MDP461-Asigment 1 Unit Plan 27/8/2010

MDP 461 - SCIENCE EDUCATION CURRUCULUM STUDIES 3

Rosemont High School

Biology Unit Plan

Humans Impact on the Environment

MDP461 – Assignment 1
Andrew Rubira
Student No. N7460805

Human Impact On The Environment Year 12 Biology Semester 4 (30 Hours)

Unit Rational / Context

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MDP461-Asigment 1 Unit Plan 27/8/2010
Through our entire history humans have exhibited the ability to alter the environment around them. From early man right up to current society the extent to which humans have
impacted on the environment has been intrinsically linked with population growth and technological advancement. In the current social climate environmental issues relating to
human impact such as global warming, habitat loss, introduced species, genetically modified foods, conservation, sustainable practices and green technology are emerging as
important topics. As a result it has never been more critical for students to leave school with a well developed understanding of how they personally and society as a whole impact
on the environment on both a local and global level.

This topic is extremely relevant to the Rosemount community and surrounding New Havertown area as it is not only surrounded by abundant natural resources both marine and
terrestrial, there is also a strong dependence on primary production, mining and tourism. Tensions within the community exist between farmers and tourism operators due to
growing concerns regarding the health of local water ways. The local environment is also facing pressure as a result of rapid population growth, resumption of land, introduced
species and rising sea levels due to global warming. Students will engage in verbal, visual, written, diagrammatic (graphical, tabular), collaborative and experimental learning
experiences to further develop their social, literacy and numeracy skills while constructing informed opinions with regard to issues surrounding humans impact on the environment

The content and learning experiences in this unit will allow students to:

 Understand the importance of maintaining healthy environmental systems

 Understand the social biological implications of introduced species, disease and pollution genetically modified foods
 Understand the social factors contributing to human impact on the environment
 Become informed of the development and implementation of sustainable practices and green technologies
 Engage in discussion relating to social and biological issues contributing to human impact on the environment and the implications for them personally at a community
and global level.

Key Concepts General Objectives

3. Organisms live an interdependent existence in environments to which they are adapted UB IB EBI AV
4. A variety of mechanisms result in continual change at all levels of the natural world
5. There are processes which maintain dynamic equilibrium at all organisational levels 1-3 1-5 1-4 1-6

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MDP461-Asigment 1 Unit Plan 27/8/2010
Key Ideas Assessment
6. The set of systems comprising an organism enables it to function in its environment Extended Experimental Investigation
7. All systems are interrelated and interdependent Investigation of the effect farming runoff on the
9. Different types of multicellular organisms have different roles in an environment health of local water ways.
10. Malfunctioning in one system or part of a system may affect the whole organism
12. Abiotic and biotic factors in an environment influence the size of populations and the composition of communities A. As a class students develop and
13. Energy and matter move within ecosystems implement a scientific method of
14. Human actions have significant impacts on interactions within an environment investigation
15. Different organisms perform different interdependent roles in an ecosystem
16. An organism has adaptations specific to its environment B. Produce an individual report discussing
19. Theories of evolution by natural selection can be used to explain speciation and changes in organisms through time findings.
20. The activity of organisms changes the environment
21. Evidence shows that organisms and ecosystems change through time C. As a class present their finding to the local
24. Genetic variation within a population determines it’s long-term survival community.
26. Human group organisms in a variety of ways to make sense of diversity and to aid comunication

Focus Topic Time Main Points Learning Experiences Resources

Introduction to 0.5 Abiotic and Biotic factors in an environment
Human Impact lesson influence the size of populations and the
composition of communities (KI. 12)
Humans actions have significant impacts on
interactions within an environment (KI.14)
The activities of organisms change the
environment (KI.20)
As an introduction to the topic students are encouraged Human Impact video (You
draw on their knowledge gained from previous tube)
experiences and units covered to express their Large sheets of paper
understanding of White board marker
“How Humans impact on the environment?”
- consider local examples
- relate it back to the concepts and principle
covered in the previous unit
Through brainstorming in small groups and teacher lead
class discussion students develop a mind map of the
students ideas.(UB. 1-3, EBI.1, AV.2, AV.4)

Watch a video introducing some of the issues surrounding

human impact.

Assessment
 Habitat loss
 Pollution Discussion and brainstorming
 Global Worming provides an opportunity for
formatives assessment of
student’s level of
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MDP461-Asigment 1 Unit Plan
27/8/2010
understanding of the concept
of human impact and the
ecological concepts covered in
the previous unit, to allow for
adjustment of future lessons to
better cater for students levels
of understanding.

Introduce 0.5 What is expected of the students during the
Assessment task lesson unit and learning outcome that need to be
achieved.
Land clearing
2 The human population is rising at an
lessons exponential rate placing significant pressures
on the natural resources of the planet (KI12).
The major reasons for land clearing are
reclamation for urban development and
agriculture(KI.14).
Land clearing is a significant source of habitat
loss and places pressure on native flora and
fauna through due to increased competition for
resources (KI.14).
Habitat loss is the leading cause of extinction
on the planet (KI.14).
Habitat fragmentation reduces genetic
variation and population resilience.
Land clearing increases erosion and sediment
loading on marine environments (KI.13)
Describe what will be covered in the unit and what is A copy of the assessment task
required of students for the for every student.
Students will use the text book library, internet and journal Computer Lab / Library
articles in groups to investigate the major social and Textbook chapter 6 (page 117,
economic pressures as well as the biological implications
Spenceley, 2006).
of land clearing. (IB. 4, IB. 5, EBI.1, EBI.2, AV.2, )
Textbook chapter 26 (page
Students develop their understanding of the need to use 169-176, Lecornu & Diercks,
valid, authentic reliable and non-bias sources of 2002)
information (EBI.3), while developing students literacy and
numeracy skills. Additional textbooks, journal
articles, and pamphlets will be
Extended group discussion in regards to the biological and provided
implications of habitat land clearing forces students to
draw on their understanding of topic such as reproduction, Homework
genetic variation, gene flow and resource requirements Review questions p 118
previous covered in previous units and apply them in a Assessment
different contexts (UB1, UB2, UB.3, AV.3, AV.6)
The research, extended group
discussion and review
questions provides an
opportunity for formative
assessment of students
communication skills,
understanding of ecological
concepts covered in the
previous unit and apply them
to a range of situations and
their ability to collaborate with
pears

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MDP461-Asigment 1 Unit Plan 27/8/2010
Water Quality 2 Primary producers/industry historically has An environmental scientists from the local department of Ph data logger
lesson been significant sources of water pollution and primary industries (DPI) Talks to students about: Dissolved oxygen data logger
cause of habitat destruction having a  the impact primary producers have on the thermometer
significant effect on ecosystems.(KI.14) environment Nitrate and nitrite test kits
 the regulations placed on primary producers Microscopes
Human practices have significantly altered the  the methods used to monitor primary Algae counters
movement of nitrogen and phosphorous producers impact (focusing on monitoring worksheet
through ecosystems (KI.13) water quality). Posters/informative pamphlets
 the implications of polluting water ways for the Power Point presentation
Nitrogen-rich runoff leaches into rivers and local environment (EBI.1,) Text book chapter 122-128
lakes, causing algal and dinoflagellate
Student test water quality parameters from a range of Homework
blooms, fish kills, eutrophication, hypoxia, Review questions p128
range of local water bodies in small groups and complete
suffocation of reefs and groundwater a work sheet to compare the health of each system based
contamination. on these parameters. Developing their practical skills,
(KI.12,KI.13,KI.14,KI.15,KI.20) literacy and numerousy.
(IB.3, AV. 2) Assessment
Abiotic factors (nutrients levels, sediment The students understanding of
levels, pollution wind exposure, sunlight levels, Students participate in a group discussion to propose the the range of pollutants
flow rate and rain fall) and Biotic factors (flora possible factors contributing to the variation in water produced by industry, their
and fauna population density) are intrinsically quality parameters between the water bodies (UB.1, UB.2, effects on the environment, the
linked to water quality. (KI. 6, KI. 9, KI.12, UB.3,IB.4,IB.5, AV. 6) regulations placed on primary
KI.13, KI.14, KI.20) producers and the methods
used to monitor pollution can
Pollution of water ways have significant be formatively assessed
environment and social and economic through student’s answers to
implications (KI.14). the work sheet and
participation in group
discussion.
Development of 1 Assignment
investigative lessons
practices (EEI)
Data Collection 1/2 day Assignment
Field trip (EEI)
Biomagnification 1.5 Substances that do not biodegrade such as Students are introduced to the term biomagnification and Textbook chapter 2 (38)
lessons heavy metals can be taken up by plants and explore its implications for food webs and ecosystems
animals. As they can’t be broken down or through investigation of several case studies in groups. Student Activity manual 1.10
excreted these substances accumulate in  Ciguatera (44-46)
organisms.  DDT
 Mercury
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MDP461-Asigment 1 Unit Plan 27/8/2010
The higher an organism is on a food chain the
and the older/bigger it is the more likely it is
accumulate high levels of non-biodegrade able
substances (KI.13).
Non-biodegradable chemicals can become
concentrated in large predators and reach
toxic levels having significant health
implications (KI.10).
Non-biodegradable substances exist naturally
but are also released into the environment by
humans through the use of detergents,
pesticides and other toxins.
Data collection ½ day Assignment (EEI)
Field trip (EEI)
Introduced 3 Exotic species can be introduced in a range of
species lesson ways both intentionally and unintentionally
Exotic species can carry diseases and
parasites that native animals are not resilient
to (KI.14).
Exotic species populations can explode due to
a lack of natural predators and compete with
endemic species (KI.12, KI.15).
Exotic species can pray upon endemic species
having significant impacts on their population
size (KI.12, KI.15).
Exotic species can significantly alter the
environment around them and have drastic
 Lead Bower point presentation
Class discussion of their findings and a power point
presentation ensures students develop an understanding Home work : determine a
of a range of situations in which biomagnification has
impacted on ecosystems.(UB.1, UB.2, UB.3, EBI.1, AV.2,
possible local sources of
AV.4, AV.6) pollution that could result in
biomagnification and the
Completion of the biomagnification exercise in the student potential impact on
activities manual and review questions in the text book will environment.
require students to recall knowledge regarding food webs,
trophic levels and pollution of water ways covered in the
Assessment
previous unit (UB.1, UB.2, EBI.1,EBI.2, AV.4, AV. 6).
Students understanding of the
effects of non-biodegradable
substances on ecosystems
and the social/economic
implications can be formatively
assessed using their answers
to the worksheet, review
questions and participation in
group discussion.
In small groups students investigate several introduced Case studies of each
species case studies from the local area and China to introduced specie
determine the implications for the ecosystem they are
introduced into. Introduced species work sheet
Students are required to complete the Introduced Species Power point presentation
Work Sheet to developing their understanding of the
characteristics that contribute to an exotic species impact Transects
on ecosystems.
Measuring tape
Students present their findings to the class and a teacher
led discussion ensure all students develop an Native and Introduced species
understanding of the method/reason for introduction, the plant key (developed for the
implications of introducing exotic species for local local area
ecosystems as well as industry and the methods being
implemented to minimize their impact. Data collection tables
(UB.1,EBI.1, EBI.2,AV.2,AV.4 ,AV.5, AV.6)
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MDP461-Asigment 1 Unit Plan 27/8/2010
implications for local industry (KI.20).
The use of pesticides and herbicides can have
a detrimental effect on the environment
through species developing resilience and
toxic implications for species native
species(KI.13)
Biological control of pest species has proven
very effect in some cases and disastrous in
others (KI.20).
Field secondary 1/2 day Assignment (EEI)
data collection
Data Analysis 2 Assignment (EEI)
lessons
Altered Fire 0.5 A large number of Australian plant species
regimes lesson require fire for germination of their seeds
(KI.16)
Very frequent burning prevents some plants
species from recovering and results in fire
resistant species taking over (KI.16)
Long periods between fires results in higher
fuel loads and hotter fires killing normally fire
resistant species (KI.16, KI.12)
Mosaic burning practices traditionally
implemented by indigenous Australians ensure
animals have shelter and food sources while
burnt areas recover (KI.14, KI.12)
Students use the textbook to develop their understanding Text Book Chapter 6
of the different pest controle methods and their (pages119-122)
advantages and disadvantages through completing the Assessment
review questions (pages 122,123,125)
Students understanding of the
effects of introduced species
Students collect data using transects and tabulate results
on ecosystems and the
to investigating the incursion of noxious weeds on native
social/economic implications
vegetation and discuss the implications for native flora
can be formatively assessed
and fauna.(UB.1, UB.2, IB.1, IB.2, IB.3, IB.4, IB.5, AV.1,
using their answers to the
AV.2, AV.3,AV.5,AV.6)
worksheet, review questions
and participation in group
discussion.
These exercises will develop student’s literacy, numeracy,
communication skills, ability to collect, organise, interpret,
present primary data and use correct scientific
terminology.(IB.3)
Students develop an understanding of the change in fire Power point presentation
regimes due to European settlement and the implications
for native flora and fauna through a short presentation by Text book (page 24-26)
the teacher, information in the text book, and participation
in class discussion. Students will be required to draw on
their understand of concepts covered in relation to
population dynamics in the previous unit (IB.1,IB.3,EBI.1)
This topic will develop language, literacy and numerous
skills
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MDP461-Asigment 1 Unit Plan 27/8/2010
Global Worming 1 The major greenhouse gases and their
Green House lesson composition of the atmosphere.
Effect
Greenhouse gasses play an important role in
determining global climate.(KI.13)
Human activity such as burning of fossil fuels
and deforestation is increasing the levels of
greenhouse gases particularly CO2 in the
atmosphere causing global worming (KI.15)
Global Worming 2 Human activity such as burning of fossil fuels
The inconvenient lessons and deforestation is increasing the levels of
Truth greenhouse gases particularly CO2 in the
atmosphere causing global worming (KI.15)
Global warming is affecting:
 Weather patterns and causing more
regular and severe natural disasters.
(KI.14)
 Plant and animal population dynamics
knocking ecosystems out of balance.
(KI.6, KI.12)
The ‘Greenhouse Effect’ video-clip will provide students Green House Effect (Kusky,
with an understanding of what greenhouses are, the major 2006)
sources of greenhouse gasses and their importance to
global climate. The greenhouse effect practical,
Completion of the green house practical allows students IES Manuel Blancafort (Nebot
to develop their practical skills. Students will observe and 2005)
compare the absorption of thermal radiation by CO2
and water vapour, and the effect that greenhouse glass jars with lids
gasses create when they prevent the emission of temperature sensor
beakers Water
radiation to space (UB.2, IB.2, IB.3, IB. 4, IB.5).
vinegar and sodium hydrogen
Students will apply their understanding of the concepts
carbonate
covered to answer the review questions.
spoon
(UB.1, UB. 2)
light
Students watch the movie ‘An Incontinent Truth’ and An inconvenient Truth
complete a work sheet and participate in class discussion (documentary)
to developing their understanding of what global warming
is, factors contributing to global warming, the evidence Work sheet
that global warming is increased by human activity, the
environmental, social and economic implications of global
warming and action that can be taken to combat global
warming.(UB.1, UB.2, UB.3, EBI.1, EBI.3, EBI. 4, AV.1,
AV.3, AV. 4, AV.5, AV.6) Home work
Students will develop a concept map of global warming Students are to think of three
based on all the concepts learned during this unit to ways they can reduce their
illustrating the ranges social, economic and environmental impact on the environment in
implications that are all intrinsically linked. their day to day lives.
(UB.1,UB.2,UB.3)
Assessment
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MDP461-Asigment 1 Unit Plan 27/8/2010
 Species extinction due to habitat loss.
(KI.14)
 Ocean currents and water
temperatures(KI.14
 Acidification of marine environment
destroying coral reefs and shelled
organisms.(KI.14)
This exercise will develop students literacy, numeracy and Students answers to the
communication skills worksheet and development of
a concept map provides an
opportunity to formatively
asses students comprehension
of the concepts relating to
climate change.

 Melting ice caps/glaciers and raising

sea levels.(KI.14)

 Destroying farmers crops (KI.14)

There are a broad range of green technologies

and practices being developed to combat
climate change.

Report Righting 2 Assignment (EEI)

lessons
Conservation 1 Each organism plays a role in maintaining
lesson healthy and functioning ecosystems (KI.15).
Tropical reef and rainforests are the largest
sources of pharmaceuticals on the planet.
Rainforest and other highly vegetated areas
remove large quantities of CO2 from the
atmosphere and are critical for combating
global warming (KI.15, KI.20.).
Nature reserves, national parks and marine
reserves protect critical ecosystems by
regulating and minimizing human impact.
Students develop an understanding of the need for Information relating to local
conservation of the planets organisms and the methods and global conservation
being implemented to maintain biodiversity, through a organisations and initiatives.
presentation from a member of the Australian Wilderness
Society. (UB.1,EBI.1,AV.1,AV.4,AV.6).
Students will need to draw on concepts covered
previously in this and other units.
Students also produce a human impact mind map and
compare it with the one produced in the first lesson to
illustrate the level of students understand of concepts and
their connections covered in the unit.

Zoos have captive breeding programs to

preserve endangered species (KI.24).

Botanical gardens and seed stores are

maintained to protect plant species (KI.24)
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MDP461-Asigment 1 Unit Plan 27/8/2010

Develop and 2 Assignment

present lessons
presentation

Development of the Human Impact on The Environment

Curriculum design

In the development of this work program the we used the systematic seven step Holland Process Model (HPM, Paulumbo-Holland, 1997) as the curriculum
design model.
Defining the learning outcomes and goals;
Analysing the needs, knowledge and abilities of the students, the learning environment and materials required;
Designing the instructional objectives and matching assessment to match required learning outcomes
Developing the Learning events and required supporting materials
Implementing the instruction, focusing on deeper learning;
Assessing students learning both formatively and summatively;
Evaluating the learning and development process continually to allow for adjustment were needed

Using the HPM to structure our work plan design we started by defining the learning outcomes and goals using the key concepts and ideas outlined in the
Biology syllabus, and divided them into 8 units to cover 8 terms, in a logical progression from the cellular level to ecosystems. While deterring the topics to be
covered in these units and the context in which they would be approached we preformed a situational analysis to determine the internal and external
expectations, social concerns and the resources available to teachers to maximise the educational value of the work program.

By arranging our individual units in a logical progression from the cellular level to ecosystems we were able to design our work plan to consist of units that
clearly linked and progressively built on students understanding of biological concepts and theories. This in turn dictated the pedagogical techniques and
assessment tasks that could be implemented in each unit. The first two units implement direct instruction and written task assessment to ensure students
developed the practical skills and conceptual understanding to perform an EEI in latter units. This aided the development of our individual of our individual
assessment task. Right the way through the process we constantly evaluated and modified our unit and work plan bouncing ideas of each other. However we
were not able to address the implementation and assessment stage. But formative and summative assessments were included in all the unit plans.

Pedagogy

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MDP461-Asigment 1 Unit Plan 27/8/2010
During the construction of this unit I tried to focus on Contextual and Inquiry based learning. Benneta et al. (2005) states that contextual based learning
involves relating the learning experiences to the social and cultural environment in which the student, teacher and institution are situated. While enquiry based
learning encourages students to come to come conclusions based on investigation (Germann et al, 1996). I am aware that students come into the class room
with their own perception of the world around them so I tried to base activities around local examples and situations, in an effort to allow students to relate
concepts back to what they experience in their day to day lives before expanding them out to more removed situations. I also tried incorporate task that required
students to source their own information and develop their own opinions, or implement a scientific approaches to investigate local examples were ever possible.
Hopefully this shines through in my unit plan.

I was aware of the diversity of backgrounds and learning styles within the class and incorporated a mixture of learning experiences such as hands on practicals,
self directed investigation (with ICT’s, textbook and the library), chalk and talk, videos ,guest speakers and plenty of class discussion. The activities chosen also
had the aim of promoting students literacy, numeracy and social/communication skills.

References
Alam K., Rolfe J., Donaghy P. (2006) Economic And Social Impact Assessment of Water Quallity Improvement. Australasian Journal of Regional Studies,
Vol. 12, No. 1, 2006 85

American Public Health Association, Inc. (1998) Standard Methods for the Examination of Water and Wastewater, 20th ed., American Public Health
Association.

Bennetta J., Gradb C., Parchmann I., Waddingtona D. (2005) Context-based and Conventional Approaches to Teaching Chemistry: Comparing teachers’ views
International Journal of Science Education Vol. 27, No. 13, 2005, pp. 1521-1547

Department of Primary Industries, Parks, Water and Environment, National Guidlines for Water Quality, retrieved 13th August 2010,
http://www.dpiw.tas.gov.au/inter.nsf/WebPages/JMUY-52B3YX?open

Drewry J.J, Newham L. T. H., Green R. S. B., Jakeman A.J (2006) A review of nitrogen and phosphorus export to waterways:context for catchment modelling.
Marine and Freshwater research, 58, 757–774

DWG (2010). Introduced species work sheet 8, dwg.org.au, retrieved 10th Augus 2010 from http://www.dwg.org.au/index.cfm?objectid=5C418022-65BF-
EBC1-2D868EB15968C721 Backyard Biodiversity invasive species worksheethttp://www.csiro.au/resources/pfh8.html

Germann, P.J., Askins, S, & Auls, S.. (1996). Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry Journal of Research in
Science Teaching, 33 (n/a), 475-499.

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MDP461-Asigment 1 Unit Plan 27/8/2010
Goudie A., Viles H. A. (1997) The earth transformed: an introduction to human impacts on the environment, Wiley-Blackwell.
Queensland Studies Authority (2004a). Biology – Work program requirements. Brisbain, Qld [pdf file]. Retrieved 17 July 2010 from
http://www.qsa.qld.edu.au/10-12/1946.html

Human Impact on the World HD [streaming video recording] retrieved 13th August 201,0 http://www.youtube.com/watch?v=ldiPn0ngxK0

(Kusky A., 2006) Greenhouse Effect [streaming video recording] retrieved 12th August 2010http://www.youtube.com/watch?
v=5zLuqSYF68E&NR=1(Anthony

Lecornu B., Dierck T., (2002) Biology Levels of Life, Second Edition, Sydney Briton Books

Nebot. R, Green House Gases Practical, IES Manuel Blancafor, Spain, (2009). retrieved 20th August
010,http://www.carboeurope.org/education/CS_Materials/The_Greenhouse_Effect_JD.pdf

Queensland Studies Authority (2004b). Biology Seniur Syllabus. Brisbain, Qld [pdf file]. Retrieved 17 July 2010 from http://www.qsa.qld.edu.au/10-
12/1946.html

Sladevcek, V (1973) System of water quality from the biological point of view, Arch. Hydrobiol. Ergebn. Limnol , No. 7 , pp. 222.

Spencceley M. (2006) Heinemann Queensland Science Project –Biology A Contextual Approach. Melbourne Harcourt Education

Spencceley M. (2006) Heinemann Queensland Science Project –Biology A Contextual Approach- Student Acticity Manual. Melbourne Harcourt Education

Water Watch Victoria, The Community Monitoring Manual was published (1996), retrieved 13th August 2010, http://www.vic.waterwatch.org.au/education-
resources/209/

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