Chelsea Kiley (32002019)

Rationale: STEM Project (Year 7)

This module of work comprises eight lessons over a period of 2-4 weeks. The focus of these lessons

is the classification of animals and the impact of invasive species on their environment. The

overarching goal of these lessons is to equip students with the knowledge required to solve the issue

of a new invasive species in the South-West region. This topic links directly to the United Nations

Sustainability Goal 15 Life on Land which states that by 2020, measures should be introduced to

prevent the introduction and reduce the impact of invasive species on land and water ecosystems

(United Nations, N.D.). Furthermore, this topic is highlighted in the Australian Curriculum through

the content description ACSSU112 “investigating the effect of human activity on local habitats, such

as the introduction of new species” under the Science Understanding strand (ACARA, N.D.). This unit

of work will also achieve the curriculum content descriptor ACSSU111 “classification helps organise

the diverse group of organisms” and ACSHE120 “Solutions to contemporary issues that are found

using science and technology, may impact on other areas of society and may involve ethical

considerations”. Other learning areas associated with this unit of work include English (ACELY1720),

Media Arts (ACAMAM069), Digital Technologies (ACTDIP025, ACTDIP031) and Design Technologies

(ACTDEK029, ACTDEK034, ACTDEP035, ACTDEP036).

General capabilities developed through these lessons include; Literacy, ICT Capability,

Intercultural Understanding, Personal and Social Capability, and Ethical Understanding. Critical and

Creative Thinking is also embedded throughout the program, with opportunities for students to

design their own animals, investigate solutions to invasive species and recommend the most

appropriate solution for the situation. In addition, the cross-curriculum priorities of Sustainability

and Aboriginal and Torres Strait Islander Histories and Culture are evident in this unit of work.

Recycled materials are used to build a model of student’s animals, the impact of invasive species on

agriculture, other organisms and Indigenous Australians are addressed and ethical and sustainable

solutions are recommended as a result of detailed and extensive research by students. Furthermore,
 Chelsea Kiley (32002019)

emphasis is placed on investigating the solutions Indigenous Australians used to respond to an

invasive species.

This project encourages the development of Science, Technology and Engineering skills

through various activities. Firstly, science understanding is developed through lessons 1 – 4, with

animal classifications, ecosystems, food webs and chains, invasive species impact and solutions and

scientific conventions for naming species all addressed through activities such as creating a life-size

food web, classifying class members, roleplaying the changes to an ecosystem, YouTube videos to

consolidate learning, designing posters and researching possible solutions to an invasive species.

Engineering is evident in the design of a new species that will survive in the South-West ecosystem

and construction of a 3D model of this animal. Lastly, technological development is achieved through

the use of iPads for research and the creation of an iMovie.

The assessments in this unit of work involve a variety of assessment strategies. Firstly, in

Week 3 students will create a poster that highlights the impact of an invasive species on the

ecosystem, which includes a food web, a labelled diagram, explanation of impact and solutions

identified by Indigenous Australians. This will be worth 15% of the total grade for the STEM unit.

Secondly, a topic test will be conducted in Week 4 that assesses the content knowledge of Weeks 1 –

3. This will be worth 30% of the total grade for the STEM unit. The third assessment piece is the

construction of a 3D model of a new species. This model should be life-size (within reason) and

include all features identified in the student’s diagram from Week 4. This assessment will be worth

25% of the total grade for the STEM Unit. Lastly, students will need to create and a present an

iMovie that explains the impact of another student’s invented species on the South-West ecosystem

and possible solutions to remove it from or prevent it impacting the South-West region. This will be

worth 35% of the total grade for the STEM unit.

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Australian Curriculum, Assessment and Reporting Authority. (N.D.). Science – Year 7. Retrieved

from https://www.australiancurriculum.edu.au/f-10-curriculum/science/?year=12007

United Nations. (N.D.). Goal 15: Life on Land. Retrieved from

https://www.un.org/sustainabledevelopment/biodiversity/