses on the interactions between multiple living things and the interactions between living things and their environment, particular plants, animals and micro-organisms. This topic also
allows students to analyse how to conserve, maintain and protect various ecosystems. This topic also evaluates and compare the conservation practices of Indigenous and Non-Indigenous Australians. Students
develop and strengthen skills requires to undertake practical investigations and conduct research and present information.

Term 2 - 9 weeks 4 days

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 4 days)
Body secrets

SC5-1VA, SC5-5WS, SC5-6WS, SC5-8WS, SC5-14LW, SC5-17CW

Term 3 - 9 weeks 4 days

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 4 days)
What’s out there?

SC5-1VA, SC5-4WS, SC5-5WS, SC5-6WS, SC5-10PW, SC5-12ES

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 Term 4 - 9 weeks 3 days
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 3 days)
Power to the people

SC5-3VA, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS, SC5-11PW, SC5-16CW, SC5-17CW
Syllabus requirement: Student Research Project

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 Ecosystems
includes
contain
Concept Map Different Types contain

like
Biomes Biotic factors interact Abiotic factors

like includes create create

like
like

Desert Organisms Food chains Food webs

Tundra Rainforest affected by

flow through
includes
like like like
Humans Nutrients includes
break down
Producers Consumers Decomposers
include
cause cause s

Pollution Deforestation includes

includes are
includes includes
Recycled
minimised by minimised by
Herbivores Carnivores Omnivores
Plants Light Water Soil Temperature

through
Conservation

use
are Heterotrophs
includes

Energy
Biogeochemical cycles
Autotrophs

Through the process includes

Through the process includes includes
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Photosynthesis Cellular respiration Carbon Nitrogen Phosphorus
Redesigned Unit Plan

Ashcroft High School Living World Stage 5 Science Ecosystems

Knowledge and Understanding Outcomes
SC5-14LW analyses interactions between components and processes within biological systems

Context
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow
of energy through ecosystems.

Working Scientifically Outcomes

SC5-4WS develops questions or hypotheses to be investigated scientifically
SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information,
SC5-7WS individually and collaboratively processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based
arguments and conclusions
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

Cross curriculum priorities

- Aboriginal and Torres Strait Islander histories and culture
- Sustainability

General Capabilities
- Critical and creative thinking
- Ethical understanding
- Information and communication technology
- Literacy
- Numeracy
- Personal and social capabilities

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 Content
Recall that ecosystems consist of communities
of interdependent organisms and abiotic
components of the environment
WS4 Students question and predict by:
b. predicting outcomes based on observations and
scientific knowledge
WS5.3 Students choose equipment or
resources for an investigation by:
a. identifying appropriate equipment and materials
c. selecting equipment to collect and record reliable
data or information, using digital technologies as
appropriate, e.g. data loggers
WS6 Students conduct investigations by:
a. individually and collaboratively using appropriate
investigation methods, including fieldwork and
laboratory experimentation, to collect reliable data
e. reporting data and information, evidence and
findings, with accuracy and honesty
f. evaluating the effectiveness of the planned
procedure, considering risk factors and ethical
issues, and suggesting improvements as
appropriate
WS9 Students communicate by:
b. selecting and constructing an appropriate table,
type of diagram, table or graph (histogram or
sector, column or line graph) to present information
and show relationships clearly and succinctly using
digital technologies as appropriate
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Teaching Strategies Resources
Engagement Activity: Round-Robin Brainstorming
Watch a section of the ‘Planet Earth’ documentary and ask the students David Attenborough ‘Planet Earth’
to discuss the relevance of this clip with the unit. documentary
Pre-assessment activity
Students participate in Kahoot quiz on ecosystems to demonstrate prior
knowledge
Emphasise the importance of literacy and glossary of verbs. LITERACY
Kahoot quiz- on ecosystems for
ACTIVITY: ‘Glossary of terms’- students match definitions to glossary
formative assessment.
words.
 Brainstorm- what is an ecosystem? Why should we learn about Venn diagram worksheet
ecosystems (write student’s ideas on board)- Definition of
ecosystem. Biotic and abiotic simulation
Guided Inquiry-Based Activity http://bit.ly/21kmt8N
Students to discuss how to differentiate between various ecosystems.
Students then choose two different ecosystems, then compare the
characteristics of the two ecosystems using a Venn diagram.
 Define and give examples of biotic and abiotic factors.
 Recall how ecosystems vary ABIOTICALLY (temperature, water
pH, soil composition, rainfall, light intensity).
 Link this to the BIOTIC organisms found in the ecosystem
Think-Pair-Share
Together as a class- show a picture of a marine ecosystem. Students list
at least 5 biotic and 5 abiotic factors. Split into groups, have students
look at examples from both terrestrial and aquatic environments.
Teacher led mini lecture using ICT simulation
Students complete online simulation categorizing various biotic and
abiotic factors.
 Discuss what would happen to their given habitat if different biotic and
abiotic components were removed or altered. (Temperature increases,
sea weed removed, etc.)

Explain tolerance ranges for organisms and impacts of abiotic changes
Conducting Investigations using ICT
Students are to undertake practical investigations to test abiotic factors
from a variety of environments (water temperature and pH, soil pH and
composition). Students compare results to other student’s data.
Students to write scientific report of experiment.
Equipment for practical investigation
of testing abiotic factors. Various water
types (salt, pond, freshwater) and various
soils. Have students plan investigation
beforehand.

EXTENSION
Describe using examples the following relationships: competition,
mutualism, commensalism, parasitism and predation.

Structured Inquiry based learning using Think-Pair-Share

Ask students how scientists estimate the population abundance within
environments. Teacher has equipment out the front and students
participate in think-pair-share activity to determine sampling techniques.

Practical Investigations
Students design a procedure using the equipment provided to estimate
population sizes around the school. Students must use the POE method Equipment use to estimate
populations- transect, quadrat AND
for their experiment and should use Excel spreadsheet to calculate the
capture-mark-recapture.
mean, mode and range of results, comparing with other class data.
Procedure should be repeated for accuracy. Students to write scientific
report of experiment.

Outline using examples how matter is cycled
through ecosystems such as nitrogen
Formative Assessment
Observing student’s responses and participation in think-pair-share and
class discussions. Students experiment design and observing student’s
ability to correctly follow laboratory procedures.
OPTIONAL RESOURCES:
Creative- draw or fill in blanks of biogeochemical cycles. Students to 13.5 Cycling of materials
write scientific report of experiment. Explain the movement of materials Worksheet: 13.4

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 WS9 Students communicate by:
b. selecting and constructing an appropriate table,
type of diagram, table or graph (histogram or
sector, column or line graph) to present information
and show relationships clearly and succinctly using
digital technologies as appropriate
e. presenting scientific ideas and information for a
particular purpose, including constructing evidence-
based arguments and using appropriate scientific
language, conventions and representations for
specific audiences
Describe how energy flows through
ecosystems, including input and output through
food webs
WS9 Students communicate by:
b. selecting and constructing an appropriate table,
type of diagram, table or graph (histogram or
sector, column or line graph) to present information
and show relationships clearly and succinctly using
digital technologies as appropriate
e. presenting scientific ideas and information for a
particular purpose, including constructing evidence-
based arguments and using appropriate scientific
language, conventions and representations for
specific audiences.
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through the Nitrogen cycle, carbon cycle and water cycle. EXTENSION- Video:
phosphorus cycle http://www.youtube.com/watch?v=LbBgP
ekijyc
JIGSAW ACTIVITIY- Each student group researches a different cycle, Kahoot quiz- formative assessment
provide peers with worksheet quiz on presentation. Peer assessed by
how well the peers do on the test.
EXTENSION- students create a game to teach the cycles to their peers.
Formative Assessment- Kahoot quiz for students to demonstrate
understanding and application.
 Students should be able to outline the importance of cycles of
materials in ecosystems.
 Why is this important to life?
 What is nitrogen fixing? Why is this important?
 How will life be affected if the cycle is interrupted or hindered?
Describe the roles of producers, consumers and decomposers Energy flow through pond simulation
 Producers- specifically photosynthetic organisms. http://bit.ly/2mdQAoq
Alternative activity: Bean activity
 Photosynthesis- word equation, requirements (water and (modelling)
chlorophyll)
 Why are plants green? (look at variegated plants) Core Science
p443 Energy in an ecosystem worksheet.
 Products of photosynthesis ad how they are used. Flowchart or comic strip worksheet.
 Respiration- word equation, where, how?
Consumers- herbivores, omnivores and carnivores Coral Reef Connections
- 1st order, 2nd order and tertiary consumers Relationships in the coral reef interactive.
http://www.pbs.org/wgbh/evolution/surviv
al/coral/index.html
Teacher led mini lecture using ICT and flow charts
Recall and describe how energy flows through ecosystems, including Food chains and webs activities (see
input and output through food webs and food chains, biomass pyramids. explanation in link)
TASK: have students draw several examples using flow charts or comic http://www.bigelow.org/archive/foodweb/c
hain.html
strips- could use a stimulus (story of an ecosystem, pictures). Students
are to then use the energy flow through pond online simulation to
deepen their understanding.

Analyse how changes in some biotic and
abiotic components of an ecosystem affect
populations and/or communities
WS7.2 Students analyse data and information
by:
a. analysing patterns and trends, including
identifying inconsistencies in data and information
WS9 Students communicate by:
e. presenting scientific ideas and information for a
particular purpose, including constructing evidence-
based arguments and using appropriate scientific
language, conventions and representations for
specific audiences
Assess ways that Aboriginal and Torres Strait
Islander peoples' cultural practices and
knowledge of the environment contribute to the
conservation and management of sustainable
ecosystems
WS7.1 Students process data and information
by:
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Formative Assessment: based on observations and student responses
during activities and their flow chart or comic strip.
Structured inquiry-based learning using expert groups and
presentation.
Research Task:
What changes are expected in an ecosystem? (drought, flood,
introduced species, fire etc.). Students are to create a poster, website or
presentation depicting the following information for an ecosystem of their
choice. Presentations will be peer assessed.
- Choose an ecosystem that interests them e.g.- great
barrier reef, rainforest, leaf litter.
- Describe a scenario that will affect the ecosystem
(climate change, flood, fire etc.).
- Analyse the impact on the organisms’ present (Die,
migrate, long term adaptations, food security).
- Identify trends with Predator-prey fluctuations,
abundance and distribution,
- Identify sampling techniques that are used on science to
monitor and research ecosystems (transects, quadrats
etc. satellite images, aerial photographs).
- Include at least one-line graph with data.
- Includes pictures of ecosystems and interactions
between biotic and abiotic factors.
Formative assessment: feedback provided to students after task and
while they are conducting their research
CARING FOR COUNTRY: Information websites:
Collaborative structured inquiry-based learning using ICT http://www.clc.org.au/
KEY QUESTION: Indigenous people consider themselves the
http://www.creativespirits.info/aboriginalc
caretakers of the land instead of the owners, should we be the same?
ulture/land/aboriginal-land-care
Compare practices of land management indigenous cultural practices
with non-indigenous efforts, using the Venn diagram
- Hunting tools, using wattle to fish- kinship with nature/
seasons
- Gathering, living sustainably, bush tucker, use of fire
 b. selecting and extracting information from tables, - Megafauna extinction as possible impact of indigenous
flow diagrams, other texts, audiovisual land management.
resources and graphs, including histograms and Students to then create a website or brochure to present their
column, sector or line graphs information. Websites or brochures will be peer assessed and self-
c. accessing data and information by using a range reflections will be conducted.
of appropriate digital technologies Formative assessment: feedback provided to students after
presentation and while they are conducting their research
WS9 Students communicate by:
e. presenting scientific ideas and information for a
particular purpose, including constructing evidence-
based arguments and using appropriate scientific
language, conventions and representations for
specific audiences

Guided Inquiry-Based activity with collaborative learning and

Evaluate some examples in ecosystems, of
debate.
strategies used to balance conserving,
protecting and maintaining the quality and
TASK:
sustainability of the environment with human
- Students are split into even groups and each group is provided
activities and needs with an ecosystem (rainforest, great barrier reef etc.).
- Students must research, using reliable secondary sources,
WS8 Students solve problems by:
strategies used to conserve, maintain and protect that
a. describing strategies to develop a range of
ecosystem.
possible solutions to an identified problem
- Each group will choose a different strategy.
b. assessing strategies that have been identified as
- Class participates in a class debate evaluating each strategy to
possible solutions to an identified problem
identify the best possible strategy to use to conserve that
environment.
WS9 Students communicate by:
a. selecting and using in presentations, for different Formative assessment: feedback provided to students after
purposes and contexts, appropriate text types presentation and while they are conducting their research
including discussions, explanations, expositions,
procedures, recounts or reports
d. proposing ideas that demonstrate coherence and
logical progression

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Redesigned Assessment Task Outline

This summative assessment was designed using the Understanding by Design framework and focusses on the

features and interactions within various ecosystems and ways to conserve threatened ecosystems. This assessment

provides opportunities for students to demonstrate their skills in ICT, research, practical investigations, observations,

communications, literacy and numeracy skills. Students will have 9 weeks to complete this assessment. This task is

designed to be completed predominantly at home, however, class time will also be dedicated to assist students, in

Part A particularly. Students will be provided with the marking criteria below and should use this as a guide to help

them complete the assessment. Differentiation should be provided to students, through the freedom of the way they

present their research and through scaffolding for both Part A and Part B.

Part A:

Students must design and construct an ecosystem and undertake observations of the interactions between the biotic

and abiotic factors within their ecosystem. Field trips to rock platforms and bushland, along with roaming around the

school, will be undertaken by students in order for them to find invertebrates for their ecosystem. Student’s must use

recycled materials when constructing their ecosystems. Teachers should provide scaffolds of the construction of mini

ecosystems to assist students. Students are required to keep a log book of their observations that will be handed in to

the teacher.

Part B:

After the students have observed their ecosystems for 9 weeks, they are to present their observations to the class,

focusing on the interactions between the abiotic and biotic factors. Students must then compare their ecosystem to a

similar one and analyse strategies used to conserve that ecosystem and suggest further improvements. Students can

present their information through a media of their choice (iMovie, poster, PowerPoint, animation). The presentation will

also be peer assessed. Students must also include a bibliography with at least 5 references.

Outcomes being assessed:

SC5-14LW analyses interactions between components and processes within biological systems

SC5-4WS develops questions or hypotheses to be investigated scientifically

SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information,

individually and collaboratively

SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified
problems
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate
scientific language, conventions and representations

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Assessment Task Marking Criteria

Mini Ecosystem
Outcomes Criteria Marks Student Mark
Assessed
SC5-14LW  Mini ecosystem contains biotic AND abiotic factors 3-4
SC5-4WS  Creative in the design and used recycled materials
SC5-6WS
 Mini ecosystem contains biotic OR abiotic factors 1-2
 Ecosystem is simplistic OR does not contain recycled materials
 Ecosystem not present 0

Research Information
Outcomes Criteria Marks Student Mark
Assessed
SC5-14LW  Extensive information from a wide range of reliable secondary resources 3-4
SC5-4WS  Evaluates conservation efforts for similar ecosystem to their ecosystem
SC5-8WS  Provides insightful suggestions on conservation improvements
 Bibliography present and extensive
 Basic information provided from secondary sources 1-2
 Provides some information on the conservation efforts for a similar ecosystem
 Research provides little to no suggestions on conservation improvements
 Sufficient bibliography provided
 Research AND bibliography missing 0

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Presentation
Outcomes Criteria Marks Student Mark
Assessed
SC5-8WS  Extensively analyses the interactions between the biotic and abiotic factors
SC5-9WS within their ecosystem, with use of scientific language
 Confident and insightful presentation, no reading from notes 7-9
 Actively engages with audience
 Sticks to 5-minute time limit
 Some understanding of the biotic and abiotic interactions within ecosystem
with some scientific language used
4-6
 Some engagement with audience
 Time limit +/- 1 minute
 Basic understanding of biotic and abiotic interactions within ecosystem,
minimal OR no scientific language used
 Heavily relies on notes 1-3
 Minimal OR no engagement with audience
 Time limit +/- 2 minutes
 No presentation included 0

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References

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Appendices

I was not provided with a scope and sequence or a concept map when I taught this unit.

Original Unit Plan

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Original Summative Assessment Task

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