FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, YEAR LEVEL: 7 LEARNING AREA/TOPIC: Science

Weeks 1-2

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students each posses their own personal laptops.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 1 Interactions between 1. Identify the differences 1. Formative Introduction Powerpoint: The
Lesson organisms can be between herbivores, assessment  Students will be asked a series of questions to gague prior Powerpoint will contain
3 described in terms of carnivores and omnivores. knowledge to the new content area. all the content
using PlayPosit
food chains and food information about food
2. Demonstrate an understanding to check
webs; human activity Body chains and food webs.
can affect these of the basic food chain understanding
structure by identifying where  The teacher will then present the Powerpoint slides, allowing
interactions of the structure PlayPosit: Students will
(ACSSU112) organisms belong on a food students enough time to write their own notes and definitions. watch a video and apply
of a food chain.
 Using food chain. their knowledge from the
Conclusion Powerpoint to answer the
chains to 3. Acknowledge that
 Students will watch a video on PlayPosit embedded with a questions.
show decomposers are an essential
series of questions which they must apply their new
feeding part of every food chain/web.
relationships knowledge from the Powerpoint.
in a habitat
Week 1 Interactions between 1. Construct a mind map to 1. Formative Introduction Youtube Video: Food
Lesson organisms can be visually represent the assessment  Begin lesson by reviewing the previous lesson through Chains And Food Webs
4 described in terms of complexity of food webs in watching the Youtube video Food Chains And Food Webs. https://www.youtube.co
using Plickers to
food chains and food m/watch?v=2lqhJNgn_
webs; human activity
contrast to food chains. gauge  Ask students what the main difference is between food chains Wg
can affect these 2. Identify which organisms are understanding and food webs.
interactions the producers, consumers and of definitions. Spiderscribe: This will
(ACSSU112) decomposers of a food web. Body be used by the students
2. Summative
 Constructing 3. Identify the direction of the  Students are then to work on the food web task, where they to create food webs from
assessment given examples.
and flow of energy between must individually work through given examples and construct
using
interpreting organisms in food chains and food webs on Spiderscribe.
Spiderscribe to Plickers: This will be
food webs to food webs.  Teacher will go through each example, inviting students to used by the students to
show assess if
share the food webs they created. quickly answer a range
relationships students can
of multiple choice
between construct and Conclusion questions based on the
organisms in understand the  To conclude the lesson and tie in all the information, students definitions taught in the
an flow of energy will answer a series of multiple choice questions using Plickers. previous lesson.
environment in a food web.  The teacher will explain the correct answer after each
question.
Week 2 Interactions between 1. Differentiate between natural 1. Formative Introduction Youtube Video: Invasion
Lesson organisms can be impacts and human impacts assessment  First students will be asked a broad question on how they think Of The Deadly Cane
5 described in terms of on ecosystems our environment changes overtime. Toads
using Socrates
food chains and food https://www.youtube.co
webs; human activity
2. Recognise through reflection to identify  Students will then watch the Invasion Of The Deadly Cane m/watch?v=oYcl0xxU5_
can affect these how fragile ecosystems are. whether Toads Youtube video s
interactions 3. Identify the effects that students  Students will then be asked if they know of any other species
(ACSSU112) introduced species have on an that have been introduced which have impacted our Powerpoint: Will contain
understand the
 Exploring ecosystem and discuss how content information on
impacts on environment in a negative way.
how living introduced species have the impacts on
ecosystems. ecosystems.
things can impacted Australia. Body
cause  The teacher will run through the Powerpoint slides, allowing Socrates: Used to test the
changes to students enough time to write their own notes and definitions. students knowledge on
their the impacts.
environment Conclusion
and impact  To conclude and tie in learning, students will answer a series of
other living questions using Socrates.
things, such  The teacher will then explain and go through the answers to
as the effect each question, first asking students to raise their hands if they
of cane know the answer.
toads