1|P a g e

CTL ASSIGNMENT 1
REPORT
SCIENCE STAGE 5 UNIT
CHRESTIN MEINA
18926457
2|P a g e

ABSTRACT

This report will focus on improving a Stage 5, Year 9 Science Unit: ‘Reproduction, Genetics
and Biotechnology’. Originally, this unit was designed for use in lower-ability classes at Chifley
College: Bidwill Campus. The following report proposes recommendations for the
improvement of the unit in regards to teaching a mixed ability class with students that have
diverse learning needs, including those who are Aboriginal or Torres Strait Islander, have
language backgrounds other than English and those with lower abilities. To address these
needs effectively, the unit has been redesigned and reconstructed through the Understanding
by Design (UbD) framework to enhance the students’ learning outcomes and performances.
This report will show that the areas for improvement are the integration of literacy, ICT and
other capabilities, and differentiation of the curriculum and instruction. Recommendations
will be made to support the changes made to this unit.
3|P a g e

TABLE OF CONTENTS
Abstract ................................................................................................................................................... 2
Executive Summary................................................................................................................................. 4
 Objective and Context
 Goals
 Recommendations

Background Information ......................................................................................................................... 6

Recommendations .................................................................................................................................. 9
Reconstructed Unit Documentation ..................................................................................................... 15
 a) Scope and Sequence
 b) Concept map
 c) Assessment task and Marking Criteria
 d) Reconstructed unit

Appendices of original documents ....................................................................................................... 47

 Original unit
 Comparative table
4|P a g e

EXECUTIVE SUMMARY

OBJECTIVE AND CONTEXT

This report has been designed for the Science faculty at Chifley College’s Bidwill campus,
located in Western Sydney. The Bidwill campus of Chifley College is the only campus
catering for all secondary students from Years 7-12. The school is co-educational and the
Science classes have been streamed according to student ability. 52% of students are female
and 48% are male.

Bidwill campus has a very diverse school population with 17% of students identifying as
Indigenous, 30% as Pacific Islander and 40% from a language background other than English
(LBOTE). Moreover, a significantly high proportion of students, approximately 81% come
from families within the bottom quarter of society in regards to socioeconomic advantage.

This unit was originally taught at Chifley College’s Bidwill campus, in a lower streamed co-
educational Year 9 Science class. The students in this class were primarily of Pacific Islander
and Indigenous backgrounds, from low socioeconomic circumstances which had significant
effects on the classroom culture.

This unit was re-designed using the Understanding by Design framework (McTighe &
Wiggins, 2012) to teach in diverse classrooms.

GOALS

 To vary the teaching and learning strategies and to increase student potential for
success
 Facilitate student learning student-centred Inquiry-Based learning
 To create a summative assessment task that measures the student achievement of
the unit outcomes and provides effective feedback to students
 To incorporate many formative tasks throughout the unit to provide feedback of
student performance and prepare them for the summative assessment
 To improve literacy skills though incorporating more literacy skill based tasks
 To address other capabilities including numeracy, critical and creative thinking,
personal and social capabilities and ethical understandings
 To cater to the needs of students in a diverse classroom through effective
differentiation
5|P a g e

RECOMMENDATIONS

 Use the UbD framework to create the unit

 Use Inquiry-Based Learning approaches to design and select teaching and learning
activities
 Use more student-centred instruction for the teaching and learning activities
throughout the unit
 Use Culturally Responsive Practices to create inclusive classrooms for Indigenous
students
 Integrate more literacy and ICT strategies
 Integrate tasks that support critical and creative thinking skills and other personal
and social capabilities
 Create a summative task that measures unit outcomes and provides effective
feedback to students
 Increase the use of formative tasks throughout the unit
 Differentiate tasks to cater to varying levels of student abilities, interests, readiness
levels and learning preferences
6|P a g e

BACKGROUND INFORMATION

This unit was designed for a Public High School in Western Sydney that caters for male and
female students from Year 7-12; Chifley College: Bidwill. The school has around 630
students including approximately 17% Indigenous students and about 30% from Pacific
Island backgrounds (ACARA, 2018). The school also has a support unit for students with
learning disabilities for students from Years 7 to 10. The school motto is 'responsibility,
learning and respect' and students are encouraged and guided to take responsibility for
their decisions about their learning and behaviour (ACARA, 2018).

Moreover, 40% of students at the school have a language background other than English.
Importantly, 81% of the students at the school come from families that are in the bottom
quarter according to socio-educational advantage (ACARA, 2018).

A significant issue that was evident at the school was the attendance rate of only 81% with
that of 76% for Indigenous students and 82% for non-Indigenous students (ACARA, 2018).

The school’s NAPLAN results from 2017 show that for both Year 7 and Year 9 students, their
average is substantially below the level of the average Australian students in reading,
writing, spelling, grammar and numeracy (ACARA, 2018).
7|P a g e

The Science classes at Bidwill are streamed based on student ability from Years 7 to 10 but
even so, there was still quite some variability in the students’ abilities in the class whom this
unit was re-designed for.

I was placed at Chifley College’s Bidwill campus for my Professional Experience 1 in May and
June of 2018 (Term 2) over a 6 week period. During this time I taught the Year 9 Science
class parts of this unit. I was not present for the summative assessment of this unit but did
employ the use of some formative assessments during this time.
8|P a g e
9|P a g e

RECOMMENDATIONS

The original unit outline had a very basic scope and sequence, no concept map and limited
information, which did not provide the Science faculty enough information on the
sequencing, teaching concepts throughout the unit or information regarding the types of
learning to occur in this unit. This unit outline will be re-designed to include a scope and
sequence and concept map, as well as a new unit using the Understanding by Design (UbD)
framework and an Inquiry Based Learning (IBL) approach. These changes will aim to improve
the improve the student outcomes. This section will provide evidence based research to
support the changes that have been recommended.

Recommendation: Use the UbD framework to create the unit

UbD is a framework that guides teachers in designing the curriculum, assessment and
instruction (Wiggins & McTighe, 2012). One of the main tenets of UbD is the three stage
backwards design for effective curriculum (Wiggins & McTighe, 2012) which has been used
to create the new unit. One of the main reasons for using this backwards design is that the
original unit relied heavily on the textbook as the base of the curriculum and instruction.
The re-designed unit uses UbD to determine a wide range of resources for learning and
other activities with clear teaching purposes, an advantage of using UbD according to
Wiggins and McTighe (2012). The supporting evidence for using this approach can be seen in
research such as that of Almasaeid (2017). This author conducted a study to investigate the
effect of using UbD on the science achievement of Year 8 Science students. The results from
this study show that students who were taught using the UbD model achieved more success
in the administered science test compared to the group who were taught using traditional
methods (Almasaeid, 2017). This suggests that using the UbD has more effect on students’
academic success than traditional teaching methods, which is why it is crucial that teachers
use UbD to design their units, and this unit has been constructed using this framework.

Recommendation: Use Inquiry-Based Learning approaches to design and select teaching

and learning activities

It is also crucial for student learning that this unit be re-designed with an Inquiry Based
Learning (IBL) approach. IBL approaches which actively engage students in the learning
process, particularly those which allow students to have hands on experience, have positive
impacts on students’ content learning and retention (Minner, Levy & Century, 2010). In
the re-designed unit, students engage in a task to research a disease caused by a
mutation as a way of learning through inquiry. They also use hands on activities to
conduct an investigation to learn about biotechnology, as well as create models to
learn the structure of DNA. A study was conducted to investigate the effectiveness of IBL
on student achievement when compared with traditional teaching methods in science
education (Aktamis, Hidge & Ozden, 2016). This study revealed that IBL had a larger effect
size on student achievement than traditional teaching. Moreover, it found that there were
10 | P a g e

also statistically significant improvements of students’ science process skills and more
positive attitudes toward science when IBL was used (Aktamis, Hidge & Ozden, 2016). Using
an IBL approach is as part of this unit is central to improving student outcomes.

More examples of IBL in this unit: Links to year 7 knowledge, students interact and learn
from each other, application of ideas, e.g. punnet squares, ethical discussions raise different
perspectives, relevance to student lives e.g. genetically modified food examples.

Recommendation: Use more student-centred instruction for the teaching and learning
activities throughout the unit

In re-designing this unit, conscious efforts have been made to have the instruction more
student-centred, also as an imperative part of an IBL approach to teaching and learning. This
was done due to evidence finding that this approach was beneficial for student outcomes. A
study comparing the effectiveness of student-centred and teacher-centred instruction for a
Science unit found that the treatment group of students who received student-centred
instruction had increased outcomes compared to the control group who received teacher-
centred instruction (Granger et al., 2012). This study suggests that using a student-centred
approach to teaching, using more engaging practices, such as the use of models and
evidence, is important for developing students who are more proficient in science (Granger
et al., 2012). Consequently, in the unit students are given the opportunity to build models of
the DNA structure as a learning activity to support their theoretical content learning.
Moreover, much scope is left to allow the teacher to choose particular topics in the
Biotechnology section, that reflect the students interest and what they will find engaging.
Additionally in the ethical considerations section of the unit, much of the students’ learning
is through peer discussions rather than relying on teacher instruction.

Recommendation: Use CRP to crate inclusive classrooms for Indigenous students

Whilst re-designing this unit, it is crucial to consider the inclusion of Indigenous and Pacific
Islander students, particularly due to the relatively large numbers of these students in this
school context. Therefore it is necessary to use Culturally Responsive Practices (CRP)
throughout this unit. Krakouer (2015) highlights the importance of using CRP as a way to
reduce the educational disadvantage faced by Indigenous students, and also as a way to
improve their academic outcomes. Although it has been thought that CRP and Western
based Science methods are conflicting concepts, research into the complementarity of CRP
and inquiry based approaches in Science teaching has shown that these methods can be
used together in science education, and can in fact complement each other (Brown, 2017).
This complementarity can be used quite effectively when students are engaging in science
experiences that are relevant to their lives but also particularly through obtaining,
evaluating and communicating information (Brown, 2017). In the re-designed unit, students
have a chance to obtain information regarding Aboriginal histories and cultures in regards to
DNA, as well on Aboriginal perspectives on biotechnology. Additionally, students build
11 | P a g e

models of DNA as a method of CRP that works hand in hand with inquiry based approaches.
The unit has been re-designed to be culturally responsive and inquiry based so as to lead to
equitable science learning for all students.

Recommendations: Integrate more literacy and ICT strategies

Other areas of focus in this unit are the literacy and ICT capability. Specific tasks have been
set to help students practise their literacy skills through learning science content. This is
because literacy skills benefit from being rooted within science, and science learning
benefits from being rooted in literacy activities (Pearson, Moje, & Greenleaf, 2010).These
include writing tasks as the one where students write a response about the advantages,
disadvantages and ethical considerations regarding a particular biotechnology. Moreover,
importantly for this context in particular, Lewthwaite et al., (2015) found that Indigenous
students felt more supported in their learning when teachers gave specific attention to
enhancing these students’ literacy skills.

The use of ICT throughout the unit is another important recommendation. Using computers
in the classroom to learn new information and look up ideas has been found to beneficial
for student achievement (Falck, Mang & Woessmann, 2018). Accordingly, the new unit
allows students to learn through online videos, online research tasks, and online
quizzes.

Recommendation: Integrate tasks that support critical and creative thinking skills and
other personal and social capabilities

In the current education climate, all educators are looking for ways to help students succeed
on a larger scale; as global citizens (Florian & Zimmerman, 2015). To be successful on this
scale, students are required to develop their skills of critical thinking, collaboration and
effective communication (Florian & Zimmerman, 2015). The use of the UbD framework can
be used to effectively design units and lessons that allow students to learn subject content
but also develop these skills (Florian & Zimmerman, 2015). Consequently, as part of this
unit, students are able to work in pairs or groups to complete some tasks which helps
contribute to their collaboration and communication skills. They are also encouraged to
develop their critical and creative thinking through tasks in the section of the unit relating to
social and ethical implications of biotechnology. This section of the unit also challenges
students to consider the ethical impacts of these scientific technologies, which is an
integration of the ethical considerations capability.

Recommendation: Create a summative task that measures unit outcomes and provides
effective feedback to students

Following the principles of UbD, backwards design was used to create the summative
assessment task before selecting the teaching and learning activities (Wiggins & McTighe,
2012). The assessment task was designed based on the outcomes of the unit. It is also
12 | P a g e

scaffolded to support the students in completing the task, particularly in the extended
response. The unit’s teaching and learning activities were designed to give students the
knowledge and skills to complete the assessment task.

An important aspect of the summative task was the feedback table that would be returned
to students. Effective feedback is critical to student learning as it can increase
students’ effort motivation and engagement in reducing the gap between what they
can do and what they need to be able to do (Hattie & Timperley, 2007). Effective
feedback is also personalised and constructive; it tells the student what they have done
well, what errors they have made and most importantly, how to improve in the future
(Woolfolk & Margetts, 2012). Therefore, constructive written feedback will be provided to
each students in the form of a table with the marking criteria following the assessment to
allow students the best possible chance to improve upon their performance in future.

Recommendation: Increase the use of formative tasks throughout the unit

This re-design also importantly implements the use of many formative assessments
throughout the unit. The purpose of these assessments is to gather information on student
learning to plan for future learning and to assist students in identifying areas they need to
improve in (Woolfolk & Margetts, 2012). More formative tasks are used so as to provide
feedback to the students on their performance. It is important to note that students who
receive formative feedback regarding the formative tasks or processes they perform, feel
more supported in their learning (Gamlem, 2015).

Recommendation: Differentiate tasks to cater to varying levels of student abilities,

interests, readiness levels and learning preferences

Although the classes are streamed, there is still a considerable amount of variability
between the students and therefore differentiation of the instruction and curriculum is vital.
To achieve equality of opportunity the teacher should provide instruction to meet the needs
of the students’ based on their interests, readiness levels and learning styles to allow for
maximum opportunities for development (Tomlinson et al.,2003). The unit has been
designed in a way that ensures it addresses differences between students from the outset in
a proactive way (Lewthwaite et al., 2015). It allows the teacher to choose some topics based
on the students’ interests but also provides differentiated instruction through presenting
the content in different ways such as through visuals, texts, videos and physical models to
cater to the students’ needs and preferences for learning. This method of varying the
materials has been found to be an effective form of differentiation (Lewthwaite et al.,
2015).One of the ways that the learning has been differentiated in the unit is by allowing
students to engage with each other through group and pair work (Lewthwaite et al., 2015).

This unit also allows students to see the importance and relevance of what they are learning
and link it to their context which is another effective differentiation technique (Lewthwaite
13 | P a g e

et al., 2015). Teachers who are culturally competent use content that is interesting and
relevant to improve student outcomes (Lloyd, Lewthwaite, Osborne and Boon, 2015). It also
provides a link between new learning to previous content and background knowledge. For
example, the unit begins by linking the new learning to Stage 4 content. It provides context
for the relevance of new content for example through the activities on the history of DNA
and common diseases caused by genetic mutations.

CONCLUSION

Recommendations for the re-design of this unit include the use of the UbD framework, the
use of IBL and student centred approaches, as well as the integration of curriculum
capabilities such as literacy, ICT, personal and social capabilities and ethical considerations.
Moreover, through differentiation and varied formative assessments, this unit has been re-
designed to improve student outcomes and achievement.
14 | P a g e
15 | P a g e

RECONSTRUCTED UNIT DOCUMENTATION

REPRODUCTION, GENETICS AND

BIOTECHNOLOGY
A) SCOPE AND SEQUENCE
The scope and sequence I received as part of this unit was very basic and did not include the
duration of each unit or the outcomes that were being addressed in each. According to the
scope and sequence, this unit was initially meant to be implemented during Term 1 but was
instead taught when I was on placement in Term 2, 2018.

I have re-designed the scope and sequence to include the durations and outcomes that I
presume would be addressed based on the titles given in the scope and sequence attached
to the unit I was provided with. I left the whole of Term 1 for the Chemistry unit, as I know
that is what Year 9 had covered before beginning the Reproduction, Genetics and
Biotechnology unit in Term 2. The duration of this unit was left at 10 weeks, as outlined in
the original unit plan.

(Please see original scope and sequence in the Appendix.)

16 | P a g e

Science | Stage 5 | 2018

This program is designed for Stage 5 (Year 9) Science according to the NSW K-10 Science Syllabus.

Term 1 - 10 weeks 4 days

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

Chemistry

3 lessons per week

SC5-1VA, SC5-2VA, SC5-3VA, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-16CW, SC5-17CW

17 | P a g e

Term 2 - 9 weeks 4 days

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

Reproduction, Genetics and Biotechnology

3 lessons per week

SC5-14LW, SC5-15LW, SC5-1VA, SC5-2VA, SC5-3VA, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS

Term 3 - 9 weeks 4 days

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

Co-ordination and Disease Ecosystems

SC5-1VA, SC5-2VA, SC5-3VA, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-9WS, SC5-1VA, SC5-2VA, SC5-3VA, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS,
SC5-14LW, SC5-15LW SC5-14LW, SC5-15LW
18 | P a g e

Term 4 - 9 weeks 3 days

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10
(Only 3 days)

Dynamic Earth Electricity and Energy

SC5-1VA, SC5-2VA, SC5-3VA, SC5-7WS, SC5-8WS, SC5-9WS, SC5-12ES, SC5-1VA, SC5-2VA, SC5-3VA, SC5-4WS, SC5-5WS, SC5-6WS, SC5-8WS,
SC5-13ES SC5-10PW, SC5-11PW

NSW Education Standards Authority – Program Builder – pb.nesa.nsw.edu.au

Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright.
19 | P a g e

B) CONCEPT MAP
The concept map is based around two questions (taken straight from the syllabus
outcomes). What do students need to know about the interactions between components
and processes within biological systems relating to Reproduction, Genetics and
Biotechnology? Also, how has biological understanding advanced through scientific
discoveries, technological developments and the needs of society? (Board of Studies NSW,
2012)
20 | P a g e

Key:

Root: grey

1st level: light green

2nd level: blue

3rd level: red

4th level: yellow

5th level: dark green

21 | P a g e

C) ASSESSMENT TASK AND MARKING CRITERIA

The unit did not come with an assessment task but the original outline stated that the
outcomes would be assessed in the half yearly exam in Term 2. However, I was on
placement during the half yearly exam sessions and Year 9 were not assessed on this unit as
they had only just started it. Subsequently, I have created a summative assessment to be
included in this unit.

This assessment task is a class test to be done in exam conditions. Students who require
extra help will have a teacher’s aide present during the test. The test is scaffolded in certain
sections to assist the students in answering the questions, particularly the extended
response question.
 22 | P a g e

Student name:

Class:
Chifley College
______________________________________
Bidwill Campus ___________

Science
2018 Year 9 Reproduction, Genetics and Biotechnology Unit Test
Outcomes assessed

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

 SC5-15LW
explains how biological understanding has advanced through scientific discoveries,
technological developments and the needs of society

Content
LW3Advances in scientific understanding often rely on developments in technology, and technological
advances are often linked to scientific discoveries. (ACSHE158, ACSHE192)

General Instructions
 Reading time: 5 minutes
 Working time 55 minutes
 Write in blue or black pen
 You may use a pencil to draw or complete diagrams
 Attempt ALL questions

Total marks 60

Section 1 – 30 marks

Allow about 15 minutes

Section 2- 15 marks

Allow about 20 minutes

Section 3- 15 marks Allow about 20 minutes

23 | P a g e

Section 1 (30 marks)

Male Reproductive System

1. Complete the table by filling in the name of the structure/organ/cell that carries out
the function listed in the male reproductive system. (8 marks)

Structure/organ/cell Function

Male sex organ, which produces gametes or sperm.

A bag of skin surrounding & holds the testes below the

abdominal cavity. Cools the sperm at ~ 2°C

Sperm cells are stored and flushed from the testes into a
tube. Responsible for maturing the sperm cells.

A tube that carries sperm from the scrotum, through the

epididymis to the urethra.

Carries urine and sperm out of the body.

Glands which produce a sugar fluid that provides food for

the sperm (60% of semen).

Secretes a liquid that cleans urine from the urethra during

an erection.

Deposits sperm in the vagina.

24 | P a g e

Female Reproductive System

2. Complete the table by filling in the name of the structure/organ/cell that carries out
the function listed in the female reproductive system. (5 marks)

Structure/organ Function

Female sex organ, releases an egg or ova every 28 days.

Egg travels through this structure to the womb / uterus.

This is where the ova is fertilised by the sperm.

Penis enters and releases sperm and where the baby is

born.

Where the fertilised egg begins to develop into a baby.

The external part of the female reproductive

system/organ
25 | P a g e

3. Label the diagram of the male reproductive system. (11 marks)

4. Label the diagram of the female reproductive system. (6 marks)

26 | P a g e

Section 2 (15 marks)

5. What is the special scientific given to the structure of DNA? (1 mark)
_____________________________________________________________________
6. Describe the structure of DNA. (3 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. In what form is genetic information passed down from one generation to the next?
(1 mark)
_____________________________________________________________________
8. Each gene is a short section of what? (1 mark)
_____________________________________________________________________
9. What are chromosomes? (2 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10. Compare and contrast the processes of mitosis and meiosis? (7 marks)
(Consider: the number of cells produced, haploid or diploid, sexual or asexual
reproduction, body cells or sex cells, whether cells produced are identical or similar
to the parent cell, number of chromosomes in the daughter cells and the importance
to the organism). You may choose to present your answer in paragraph form or table
form.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
27 | P a g e

Section 3 Extended Response (15 marks)

11. Discuss some advantages and disadvantages of the use and applications of ONE
biotechnology, including its social and ethical considerations.
(You can choose from one of the biotechnologies we have studied this term such as IVF,
artificial insemination from a donor, surrogacy, cloning, genetic engineering, genetically
modified foods etc.)

In your answer you must include:

 A definition of this technology (2 marks)

 Advantages of the use and application of this technology (4 marks)
 Disadvantages of the use and application of this technology (4 marks)
 Ethical and social considerations both for and against the use of this
technology (5 marks)

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
28 | P a g e

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
29 | P a g e

Marking criteria
Question 1

Criteria Marks
 Number of structures identified correctly 0-8

Question 2

Criteria Marks
 Number of structures identified correctly 0-5

Question 3

Criteria Marks
 Number of correct labels between 0-11 0-11

Question 4

Criteria Marks
 Number of correct labels between 0-6 0-6

Question 5

Criteria Marks
 Double-helix 1
 Incorrect answer or no answer provided 0

Question 6

Criteria Marks
 Two chains of nucleotides, connected by nitrogenous bases, and then 3
twisted (rope or ladder)
 Two parts of the answer provided 2
 One part of answer provided 1
 Incorrect answer or no answer provided 0
30 | P a g e

Question 7

Criteria Marks
 Genetic information is passed down in the forme of genes from parents to 1
offspring
 Incorrect answer or no answer provided 0

Question 8

Criteria Marks
 Each gene is a short section of chromosome 1
 Incorrect answer or no answer provided 0

Question 9

Criteria Marks
 Long coiled chains of DNA, contain genes that code for our characteristics 2
 One part of answer provided 1
 Incorrect answer or no answer provided 0

Question 10

Criteria Marks
 Correctly identifies the similarities and differences of Mitosis and Meiosis: 7
- 2 vs 4 daughter cells produced
- Diploid vs haploid
- Asexual vs sexual reproduction
- Body cells vs sex cells
- Identical vs similar daughter cells
- 46 vs 23 number of chromosomes in daughter cell
- For growth and repair vs for variation
 Six parts of the answer provided 6
 Five parts of answer provided 5
 Four parts of answer provided 4
 Three parts of answer provided 3
 Two parts of answer provided 2
 One part of answer provided 1
 Incorrect answer or no answer provided 0
31 | P a g e

Question 11

Definition

Criteria Marks
 Thorough definition provided 2
 Basic definition provided 1
 No definition provided 0

Advantages

Criteria Marks
 At least two advantages provided and explained 3/4
 One advantage provided and explained 1/2
 No advantage provided 0
Disadvantages

Criteria Marks
 At least two disadvantages provided and explained 3/4
 One disadvantage provided and explained 1/2
 No advantage provided 0

Social and ethical considerations

Criteria Marks
 Comprehensive discussion of social and ethical considerations associated 5
with chosen technology
 Sound or thorough of social and ethical considerations associated with 3/4
chosen technology
 Limited or basic discussion of social and ethical considerations associated 1/2
with chosen technology
 No social or ethical considerations provided 0
32 | P a g e

FEEDBACK: STUDENT
I think I demonstrated proficiency in these areas of the assessment:

I think I need to work on these areas for future success:

My plan for achieving success in these areas is to:

FEEDBACK: TEACHER
You demonstrated proficiency in these areas of the assessment:

You need to work on these areas of the assessment in the future:

Some ideas to help you achieve success in these areas include:

33 | P a g e

D) RE-DESIGNED UNIT OUTLINE

Reproduction, Genetics and Biotechnology | Stage 5 | Science

Summary Duration
This unit allows students to investigate the male and female reproductive Term 2
systems, cell division and replication, basic Genetics including the structure of
9 weeks 4 days
DNA, and Biotechnologies and the ethical issues surrounding their uses.

Detail: 3 lessons per week

Unit overview Key Terms

Sex is the basic foundation for the continuation of life for most organisms on Ovary, Testes, Gametes, Ovum, Sperm, Gene, Chromosome, DNA, Double helix,
Earth. The changes that occur at puberty in humans have the same purpose; they Guanine, Adenine, Cytosine, Thymine, Mutation, Haploid, Diploid, Mitosis, Meiosis
are the means by which you become an adult with the potential of passing on Reproduction, In-vitro fertilization, Surrogacy and Biotechnology.
your genetic information to your offspring. It is all a part of the cycle of life.

The characteristics of living things are determined by both the genetic

information that they contain and the environment in which they live. New
technologies have harnessed genetic machinery in order to change or create
‘new’ organisms. What will be the implications of manipulating the raw material
of life?
34 | P a g e

Outcomes Assessment overview

Science K-10
› SC5-14LW analyses interactions between components and processes within
biological systems
› SC5-15LW explains how biological understanding has advanced through
scientific discoveries, technological developments and the needs of society
› SC5-1VA appreciates the importance of science in their lives and the role of
scientific inquiry in increasing understanding of the world around them
Formative Assessments throughout the unit will assess student knowledge and
working scientifically skills through quizzes, worksheets, research tasks and a lab
report. Scientific literacy will also be assessed through writing tasks throughout
the unit. Feedback will be provided in verbal and written form.
The Summative Assessment will be a class test conducted at the end of the unit
testing student knowledge and understanding. A feedback form will be provided
to students.

› SC5-2VA shows a willingness to engage in finding solutions to science-related

personal, social and global issues, including shaping sustainable futures

› SC5-3VA demonstrates confidence in making reasoned, evidence-based

decisions about the current and future use and influence of science and
technology, including ethical considerations

› 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, individually and collaboratively

› SC5-7WS 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
35 | P a g e

Content Teaching, learning and assessment Resources

Stage 5 - Living World  Boardworks Interactive PowerPoint- The
Reproductive System
 Provide students with a glossary of key words:
LW3 Advances in scientific understanding often rely  YouTube- The Menstrual Cycle
Ovary, Ovum, Testes, Sperm, DNA, Gene, Mutation,
on developments in technology, and
Gametes, Chromosome, Reproduction and https://www.youtube.com/watch?v=vXrQ_FhZmos
technological advances are often linked to Biotechnology.
scientific discoveries. (ACSHE158, ACSHE192)  Laptops or computers
 Students will to use ICT to label parts of the male
Students: and female reproductive system on diagrams.  Human Reproduction Clip

a. relate the organs involved in human reproductive  Students will use ICT to describe the function of all https://www.scootle.edu.au/ec/viewMetadata.action?i
systems to their function parts of the female and male reproductive system d=M019186&ticket=ST-5550-
(e.g. fertilization, ovulation) and then go through cA19n6sTOGnbNpKN5Gdm-
this as a class led by the teacher.
sso.esa.edu.au&tabView=curriculum
 Students will watch a short video explaining the
Menstrual cycle and the teacher will also explain
the stages using diagrams and written text.
 Students will also watch a clip on human
reproduction and answer some questions based on
what they have seen.
Formative Assessment: Students will match up the
glossary terms to their definitions. Students will write
a paragraph explaining the stages of the menstrual
cycle in their own words (scaffolding will be
provided).
36 | P a g e
Stage 5 - Living World
LW3 Advances in scientific understanding often rely
on developments in technology, and
technological advances are often linked to
scientific discoveries. (ACSHE158, ACSHE192)
Students:
b. identify that during reproduction the
transmission of heritable characteristics from one
generation to the next involves DNA and genes
(ACSSU184)
 Boardworks Interactive PowerPoint- DNA and the
genetic code
 Students will recall the structure of cells from Year
 YouTube- Genes, DNA and Chromosomes
7 Cells - the nucleus containing genetic material.
 The teacher will explain genes --> DNA -->
https://www.youtube.com/watch?v=hywRdDVR76A
chromosomes and how they are involved in the
transmission of heritable characteristics from one
 BBC Bitesize- quiz:
generation to the next through diagrams and
explanations. Students will then watch a short video https://www.bbc.com/education/guides/zkxrd2p/revi
to support the consolidation of this information. sion
 The teacher will provide diagrammatic, written and
 Core Science 4: Chapter 7: Page 181
verbal information to support student learning.
 Students will link reproduction as the means by
which genetic information is passed from one
generation to the next through explicit teaching
and videos.
 Practical Activity:
Core Science 4: Chapter 7: Page 181 - Students could
survey their family to record genetic traits that are
similar.
Formative Assessment: BBC Bitesize quiz
37 | P a g e
Stage 5 - Living World
LW3 Advances in scientific understanding often rely
on developments in technology, and
technological advances are often linked to
scientific discoveries. (ACSHE158, ACSHE192)
Students:
c. identify that genetic information is transferred as
genes in the DNA of chromosomes
The teacher will:  Worksheet: Counting chromosomes
 Worksheet: Chromosomes, genes and DNA
 Identify a gene as a unit of hereditary information,
composed of a section of DNA. www.teachitscience.co.uk (2014)
 Identify that DNA is a nucleic acid which contains
 YouTube: DNA, genes and chromosomes
the genetic information carried by every cell and
directing all the activities of the cell (structure). https://www.youtube.com/watch?v=hywRdDVR76A
 Identify a chromosome as a long coil of DNA.
 The teacher will provide diagrammatic, written and  YouTube: Aboriginal DNA provides human
verbal information to support student learning. migration clues
 Students will watch a short clip explaining DNA, https://www.youtube.com/watch?v=2qlTQorAigA
genes and chromosomes
 Students will explore Aboriginal and Torres Strait
Islander histories and cultures using DNA mapping
from a short video.
 Formative Assessments:
Counting chromosomes Worksheet (scaffolded):
Tabulate a list of different organisms and their
number of chromosomes.
Chromosomes, genes and DNA Worksheet
(scaffolded)
38 | P a g e
Stage 5 - Living World
LW3 Advances in scientific understanding often rely
on developments in technology, and
technological advances are often linked to
scientific discoveries. (ACSHE158, ACSHE192)
Students:
d. outline how the Watson-Crick model of DNA
explains:
 the exact replication of DNA
 changes in genes (mutation)
 YouTube
History of DNA
 The teacher will provide students with a brief
history of DNA to provide context and make
https://www.youtube.com/watch?v=V6bKn34nSbk
learning more relatable.
 Teacher will explain how to use punnet squares and  Worksheet: Punnet Squares
link this to Mendel and the history of DNA. Teacher
 Science history rap battle
will model how to do a punnet square. Students
will complete a scaffolded worksheet, and may https://www.youtube.com/watch?v=35FwmiPE9tI
work in pairs.
 YouTube: Mitosis
 The teacher will explain that in 1961 English
https://www.youtube.com/watch?v=f-ldPgEfAHI
biochemist Francis Crick and American biochemist
James Watson helped identify the structure of the
DNA molecule.  YouTube: Mitosis and Meiosis
 Students will watch short videos to help support https://www.youtube.com/watch?v=CWw-S3t8XMw
their learning.
 Coloured paper, pipe cleaner, tooth picks, different
 Students make a model of DNA and flow diagrams coloured wool, sticky tape, straws, blue tack, sticky
of genes, DNA and chromosomes. tape, other craft materials
 Explain that replication is the production of  Coloured paper and coloured pencils
identical copies of DNA and describe how this
 Laptops/computers
happens-Mitosis.
 Video: Genes, inheritance and epilepsy
 Explain what Meiosis is and how this differs from
Mitosis. http://www.scootle.edu.au/ec/viewMetadata.action?i
d=M015955
 Look at basic concepts of plant reproduction from
written texts, diagrams and teacher instruction.
 Extension: Students can try to use cuttings to grow
a plant - relate this to content.
 Explain that a mutation is a sudden random change
in the genetic material of a cell, which may result
39 | P a g e

from faulty DNA replication or faulty division of

chromosomes (e.g. Good - Granny Smith apple).
 Students will watch a video on Genetics, inheritance
and the link to epilepsy to connect to real life
contexts, also linking to the earlier history of DNA.
They will then discuss what the have seen and
answer questions, as well as create flow diagrams
of cell division and diagrams of nucleic structures
 Formative Assessments:

Comparing Mitosis and Meiosis Worksheet

Mitosis and Meiosis Review Quiz

The teacher will allow students to conduct a small

research task in class on a disorder or disease caused
by a mutation and present their information in the
mode of their choosing (highly scaffolded).
40 | P a g e

Stage 5 - Living World  YouTube: Cloning

https://www.youtube.com/watch?v=nhGllCY8HzE
 The teacher will lead a discussion on reproductive
LW3 Advances in scientific understanding often rely technologies and ask students if they know anyone
on developments in technology, and  Practical:
who has had a baby through reproductive
technological advances are often linked to technologies, or if they have seen ways which this  Experiment 7.1: Doing what comes naturally -
scientific discoveries. (ACSHE158, ACSHE192) can happen e.g. in movies or tv shows. Students making yoghurt
Students: can give examples.
 Laptops/computers
 The teacher will guide student research into in-vitro
e. describe, using examples, how developments in  GM genes in fruit fight disease
fertilization: an artificial method of conception in
technology have advanced biological http://www.scootle.edu.au/ec/viewMetadata.action
which fertilization takes place in a petri dish or test
understanding, eg vaccines, biotechnology, stem- ?id=M018762
tube, outside the mother’s body.
cell research and in-vitro fertilisation
 The teacher will choose other types of reproductive
technologies to focus on based on student interest,
e.g. Artificial insemination, Surrogacy, donor banks,
cloning, designer babies etc.
 The teacher will provide students with a text on
biotechnology which defines it as the use of living
organisms (containing enzymes) for the production
of useful substances or processes and provides
examples such as brewing, baking, cheese &
yoghurt making, sewage treatment and genetic
engineering.
 Students will watch a video demonstrating the use
of genetically modified fruit to understand uses of
biotechnology.
 Practical:

Experiment 7.1: Doing what comes naturally - making

yoghurt
41 | P a g e

Extra content if there is time

Stem-cell research: where these specialized cells

could be used to potentially cure disease and grow
new body tissues

Define vaccine as a liquid preparation of treated

disease-producing microorganisms which can
stimulate the immune system to produce antibodies
in the blood. Give examples such as school
vaccinations.

 Formative assessment:

Practical Report for Experiment 7.1 (highly scaffolded)

42 | P a g e

Stage 5 - Living World The teacher will:  YouTube: My Sister's Keeper short clip

https://www.youtube.com/watch?v=9bLHzf0fl1Y
 Assist students to identify the advantages and
LW3 Advances in scientific understanding often rely disadvantages of the use and application of
on developments in technology, and  Coloured paper and coloured pencils
biotechnology such as vaccines, cloning, genetically
technological advances are often linked to modified foods, stem-cell research, and in-vitro  Syllabus Bites: Biotechnology
scientific discoveries. (ACSHE158, ACSHE192) fertilisation. This will happen as a class discussion at
http://www.scootle.edu.au/ec/viewMetadata.action
Students: first and then students can work in pairs or groups
?id=M015296
to write their ideas.
f. discuss some advantages and disadvantages of
 Students will watch a clip from the movie 'My
the use and applications of biotechnology,
Sister's Keeper' to give them ideas regarding
including social and ethical considerations
ethical issues associated with 'designer babies'.
 Students will be create their own 'designer baby'
providing details of physical, physiological and
personality traits.
 Students will visit a website that defines
biotechnology, outlines benefits and harms as well
as discusses ethical issues. The teacher will assist
students to identify the scientific, economic, social
and ethical considerations with each form of
biotechnology.
This will be done using the think, pair, share model to
facilitate a class discussion or a class debate- the
class will be divide into two, for and against and
given time to prepare an argument. Teams will
present and the teacher will announce the winning
team.

 Students will also explore charts and graphs

depicting public approval or disapproval rates for
43 | P a g e

the use of certain biotechnologies. Students will

analyse these to interpret meaning.
 The teacher will also provide Aboriginal
perspectives on biotechnology through a written
text.
 Formative Assessment:

Students will be asked to choose one aspect of

biotechnology/reproductive technologies they have
studied and write an extended response outlining its
advantages and disadvantages, as well as identifying
scientific, economic, social and ethical considerations
associated with it. (Highly scaffolded)

Registration Evaluation
Unit of Work – Reproduction, Genetics & Biotechnology

Class: _________________________________________________________________

Started: _______________________________________________________________

Finished: ______________________________________________________________

Teacher name: ________________________________________________________

Teacher signature: ____________________________________________________

44 | P a g e

NSW Education Standards Authority – Program Builder – pb.nesa.nsw.edu.au

Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright.
 45 | P a g e

REFERENCES
Almasaeid, T. (2017). The impact of using Understanding by Design (UbD) Model on 8th-grade student's
achievement in science. European Scientific Journal, 13(4), 301.

Australian Curriculum, Assessment and Reporting Authority (ACARA) (2018). My school. Retrieved from
https://www.myschool.edu.au/school/41838 29/08/18

Board of Studies NSW (2012). NSW Syllabus for the Australian Curriculum Science K-10 (incorporating
Science and Technology K-6) Syllabus. Retrieved from:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science
22/08/18

Brown, J. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry-based

science education in K-12 settings: Implications for advancing equitable science teaching and
learning. Journal of Research in Science Teaching,54(9), 1143-1173.

Aktamis, H., Hidge, E., & Ozden, B. (2016). Effects of the Inquiry-Based Learning Method on Students’
Achievement, Science Process Skills and Attitudes towards Science: A Meta-Analysis Science. Journal
of Turkish Science Education, 13(4), 248-261.

Falck, O., Mang, C., & Woessmann, L. (2018). Virtually No Effect? D ifferent Uses of Classroom
Computers and their Effect on Student Achievement. Oxford Bulletin of Economics and
Statistics, 80(1), 1-38.

Florian, T. P., & Zimmerman, J. P. (2015). Understanding by design, moodle, and blended learning: A
secondary school case study. MERLOT Journal of Online Learning and Teaching, 11(1), 120-128.

Gamlem, S. (2015). Feedback to support learning: Changes in teachers’ practice and beliefs. Teacher
Development, 19 (4), 1-22.

Granger, E., Bevis, T., Saka, Y., Southerland, S., Sampson, V., & Tate, R. (2012). The Efficacy of
Student-Centered Instruction in Supporting Science Learning. Science,338(6103), 105-108.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational
Research, 77(1), 81-112.

Krakouer, J. (2015). Literature review relating to the current context and discourse on Indigenous cultural
awareness in the teaching space: Critical pedagogies and improving Indigenous learning outcomes
through cultural responsiveness. Retrieved from
 46 | P a g e

https://research.acer.edu.au/cgi/viewcontent.cgi?article=1043&context=indigenous_education
6/09/18

Lewthwaite, B; Osborne, B; Lloyd, N; Llewellyn, L; Boon, H; Webber, T; Laffin, G; Kemp, C; Day, C; Wills, J and
Harrison, M. (2015). Seeking a pedagogy of difference: What Aboriginal students and their
parents in North Queensland say about teaching and their learning. Australian Journal of
Teacher Education (Online), 40(5), 132-159.

Lloyd, N. J., Lewthwaite, B. E., Osborne, B., & Boon, H. J. (2015). Effective teaching practices for Aboriginal and Torres
Strait Islander students: A review of the literature. Australian Journal of Teacher Education (Online), 40(11), 1.
Retrieved from: https://search-informit-com-
au.ezproxy.uws.edu.au/fullText;dn=593371100133110;res=IELAPA 6/09/18

Minner, D., Levy, A., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it
matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science
Teaching, 47(4), 474-496.

Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the
other. Science, 328(5977), 459-463.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T.
(2003). Differentiating instruction in response to student readiness, interest, and learning profile in
academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-
3), 119-145.

Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design :
Connecting Content and Kids. Association for Supervision and Curriculum Development. Retrieved
from https://ebookcentral.proquest.com 29/03/18

Tudball, L. (2012). Social education at the crossroads : Deve loping multi-dimensional curriculum
approaches for the 21st century. Social Educator, 29 (3), 18-24.

Wiggins, G., McTighe, J., (2012). Understanding by Design Framework. ASCD. Retrieved from
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf 01/09/18

Woolfolk, A., & Margetts, K. (2012). Educational Psychology Australian Edition. Pearson Higher
Education AU.
47 | P a g e

APPENDICES OF ORIGINAL DOCUMENTS

ORIGINAL UNIT PLAN

Scope and Sequence Duration

6. Reproduction, Genetics & Biotechnology Term 1

7. Electricity & Energy 10 weeks

8. Co-ordination & Disease

9. Chemistry

10. Ecosystems

11. Dynamic Earth

Unit overview Resources overview

Sex is the basic foundation for the continuation of life for most organisms on
Earth. The changes that occur at puberty in humans have the same purpose;
they are the means by which you become an adult with the potential of
passing on your genetic information to your offspring. It is all a part of the
 Core Science 3: Chapter 2: Pages: 24 to 49
 Core Science 4: Chapter 7: Pages: 164 to 195
 Heinemann Interactive Book 3

cycle of life.  Animal Pharm 1 & 2 DVD

The characteristics of living things are determined by both the genetic  Click view: Science:
information that they contain and the environment in which they live. New
 www.TaLe.com.au Secondary teachers: Stage 5 Science units of work:
technologies have harnessed genetic machinery in order to change or create
48 | P a g e

‘new’ organisms. What will be the implications of manipulating the raw

material of life?

Outcomes – Knowledge and Understanding Assessment overview

A student:  Assessment Task 1: Science Skills Exam (T1 W5)
SC5-14LW analyses interactions between components and processes within
 Assessment Task 2: Practical Exam (Electricity) (T1 W10)
biological systems
 Assessment Task 3: Half-Yearly Exam (T2 W4)

 Assessment Task 4: Research Task (Coordination & Disease) (T3 W3)

 Assessment Task 5: Chemistry Unit Exam (T3 W9)

 Assessment Task 6: Yearly Exam (T4 W4)

Key Words
Ovary, Testes, Gametes, Ovum, Sperm, Gene, Chromosome, DNA, Double helix, Guanine, Adenine, Cytosine, Thymine, Mutation, Haploid, Diploid, Mitosis,
Meiosis Reproduction, In-vitro fertilization, Surrogacy and Biotechnology.
49 | P a g e

Outcomes – Values and Attitudes Outcomes – Skills

A student: A student:

SC5-1VA appreciates the importance of science in their lives and the role of
scientific inquiry in increasing understanding of the world around them
SC5-2VA shows a willingness to engage in finding solutions to science-related
personal, social and global issues, including shaping sustainable futures
SC5-3VA demonstrates confidence in making reasoned, evidence-based
decisions about the current and future use and influence of science and
technology, including ethical considerations
Note:
Outcomes – Values and Attitudes & Skills, will be achieved throughout this
unit of work during a range of practical activities such as: laboratory
investigations, fieldwork and surveys, researching, data collection and
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, individually and collaboratively
SC5-7WS 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

recording, constructing models, spreadsheets and databases, flow charts, a specific audience, using appropriate scientific language, conventions and
tables, graphs, diagrams, keys and digital technologies. representations

Additional content is not prerequisite knowledge but may be used to

broaden and deepen students’ skills, knowledge and understanding in
Stage 5.
50 | P a g e
Content
Stage 5 - Living World
LW3 Advances in scientific understanding often
rely on developments in technology, and
technological advances are often linked to
scientific discoveries. (ACSHE158, ACSHE192)
Students:
a. relate the organs involved in human
reproductive systems to their function
Stage 5 - Living World
LW3 Advances in scientific understanding often
rely on developments in technology, and
technological advances are often linked to
scientific discoveries. (ACSHE158, ACSHE192)
Students:
b. identify that during reproduction the
transmission of heritable characteristics
from one generation to the next involves
DNA and genes (ACSSU184)
Teaching, learning and assessment Resources
The teacher will: Theory:
 Provide students with a glossary of key words:  Core Science 3: Chapter 2: Pages 26 to 29
Ovary, Ovum, Testes, Sperm, DNA, Gene,
Practical:
Mutation, Gametes, Chromosome, Reproduction
 Core Science 3: Chapter 2: Page 25 – Group
and Biotechnology.
work to find out what students already know
 Identify the parts of the female and male
and what they need to know about
reproductive system.
reproduction.
 Describe the function of all parts of the female
and male reproductive system (e.g. fertilization,
ovulation).
The teacher will: Theory:
 Recall the structure of cells from Year 7 Cells –  Core Science 4: Chapter 7: Pages 166 to 167, 170
the nucleus containing genetic material. to 193
 Explain genes  DNA  chromosomes and Practical:
how they are involved in the transmission of
 Core Science 4: Chapter 7: Page 181 - Students
heritable characteristics from one generation to
could survey their family to record genetic traits
the next.
that are similar.
 Link reproduction as the means by which
genetic information is passed from one
generation to the next.
51 | P a g e

Content Teaching, learning and assessment Resources

Stage 5 - Living World
LW3 Advances in scientific understanding often
rely on developments in technology, and
technological advances are often linked to
scientific discoveries. (ACSHE158, ACSHE192)
Students:
c. identify that genetic information is
transferred as genes in the DNA of
chromosomes
The teacher will: Theory:
 Identify a gene as a unit of hereditary  Core Science 4: Chapter 7: Pages 170 to 173
information, composed of a section of DNA.
 Tabulate a list of different organisms and their
 Identify that DNA is a nucleic acid which number of chromosomes.
contains the genetic information carried by
every cell and directing all the activities of the
cell (structure).
 Identify a chromosome as a long coil of DNA.
52 | P a g e
Content
Stage 5 - Living World
LW3 Advances in scientific understanding often
rely on developments in technology, and
technological advances are often linked to
scientific discoveries. (ACSHE158, ACSHE192)
Students:
d. outline how the Watson-Crick model of DNA
explains:
the exact replication of DNA
changes in genes (mutation)
Teaching, learning and assessment Resources
The teacher will: Theory:
 Explain that in 1961 English biochemist Francis  Core Science 4: Chapter 7: Pages 172 to 187
Crick and American biochemist James Watson
Practical:
helped identify the structure of the DNA
 Students make flow diagrams of genes, DNA
molecule.
and chromosomes.
 Explain that replication is the production of
 Students create pedigree charts from given
identical copies of DNA and describe how this
information or their family records.
happens.
 Explain that a mutation is a sudden random
change in the genetic material of a cell, which
may result from faulty DNA replication or faulty
division of chromosomes (e.g. Good – Granny
Smith apple).
53 | P a g e
Content
Stage 5 - Living World
LW3 Advances in scientific understanding often
rely on developments in technology, and
technological advances are often linked to
scientific discoveries. (ACSHE158, ACSHE192)
Students:
e. describe, using examples, how
developments in technology have advanced
biological understanding, e.g. vaccines,
biotechnology, stem-cell research and in-
vitro fertilisation
Teaching, learning and assessment Resources
The teacher will: Theory:
 guide student research into:  Core Science 4: Chapter 7: Pages 168 to 169, 190
to 191
- in-vitro fertilization: an artificial method of
conception in which fertilization takes place Practical:
in a petri dish or test tube, outside the
 Experiment 7.1: Doing what comes naturally –
mother’s body.
making yoghurt
- Stem-cell research: where these specialized
cells could be used to potentially cure
disease and grow new body tissues.
 Define vaccine as a liquid preparation of treated
disease-producing microorganisms which can
stimulate the immune system to produce
antibodies in the blood. Give examples such as
school vaccinations.
 Define biotechnology as the use of living
organisms (containing enzymes) for the
production of useful substances or processes.
Give examples such as brewing, baking, cheese
& yoghurt making, sewage treatment and
genetic engineering.
54 | P a g e

Content Teaching, learning and assessment Resources

Stage 5 - Living World The teacher will: Theory:

 Help students to identify the advantages and  Core Science 4: Chapter 7: Pages 190 to 191, 194
LW3 Advances in scientific understanding often
disadvantages of the use and application of
rely on developments in technology, and Practical:
biotechnology such as vaccines, cloning,
technological advances are often linked to
 Internet research
genetically modified foods, stem-cell research,
scientific discoveries. (ACSHE158, ACSHE192)
and in-vitro fetilisation.  Debate all issues
Students:
 Identify the scientific, economic, social and
ethical considerations with each form of
f. discuss some advantages and
biotechnology.
disadvantages of the use and applications
of biotechnology, including social and
ethical considerations

Registration Evaluation

Unit of Work – Reproduction, Genetics & Biotechnology Problems encountered and suggested solutions:

Class: __________________________________________________________ 

Started: __________________________________________________________

Finished: __________________________________________________________

Teacher name: ____________________________________________________

55 | P a g e

COMPARATIVE TABLE
Area of Strengths of the area of Concerns of the area of Suggested Changes to counteract Research support for the changes
consideration consideration consideration concerns suggested.

There is a large focus on Students are not given the Students will be given more tasks Lewthwaite et al., (2015) found that
the key words of this opportunity to practise writing that involve them writing longer Indigenous students felt more
unit. Students are also longer responses. responses to practise their literacy supported in their learning when
Literacy required to use the key skills. teachers gave specific attention to
words to describe enhancing these students’ literacy
biological processes and skills.
explain the functions of
reproductive organs to
demonstrate their
understanding.
Students use basic Only very basic numeracy skills are Students will be given more tasks Learning in the 12st century does not
numeracy skills to used and only once throughout the that involve them practising their fit neatly in different curriculums, the
tabulate chromosome unit. numeracy skills. For example, using capabilities should be addressed in all
Numeracy numbers for different punnet squares, counting subjects to foster students who have
organisms and in chromosomes, comparing mitosis the knowledge skills and attitudes to
different cell division and meiosis using numbers of become successful citizens (Tudball,
stages. chromosomes, cells and divisions. 2012).
There is no evidence of The original unit does not provide Students should be given a chance to To be successful learners in the 21st
any use of critical or any opportunities for students to use their creativity through creating century, students are required to
Critical and
creative thinking in the develop their critical and creative their own ‘designer baby’ baby when develop their skills in effective
Creative
original unit. thinking. looking at reproductive technologies. communication, collaboration and
Thinking
critical thinking (Florian &
Zimmerman, 2015).
Students should also be given the
opportunity to use critical thinking to
determine the advantages,
56 | P a g e
The unit provides a
couple of opportunities
Personal and
Social for students to work
together, in pairs or
Capabilities
groups, which is
beneficial for their
personal and social
capabilities.
Ethical The unit allows students
Understanding to discuss the ethical
issues surrounding
reproductive
technologies and
biotechnology.
Without seeing the
assessment for the unit,
Understanding
by Design it is difficult to judge but
it seems that the unit
was not designed using
the UbD framework. No
other evidence of UbD
principles, except for the
outline of which
outcomes would be
targeted in this unit.
No content relating to
Aboriginal and Aboriginal and Torres
Torres Strait
Limited opportunities are present
throughout the unit.
This area is addressed well in this
unit as the content descriptor from
the syllabus particularly targets
ethical considerations.
The unit outline stated that the
students would be assessed
through an exam but this was not
provided, nor was a criteria of
which outcomes would be assessed
in the exam.
There is a lack of content relating
to Aboriginal and Torres Strait
Islander histories and cultures in
this unit.
disadvantages and ethical issues of
biotechnologies.
Students should work in pairs or
groups more often to allow them to
develop their collaborative learning
and teamwork and communication
skills.
Students should also consider the
social and ethical implications from
the perspective of a cultural group
such as Aboriginal Australians.
Therefore, the new assessment
should be created using backwards
design, to allow students to attain
the best possible outcomes. The
whole unit should be designed to
allow students to succeed in the
assessment.
Also employing the use of summative
assessment that accurately assesses
student knowledge, understanding
and skills based on backwards
planning.
Students should be given the
opportunity to understand Aboriginal
and Torres Strait Islander histories
and cultures through their DNA
Tudball (2012) emphasises that
educators should focus on values,
morals, social and personal learning
for students to become ready to live
and work in the 21st century.
Tudball (2012) emphasises that
educators should focus on values,
morals, social and personal learning
for students to become ready to live
and work in the 21st century.
Almasaeid (2017) conducted a study
to investigate the effect of using UbD
on the science achievement of Year 8
Science students. The results from
this study show that students who
were taught using the UbD model
achieved more success in the
administered science test compared
to the group who were taught using
traditional methods (Almasaeid,
2017).
Lewthwaite et al., (2015) found that
Aboriginal students valued when the
Indigenous community resources
(human, historical or physical) were
57 | P a g e

Islander Strait Islander histories mapping, as well as through used to affirm the Indigenous
histories and and cultures is evident. investigating their perspectives on community in the school to create a
cultures the use of biotechnology and the bridge between the cultures.
ethics surrounding this issue.

Indigenous students are invited to

share their cultural perspectives and
understandings associated with the
content.
No ICT is used according The original unit relies heavily on Students should be given the chance Falck, Mang and Woessmann (2018)
to the original unit textbook work but not enough on to use ICT to facilitate and support found that students’ use of ICT to
ICT Capability
outline. the use of ICT. their learning throughout the unit. look up information or ideas,
improved academic achievement.