FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, YEAR LEVEL: 8 LEARNING AREA/TOPIC: Science/ Human AUSTRALIAN CURRICULUM
Weeks 1 - 2 Anatomy General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Multi-cellular 1. Identify and explain; Formative: Introduction (5 minutes) 6 QR Codes displaying

organisms  What blood is and its Assessing how  Teacher will open weebly and introduce students to this these videos;
Week 1, contain systems purpose informative and lessons learning objectives.  The Basic
Lesson 1 of organs  Why haemoglobin is presentable  Using the weebly website on the smartboard, introduce Components of
carrying out important students iMovie’s Blood 2:30
students to QR codes. Next get students to split into
specialised  The relationship between are on their (https://www.yout
their assigned groups, where they will scan a QR code on
functions that assigned topics. ube.com/watch?
arteries, capillaries and the weebly website.
enable them to v=HQWlcSp9Sls&li
survive and veins Formative:  This will show them a small YouTube clip on a topic that st=PLPXJmiOQ23v
reproduce. (SU:  The pathway that red Assessing will be addressed later within the lesson. zXsbiPZD2ycT1kJP
ACSSU150) blood cells take students’  The QR codes will have instructions for students and RPXZbG&index=1)
Use scientific Students will show this progress on their students will be asked to write notes on the video they  Haemoglobin
knowledge and knowledge through a short research task in watch. Carries Oxygen
findings from clip they will produce regards to lesson 2:30
investigations to ones objectives 1 (https://www.yout
evaluate claims – 4, lesson twos Body (40 minutes) ube.com/watch?
based on objectives 1 – 4.  (15 minutes) In their groups, students will use the v=9-
evidence. (SI: XoM2144tk&list=P
iMovie app to make a 2 minute clip covering the topic
ACSIS234) LPXJmiOQ23vzXsbi
Communicate that they just watched on the QR codes.
PZD2ycT1kJPRPXZ
ideas, findings  Details about the activity and instructions for the app bG&index=2)
and evidence will be on the weebly website for easy access.  The Formation and
based solutions  (15 minutes) Once time is up, the teacher will have Life Cycle of a Red
to problems students save and send their videos to the teachers, Blood Cell 4:16
using scientific
iPad. (https://www.yout
language, and
 Teacher will play the videos and assist groups explain the ube.com/watch?
representations,
using digital topic they were covering. v=9-
technologies as  (10 minutes) Teacher will ask students to access Book XoM2144tk&list=P
appropriate. (SI: creator on their iPads and on the weebly website. LPXJmiOQ23vzXsbi
ACSIS148)  Teacher will explain the 3 part research assignment to PZD2ycT1kJPRPXZ
Construct and students, explain it’s an individual assessment covering bG&index=2)
use a range of the learning objectives for these 3 lessons.
representations,  Teacher will have students spend time learning about  The Basice Three-
including the assignment and book creator on weebly. Layer Structure of
graphs, keys and  Students will individually begin their assignment on Your Blood Vessels
models to 2:17
Book creator.
represent and (https://www.yout
analyse patterns ube.com/watch?
Conclusion (5 minutes)
or relationships v=v43ej5lCeBo&lis
 Students will cease their research and complete part one
in data using t=PLPXJmiOQ23vz
digital for homework.
 Teacher will revise today’s lesson with students and what XsbiPZD2ycT1kJPR
technologies as PXZbG&index=3)
appropriate. (SI: they have learned before dismissing them.
 The Flow of Blood
ACSIS144)
From Your Heart
to Capillaries 3:59
(https://www.yout
ube.com/watch?
v=v43ej5lCeBo&lis
t=PLPXJmiOQ23vz
XsbiPZD2ycT1kJPR
PXZbG&index=3)

 The Flow From

Capillaries to the
Heart 7:01
(https://www.yout
ube.com/watch?
 v=v43ej5lCeBo&lis
t=PLPXJmiOQ23vz
XsbiPZD2ycT1kJPR
PXZbG&index=3)

 Science Quest 8.
Chapter 4.3, p124
– 129.

 Weebly page that

will contain detail
and instructions
on how to use
iMovie or Stop
Motion for the
activity.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Multi-cellular 1. Identify and label details of Formative: Introduction (10 minutes)  Revision
organisms the human heart such as; Kahoot assessing  Teacher will open weebly and introduce students to document
Week 1, contain systems  Details of its anatomical students level of this lessons learning objectives. covering lesson 1
Lesson 2 of organs structure knowledge about  Teacher will check student’s homework to make on the weebly
carrying out blood from last lesson. website.
 Its function sure they are on track for their assignment.
specialised  Teacher will revise last lesson on blood by going
 Why it has valves
functions that Formative:  Google pics to
enable them to  How exercise affects Assessing students’
using weebly.
 Teacher will then introduce students to Kahoot and resource pics of
survive and blood pressure and heart progress on their the heart
reproduce. (SU: rate research task in have the class participate in a quick quiz on last
ACSSU150) Student will do this on regards to lesson ones lesson.
popplet  Instructions on
Use scientific objectives 1 – 4, weebly on how to
knowledge and lesson twos objectives Body (35 minutes) use popplet for
findings from 1 – 4.  (10 minutes) Following instructions on weebly,
their mind maps
investigations to students will open popplet on their iPads
evaluate claims  Following instruction on how to use the app, students
 Science Quest 8.
based on will locate a picture of the human heart to use for
Chapter 4.4, p130
evidence. (SI: their mind maps.
– 133.
ACSIS234)  Once located, students will open popplet and upload
Communicate their picture to begin their mind maps.
ideas, findings  Kahoot quiz on
 Teacher will randomly assign students a learning
and evidence weebly
objective from today’s lesson to research. They will
based solutions use the information they find to fill in a component
to problems under that objective in their maps.
using scientific  (15 minutes) Students will be organised into groups
language, and using the app Group Maker. In groups students will fill
representations, in the remaining objective on their mind maps by
using digital exchanging information they had researched.
technologies as  Teacher will monitor and validate the information.
appropriate. (SI:
 Teacher will then revise the lesson and content of the
ACSIS148)
heart with the class using weebly.
Construct and
use a range of
 (10 minutes) Students will be asked to complete part
representations,
2 of their research assignment by filling in their books
including
with content from today’s learning objectives of the
graphs, keys and
heart.
models to
represent and
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Multi-cellular 1. Identify Cardiovascular Summative – Introduction (10 minutes) 6 QR codes displaying

organisms Diseases which are major Teacher will use  Teacher will open weebly and introduce students to this these websites and
contain systems killers in Australia. the relevant lessons learning objectives. videos;
Week 2, of organs 2. In groups, research one rubric to mark  Teacher will check student’s homework to make sure  Ischemic stroke:
Lesson 3 carrying out cardiovascular disease student’ research (https://www.yout
they are on track for their assignment.
specialised addressing; assessment on ube.com/watch?
 Teacher will revise last lesson on blood and the heart by
functions that • What the disease is their groups
using weebly. v=7FR1TsKLoDI)
enable them to • Its risk factors selected disease.
 Students will follow instructions on weebly and  ASD “hole in the
survive and • Its mortality rate from (Assessing their
reproduce. (SU: level or research, individually watch any one of the QR codes available. heart”
previous years  Each QR code will have a link to a particular YouTube clip (https://www.yout
ACSSU150) how informative
• How science has been
Use scientific the project is and covering a particular cardiovascular disease. ube.com/watch?
used to identify and treat
knowledge and well it address v=-zdkVEPm7wQ)
these conditions
findings from science as a Body (35 minutes)  Atherosclerosis
Students will use Book
investigations to human  Students will divide up into their groups shown on (https://www.yout
Creator on their iPads to
evaluate claims endeavour). weebly. Following instructions on the weebly website,
present their research ube.com/watch?
based on Afterwards they students will discuss with their groups a cardiovascular v=OHE1ig4k64M)
evidence. (SI: will provide a
disease they had watched.  Myocardial
ACSIS234) relevant feedback
 Students will then conduct research on a cardiovascular infarction “Heart
Communicate document to the
disease assigned to their groups. Gathering research attack”
ideas, findings students and
and evidence their group. under todays learning objectives. (https://www.yout
based solutions  They will use this research to individually complete part
ube.com/watch?
to problems 3 of their research assignment on book creator.
v=3_PYnWVoUzM)
using scientific  Excess time will be used to finalise their individual books
 Hypertension
language, and  (5 minutes) Students will be asked to complete and then
“High blood
representations, save their Books to a shared library for peer and teacher
using digital pressure”
access.
technologies as (https://www.yout
appropriate. (SI: ube.com/watch?
ACSIS148) v=Ab9OZsDECZw)
Construct and Conclusion  Cardiac
use a range of Arrhythmia
 Students will then complete a survey based on their
representations,
experiences from these past three lessons. (https://www.yout
including
ube.com/watch?
graphs, keys and
models to v=2U-_Zse5a-8)
represent and