Lucy Skillman Student Number S00260003

EDST 544 - Assignment 1

Unit Plan - Year 11 Integrated Science (General)

Contents Page
Unit Overview 1
Unit 1 Description and Context 2
Unit 2 Description and Context 3
Unit 1 Biodiversity and Sustainability 4-5
Unit 2 Food Science 6-7
Unit 1 Teaching Summary 8-10
Unit 1 and 2 Assessment Outline 11-13
Detailed Lesson Plans Week 7 - 14 14-18
Discussion of Teaching and Learning Strategies 19-23
References 24
Appendix – learning material examples 25-31

Unit Overview
In the West Australian Integrated Science Curriculum, there is a strong focus on
Science as a practical discipline that finds solutions to real problems. With this in
mind, teachers have more freedom and flexibility in how best to deliver the course
with much more choice on topics. Several contexts are suggested but exact choice is
left to the school/teachers. The topics are more relevant to the real world and
illustrate links (or integration) between the different scientific disciplines: Biology;
Physical Sciences; Chemistry; Earth Science and Geology. It also focuses on the
higher order thinking skills required to apply existing understanding to a new
context or problem (inquiry skills). Having a background in Scientific Research, I am
a strong advocate for Integrated Science as it teaches applied Science, with a focus on
interdisciplinary knowledge.

Whilst Integrated Science can be offered at an ATAR level, the demand at my current,
relatively small school, is for a General Course as ATAR students have to select all
pure Science ATAR subjects that are offered. Literacy and numeracy standards as
measured by NAPLAN data, are often lower for students that select to study General
Courses than the cohort overall so additional literacy and numeracy skills are
explicitly taught throughout the unit alongside differentiation strategies to include
all learners. These are detailed within the lesson plans and discussion.

The overall course plan is presented alongside a summary of the relevant curriculum
documents. The assessment outlines and teaching points are described. The
teaching, learning and assessments for Unit 1, Weeks 7-15 are described in more
detail and used to illustrate a discussion of the teaching and learning strategies used
and their effectiveness.
Overview Unit 1 and 2 - Integrated Science General Year 11 (SCSA, 2020).
General Capabilities
 Literacy
 Numeracy
 Information and Communication Technology Capability
 Critical and Creative Thinking
 Personal and Social Capability
 Ethical and Intercultural Understanding
Cross Curricular Priorities
 Aboriginal and Torres Strait Islander histories and Culture
 Asia and Australia
 Sustainability

Unit Description Unit content

Unit 1  Processes involved in the functioning Suggested Contexts:
of systems from the macro level (cycles  environmental
in nature and Earth systems) to degradation
systems at the organism, cellular and  marine biology
molecular level.  sustainability and
 Investigate and describe the effect of biodiversity
human activity on the functioning of  water
cycles in nature.  biotechnology
 Interdependence of Systems. Structure
and function of cells, organs and Science Inquiry Skills
organisms, and the interrelationship
between the biological community and Science as a Human
the physical environment. Endeavour
 Variety of practical activities to
investigate patterns in relationships Science Understanding
between organisms. Earth Systems/Cycles in
 Collaboration, collection and Nature
interpretion of first-hand data in the Structure and Function of
field or the laboratory. Biological Systems
 Connection of organisms, physical Ecosystems and
environment, and the impact of human Sustainability
activity, Species Continuity and
 Analyse interpret data collected Change
through investigations in the context
studied. Sources about Australian,
regional and global environments.
 Broad context integrates all areas of
science to assist in the delivery of the
key concepts.
 Engaging, local real-life application,
and be relevant to the student’s
everyday life.

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Unit 2  Processes involved in the Suggested Contexts:
transformations and redistributions of forensic science
matter and energy in biological, rocketry
chemical and physical systems, from kitchen chemistry
the atomic to the macro level. cosmetics
 Investigate the properties of elements, marine archaeology
compounds and mixtures, and how mining
substances interact with each other in
chemical reactions to produce new Science Inquiry Skills
substances.
 Explore the concepts of forces, energy Science as a Human
and motion and science has led to the Endeavour
development of useful technologies
and systems. Science Understanding
 Focus on practical experiences,  Atomic structure of
collaboration, collection and substances
interpretion of first-hand data.  Chemical reactions
 Interconnectedness of organisms to  Motion and forces
their physical environment, and the  Energy
impact of human activity.
 Relationship to Australian, regional
and global environments.
 Broad topics which integrate all areas
of science to assist in the delivery of
the key concepts.
 Engaging, real-life application, and be
relevant to the student’s everyday life.

3
 Unit 1 Overview: Biodiversity and Sustainability
Week Key Teaching Points

1 Earth systems
 The Earth’s spheres
o Hydrosphere
o Lithosphere
o Atmosphere
 Natural resources for life processes
o Photosynthesis and respiration
o Synthesis of building blocks for life (carbohydrates, fats, proteins)
2-4  Biogeochemical cycles
o Water cycle
o Carbon cycle
o Nitrogen cycle
o Phosphorus cycle
 Impacts on biogeochemical cycles
o Natural processes (drought, fire, volcanic activity)
o Human activities (deforestation, pollution)
Commence Task 1: Extended Response – Impact of natural disasters
5-6 Ecosystems and sustainability
 Interrelations between organisms and biogeochemical cycles to obtain
requirements for life
o Atmospheric gases
o Water
o Nitrogen
o Potassium
 Interaction between communities and the physical environment
o Classifying ecosystems
o Australian ecosystems
Task 1: Extended Response – Impact of natural disasters
Task 2: Test – Earth systems, ecosystems and sustainability
Commence Task 4: Investigation – Monitoring a Local Ecosystem
7-9 Biological systems
 Cell structure and function
 Hierarchical organisation of organisms
o Cells
o Tissues
o Organs
o Systems
 Structure and function of one plant system and one animal system
Task 3: Practical – Microscopy: Observing Cells
10-11  Dysfunction/disease (changes in systems)
o Susceptibility
o Resistance
o Case study: Variation assists survival – vaccination and antibiotic

4
 resistance
Task 4: Investigation – Monitoring of a local ecosystem
12-13 Continuity and change
 Types of reproduction
o Asexual and sexual
o Advantages/disadvantages
 Variation
o Importance of variation
o Cause of variation
Task 5: Practical – Fire Ecology Excursion
14-15  Adaptations
o Types of adaptations (structural, physiological, behavioural)
o Examples of Australian plant and animal adaptations
Task 6: Extended Response – Endangered Species
Task 7: Test – Biological Systems, continuity and change

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 Unit 2 Overview: Food Science

Week Key teaching points

1–2 Atomic structure
 Atomic structure can be modelled
 Models have changed over time as new experimental evidence is gathered
 Subatomic particles
 nucleus (protons and neutrons)
 electron shells
 calculate numbers of subatomic particles (mass number atomic number)
 Elements, compounds and mixtures
 chemical symbols
 differences between elements, compounds and mixtures
 Properties of materials
 physical and chemical properties of substances determines use
 non-Newtonian fluids
Task 8: Test – Atomic structure
3–5 Chemical reactions
 conservation of mass during a chemical reaction
 chemical reactions can be represented using word equations
 endothermic and exothermic reactions
Commence Task 9: Research project on raising agents (cake or bread)
6-7 Energy
 Heat
 kinetic theory of matter
 heat energy transfer (conduction, convection, radiation)
 ideal gas law
Task 9: Extended Response – Raising agents
8-10 Mixtures and solutions
 Types of mixtures
 solutions
 suspensions
 colloids (e.g. emulsions, foams, sol/gels, aerosols)
 Separating mixtures
 mixtures can be separated by physical processes
 separating insoluble substances (e.g. decantation, filtration, centrifuge)
 separating soluble substances (e.g. evaporation, distillation,
chromatography)
Task 10: Practical – Additives in Soft Drinks
Task 11: Investigation - Adapt a Recipe
11 Energy
 Kinetic
 types of kinetic energy
 examples of kinetic energy transfers
 Potential
 types of potential energy

6
  identify when energy in an object changes between potential and kinetic
12 Motion and forces
 Forces
 contact and non-contact forces
 measuring forces
 balanced and unbalanced forces
 free body diagrams showing the forces acting on objects
13  Motion
 vector and scalar quantities
 distance/displacement
 speed/velocity
acceleration
14-15  Newton’s Laws of Motion
 examples of each law in action
Task 12: Practical – Projectile motion
Task 13: Test – Motion and forces

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 Teaching Summary
Unit 1: Biodiversity and Sustainability

Week Key Teaching Points Learning aims Resources

1-2 Earth systems  Categorise each of the  Khan Academy – Biology

 The Earth’s spheres Earth’s spheres. > Ecology > Intro to
o Hydrosphere  Make up a key to Ecology
o Lithosphere describe each.  Stile – Earth’s spheres
o Atmosphere  Understand how each  Biozone Activities 69, 70
 Natural resources for sphere is linked in the o 69 Plants as
life processes different cycles Producers
o Photosynthesis and (Nitrogen, carbon and o 70
respiration water). Photosynthes
o Synthesis of building  Describe the biological is
blocks for life and chemical reactions  Biozone Activities 21,
(carbohydrates, fats, in Photosynthesis and 22, 23, 24, 26
proteins) Respiration. o 21 Biological
 Describe the Molecules
similarities and o 22
differences between Carbohydrate
photosynthesis and s
respiration. o 23 Lipids
 Draw chemical o 24
diagrams of different Nucleotides
building blocks. and Nucleic
 Identify differences in Acids
key chemical bonds o 26 Proteins
between these
building blocks.
2-4  Biogeochemical cycles  Describe the role of  Biozone, Activities 238,
o Water cycle nutrient cycling in 239, 240
o Carbon cycle ecosystems (including o 238 The
o Nitrogen cycle the hydrologic cycle), Hydrological
o Phosphorus cycle explaining how Cycle
 Impacts on nutrients are o 239 The
biogeochemical cycles exchanged within and Carbon Cycle
o Natural processes between ecosystems, o 240 The
(drought, fire, moving between the Nitrogen
volcanic activity) atmosphere, the Cycle
o Human activities Earth’s crust, water,  Khan Academy - Biology
and organisms. > Ecology >
(deforestation,
pollution)  Describe the carbon Biogeochemical Cycles
Commence Task 1: cycle, using arrows to  Biozone Activities 287,
Extended Response – Impact show the direction of 288, 289, 292, 293
of natural disasters nutrient flow and o 287 Soil
labels to identify the Degradation
processes involved. o 288 Water
Describe how human Pollution
activity may intervene o 289 Nitrogen
in various aspects of
Pollution
the carbon cycle.
o 292 Effects of
 Describe the nitrogen
Urbanisation
cycle, using arrows to
o 293 Air
show the direction of
Pollution
nutrient flow. Describe
and explain the

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 processes involved
and the role of
microorganisms in the
cycle. Discuss how
humans may intervene
in the nitrogen cycle
5-6 Ecosystems and  Draw food webs with  Biozone, Activity 237,
sustainability inputs for raw 241, 242, 244, 245
 Interrelations between materials and energy. o 237 Nutrient
organisms and  Describe how air, Cycles
biogeochemical cycles water, nitrogen and o 241 Energy
to obtain requirements potassium are used in Inputs and
for life one animal (of choice) Outputs
o Atmospheric gases and one plant (of o 242 Food
o Water choice). Chains
o Nitrogen  Identify plant and o 244
o Potassium animal adaptations. Constructing
 Interaction between  List different a Food Web
communities and the ecosystems and o 245 Dingo
physical environment subsystems to include Food Webs
o Classifying but not limited to  245
ecosystems Tundra, grasslands,
o Australian rainforest, desert,
ecosystems temperate forest.
Task 1: Extended Response –  Relate ecosystem to
Impact of natural disasters energy flow.
Task 2: Test – Earth systems,
ecosystems and sustainability
Commence Task 4:
Investigation – Monitoring a
Local Ecosystem
7-9 Biological systems  See Expanded Lesson  See Expanded Lesson
 Cell structure and Plans Plans
function
 Hierarchical
organisation of
organisms
o Cells
o Tissues
o Organs
o Systems
 Structure and function
of one plant system and
one animal system
Task 3: Practical –
Microscopy: Observing Cells
10-  Dysfunction/disease  See Expanded Lesson  See Expanded Lesson
11 (changes in systems) Plans Plans
o Susceptibility
o Resistance
o Case study: Variation
assists survival –
vaccination and
antibiotic resistance
Task 4: Investigation –
Monitoring of a local
ecosystem

9
12- Continuity and change  See Expanded Lesson  See Expanded Lesson
13  Types of reproduction Plans Plans
o Asexual and sexual
o Advantages/
disadvantages
 Variation
o Importance of
variation
o Cause of variation
Task 5: Practical – Fire
Ecology Excursion
14-  Adaptations  See Expanded Lesson  See Expanded Lesson
15 o Types of adaptations Plans Plans
(structural,
physiological,
behavioural)
o Examples of
Australian plant and
animal adaptations
Task 6: Extended Response –
Endangered Species
Task 7: Test – Biological
Systems, continuity and
change

10
Assessment Outline Unit 1: Biodiversity and Sustainability and Unit 2: Food Science.
Assessment Assessment Assessment Start and Assessment Task
Type Type Task Submission
Weighting Weighting Dates
Science 50% 5% Semester 1 Task 3: Practical –
Inquiry Week 8 Microscopy: Observing Cells
A practical activity
observing student and
commercially prepared
slides of cells. The practical
component of the task will
be completed in groups. The
analysis of data and follow-
up questions will be
completed individually in
class.
15% Semester 1 Task 4: Investigation –
Weeks 5-10 Monitoring a Local
Ecosystem
A field study investigating
the effects of human impact
on a local ecosystem. The
planning and conducting
will be completed in groups,
with the analysis of data and
follow-up questions will be
completed individually in
class.
5% Semester 1 Task 5: Practical – Fire
Weeks 13- Ecology
14 A brief summary of the
practices employed by
DPAW in their breeding
program and an analysis of
data provided by the DPAW
to determine viability of the
practices with respect to
their goal.
5% Semester 2 Task 10: Practical –
Week 9 Additives in Soft Drinks
A practical activity
observing student and
commercially prepared
slides of cells. The practical
component of the task will
be completed in groups. The
analysis of data and follow-
up questions will be

11
 completed individually in
class.
15% Semester 2 Task 11: Investigation -
Week 10 Adapt a Recipe
An investigation testing
how adapting a recipe will
affect a chosen variable. The
planning and conducting
will be completed in groups,
with the analysis of data and
follow-up questions will be
completed individually in
class.
5% Semester 2 Task 12: Practical –
Week 14 Projectile Motion
A practical activity
observing the trajectory of
projectiles in motion. The
practical component of the
task will be completed in
groups. The analysis of data
and follow-up questions will
be completed individually in
class.
Extended 30% 7.5% Semester 1 Task 1: Extended Response
Response Week 4 – Impact of Natural
Disasters
A research task conducted
over a week-long period
culminating in a
presentation, poster or
brochure. Assessment will
include both research notes
and the final product. This is
an individual task
completed by students
during class time.
7.5% Semester 1 Task 6: Extended Response
Week 14 – Endangered Species
A research task conducted
over a one-week period
culminating in a
presentation, poster or
brochure. Assessment will
include both research notes
and the final product. This is
an individual task
completed by students
during class time.

12
 15% Semester 2 Task 9: Extended Response
Weeks 4-7 – Raising agents
A research task conducted
over a four-week period
culminating in a
presentation, poster or
brochure. Assessment will
include both research notes
and the final product. This is
an individual task
completed by students
during class time.
Test 20% 5% Semester 1 Task 2: Test – Earth
Week 6 systems, ecosystems and
sustainability
Test consisting of 10
multiple choice questions,
2-3 short answer questions
and one extended answer
question.
5% Semester 1 Task 7: Test – Biological
Week 15 systems, continuity and
change
Test consisting of 10
multiple choice questions,
2-3 short answer questions
and one extended answer
question.
5% Semester 2 Task 8: Test – Atomic
Week 2 structure
Test consisting of 10
multiple choice questions,
2-3 short answer questions
and one extended answer
question.
5% Semester 2 Task 13: Test – Energy,
Week 15 forces and motion
Test consisting of 10
multiple choice questions,
2-3 short answer questions
and one extended answer
question.

13
 Detailed Lesson Plans Weeks 7 to 14

Unit 1 – Biodiversity and Sustainability

Biological Systems

Week 7 Week 7 Week 7 Week 8

Lesson 1 Lesson 2 Lesson 3 Lesson 1
Learning Learning Learning Learning
Intentions: Intention: Intention: Intention:
Students will be Students will be Students will All students will be
able to name the 3 able to describe the understand how able to get a cell
key inventors of cell relationship small cells are. sample and focus
theory. between cell Students will on it to view an
Students will structure and build their non- image.
understand that cells function. declarative
are the smallest unit Students will be knowledge on how Students will
of life. able to recognise to use and operate understand key
Students will and name the microscopes. parts of the
understand that cells internal structures microscope and
may be different within cells Do Now: On a how they focus
sizes. Do Now: Name all piece of 1mm light on to an
the different types graph paper, draw object.
Content of shoes that you the smallest face
Development/ have at your house. you can on a piece Students will
Guided practice: (Students may have of paper. See if you understand there
Cell theory running shoes, footy can get it in one are a variety of
powerpoint and boots, gumboots, square. microscopes used
comic. Science as a thongs etc). Write your name as for different
Human Endeavour small as you can. purposes.
(SHE). Then: How is each (We will look at this
Differentiation: shoe adapted to on a microscope). Review
Scaffolded comic for its function? microscope
low literacy students Microscopes are parts:
(opt in). Relate each shoe used to view objects http://downloads.
has its own purpose smaller than the clickview.com.au/
Hands on learning/ and features so do naked eye can see. lesson-plans/year
ICT: cells. -8/Biological-
Cells alive size Use the compound Sciences/An-
widget. Content microscope Introduction-to-
https:// Development: simulation in STILE Microscopes/8-
www.cellsalive.com/ Features/Functions to view a seed. an-introduction-
howbig.htm of parts of cells. CFU: to-microscopes/
Using the cells alive Changing objective index.html
interactive Cells organelle increases
animation to function magnification and Questioning:
examine relative presentation. size of the image. Why can’t you see
sizes of different Coarse and fine some parts of cells?
types of cells. Name the focus by turning
Transfer onto scaled organelles and large and small Go through possible
graph paper (check know what function focus wheels. reasons and solutions.
for understanding- they perform.
CFU). Once completed, Size
Differentiation can Numeracy: Take you can complete Transparency
give graph paper notes as a table. and sign the Examples of stains,
with two cells pre- This helps students checklist for safe different types of
drawn. organize use of microscopes. microscopes.
information which
Extension Task: is a sorting activity. Tasks: Key inventions (SHE)
Research another First check your Do Now:
type of cell and Differentiation: writing and face. When was the light
draw to scale Provide a table with Then look at a ruler. microscope invented?
compared to a red images/functions, Change between Look at the following

14
blood cell and just fill in the different objectives. timeline and see if you
bacterium. organelle. were right.
Kinaesthetic task: Once you have done Also point out
Balloon with pea Independent this, start looking at methods to visualize
inside = animal Practice/CFU/Coll one type of cell (red (fluorescence, makes
verses microbe cell. aboration: blood cell). larger (EM) and 3D
Numeracy: Organise students imaging).
Introduce units into groups of 4 or Extension https://www.science
(milli, micro), scales 5. Provide the cell Questions: Are all learn.org.nz/resourc
of cells. Scientific organelle board the cells the same? es/1692-history-of-
notation revision. game. If not, why not? microscopy-timeline
Comparison of size This game also Can you see any
with known objects. builds literacy skills organelles? Why Physicist Eric Betzig,
with spelling and can’t you see them? a group leader at the
definitions Howard Hughes
practiced and Medical Institute's
repeated. Janelia Research
Campus, and
Kahoot Quiz on colleagues report the
organelles. work April 19, 2018,
in the
journal Science.

Scientists have imaged

living cells with
microscopes for
hundreds of years, but
the sharpest views
have come from cells
isolated on glass slides.
The large groups of
cells inside whole
organisms scramble
light like a bagful of
marbles, Betzig says.

Movie of the latest

techniques:
https://phys.org/ne
ws/2018-04-
microscope-
captures-d-movies-
cells.html

Movies, live action, not

static, 2D images.
Nobel Prize awarded
2014.

Week 8 Week 8 Week 9 Week 9

Lesson 2 Lesson 3 Lesson 1 Lesson 2
Task 3: Practical – Learning
The analysis of data Cells and Tissues
Microscopy: Observing Intention:
and follow-up
Cells Do now: Using the All students will be
questions of the
similar shoe analogy, able to identify 5
A practical activity practical think of one type of different
observing student and microscopy session
shoe. Draw a labelled tissues/structures in
commercially will be completed both plants and
diagram, name the
prepared slides of individually in class. animals. eg. Nerve,
different parts of the
cells. lens, retina, iris, pupil,
Numeracy - Scale shoe and what they
The practical bars with units. are made of and blood vessels, Roots,
component of the what function they stem, leaves,
task will be reproductive parts.

15
 Task 4: Planning.
completed in perform.
Investigation –
groups.
Monitoring a Local Similarly in All students will be
This task checks Ecosystem. plants and able to carry out
observation skills. animals different the steps in a
A field study Tissues and dissection of a
Similarities and human eye and a
investigating the effects Organs carry out
differences, grouping flowering plant
of human impact on a different
and organising. (angiosperm).
local ecosystem. functions.
Also, practice and
Content Do now:
procedure of focussing Form Groups. Development: Sit in assigned
a sample of different Discuss options for
optical depth (non- Part 2: Organs (or groups.
conducting the Collect equipment
declarative monitoring of the organised tissues)
according to the
knowledge). ecosystem. Do now: list on the board.
Think of a shoe
The ecosystem is a small Content Development:
shop
stream/wetland on the Watch 2 short videos (3
Kiara College school site. What sections, or mins)
This allows multiple parts are there in
trips to collect data or the shop. Eye Dissection
samples. https://
Counter, shelves,
www.youtube.com/
sections. These are
Options: Water quality watch?v=Fve8AQ5laYw
like the organs.
and impact of
agriculture. Content Identification of
development monocots and dicots.
Invasive weeds. http:// https://
downloads.clickview.c www.youtube.com/
Impact of animals eg. om.au/lesson-plans/ watch?v=gI2RxzAT-ww
farm animals or insects. year-8/Biological-
Sciences/Organ-and- Use this worksheet for
Organ-Systems/8- the eye dissection as it
organ-and-organ- has a strong focus on
systems/index.html function, not just
anatomy.
https://
www.woodstown.org/
cms/lib/NJ01001783/
Centricity/Domain/
228/cow-eye-
dissection.pdf

Week 9 Week 10 Week 10 Week 10

Lesson 3 Lesson 1` Lesson 2 Lesson 3
Task 4: Investigation –  Week 10 to 11 Susceptibility Task 4: Investigation –
Monitoring a Local Dysfunction/ Resistance Monitoring a Local
Ecosystem disease (changes Ecosystem
A field study in systems) A field study
investigating the effects investigating the
of human impact on a effects of human
local ecosystem. impact on a local
ecosystem.
Monitoring and Data
Collection. Monitoring and Data
Collection.

16
Week 11 (Term 2) Week 11 Week 11 Week 12
Lesson 1 Lesson 2` Lesson 3 Lesson 1
https:// Vaccination Task 4: Investigation Continuity and change
www.khanacademy.org/ How do diseases – Monitoring a Local  Types of
science/high-school-biology/ spread experiment Ecosystem reproduction
hs-evolution/hs-evolution- (attached). A field study o Asexual and
and-natural-selection/a/hs- investigating the sexual
evolution-and-natural- How do vaccines effects of human o Advantages/
selection-review work? impact on a local disadvantage
Herd immunity ecosystem. s

Case study: Variation Data Analysis and

assists survival. Antibiotic Resistance
write up.
Sickle cell anaemia.
https://www.nhs.uk/video/
pages/sickle-cell-
anaemia.aspx
Difference between
genetic inherited diseases
and diseases that are
contagious.

Week 12 Week 12 Week 13 Week 13

Lesson 2 Lesson 3` Lesson 1 Lesson 2
Sexual/Asexual  Variation Task 5: Practical – Fire Task 5: Practical – Fire
Reproduction o Importance of Ecology Excursion Ecology Excursion -
examples variation A brief summary of the Calculations and write
o Cause of practices employed by up. Numeracy.
Yeast variation DPAW in their breeding
program and an
analysis of data
Flowers provided by the DPAW
to determine viability of
the practices with
respect to their goal.

https://
www.dpaw.wa.gov.au/
get-involved/nearer-to-
nature/schools/
excursions/item/1246-
fire-biology-a-force-of-
life

Students will
investigate: fire, plants
and vegetation.
https://
www.dpaw.wa.gov.au/
management/fire/fire-
and-the-environment/
53-fire-plants-and-
vegetation

17
 Australian plants have
adapted to persist in a fire
prone environment along
with regular droughts and
the nutrient poor soils
that are a feature of our
environment.

Survey, bark, seeds, roots

in various areas of the
park.

Accurately record
information using
Bushland recording sheet.

Week 13 Week 14 Week 14 Week 14

Lesson 3 Lesson 1` Lesson 2 Lesson 3
Week 14/15 Task 6: Extended Task 6: Extended Task 6: Extended
Adaptations Response – Endangered Response – Endangered Response –
Species. Species Endangered Species
Do now:
Types of adaptations
Name 3 extinct animals Do now: Check another Present work to peers.
(structural, physiological,
(died out). class members work so
behavioural)
Name 1 extinct plant. far. Feedback sheets
Peer marking exercise.
Name an animal close to Make 3 suggestions on
extinction (dying out). what they need to do next.
*Constructive feedback.
Content:
Define endangered. Continue with research
and write up.
Short video of a selection
of endangered species.

Research task conducted

over a one-week period
culminating in a
presentation, poster or
brochure.

Assessment will include

both research notes and
the final product. This is
an individual task
completed by students
during class time.

Guided Learning: Scaffold

the
questions suggested for
research:

What animal.
Habitat.
Food.
Adaptations.
Predator/Prey?
What has changed that it
is causing it to be

18
endangered?

19
Discussion of Teaching and Learning Strategies - Integrated Science

Overview of Teaching and Learning Strategies

This course has a very strong focus on practical, hands on aspects of
Science that are relevant and relatable to students’ real lives. Like all
Science disciplines, the training to carry out well planned and methodical
experiments to test hypotheses is important. The outline presented here
encourages an enquiry based approach, to try things in which the outcome
is not yet known and also apply existing knowledge in new ways. This
forms the basis of all scientific discovery. Integrated Science also has the
unique capacity to demonstrate the cross-disciplinary nature of Science,
the interface of new knowledge is often at the boundaries between them.
In addition, various cross-curricular priorities and general capabilities are
supported within the planned unit of work.

Scientific Enquiry Skills

Integrated science has a focus on hands on, practical activities without
compromising higher order thinking skills. Bloom and Krathwohl (1956)
described a continuum from lower to higher order thinking skills. It
should be noted that it is not necessary to ask complicated and difficult
questions, simply questions that require thinking. There should be checks
that students are not having difficulty because the don’t understand the
question itself. Frequent checks for understanding (CFUs) help as do
questions about prior learning. For example in these lesson plans, shoe
analogies were used throughout, to relate more complex ideas about cells,
tissues, organs to familiar objects.

Based on Bloom and Krathwhol, 1956.

In the Science classroom several key higher order thinking skills are developed
including the transfer of knowledge and understanding to a new situation.
Critical thinking to question approaches used in sampling for example and
problem solving with an unfamiliar or unknown solution. Problem solving can
include making up or imagining parts of the solution. For example if a skeleton is
found, many parts could be missing, but from the information that you have, you
can come to a conclusion about the type of animal the skeleton belongs to. This
involves adding information to an existing schema or body of understanding
about the topic (Piaget, 1956), which is based on what students already know
about the real world. Students can apply an explanation to one context to
another to check if the explanation still makes sense, if not, they need to apply

20
new thinking. Science is fundamentally not the “right” answer but an explanation
based on existing evidence and ideas (Vale, 2013).

There is some evidence that hands on enquiry based approaches or

enquiry based learning (EBL) improves both academic outcomes and
student engagement (Summerlee & Murray, 2010). In this unit, many
opportunities were provided for enquiry based learning which included
the ecosystem monitoring project, dissections, microscopy and the fire
ecology field trip.

Students need to be given opportunities to think about the answer, rather than
being given the “correct answer”. Examples in the lesson plans include the
sessions on microscopy where students are encouraged to examine their own
thinking about cells, if they are the same, if not, why not, can you see all the
features of the cells, why can’t you see them? This then builds into subsequent
sessions on the development of specialized microscopes. Not everything has to
be higher order thinking, activities can be scaffolded using lower order thinking
skills to build up from to more complex ideas. This enables students to develop
their critical thinking skills, correct ideas and increase knowledge retention.
Encouraging students to think about their own ideas (metacognition) trains
students to think critically and solve new problems (Palincsar & Brown, 1984).

Collaborative Learning
There is a body of evidence that supports the important role that social
interactions and collaboration can help you learn. Pivotal ideas are summarized
in social cognitive theory (Bandura, 1986) and social constructivism theory
(Vygotsky, 1978). These theories suggest that social supports assist weaker
students to develop higher order thinking skills as students organize their ideas,
explain and make connections with others’ ideas. There is also evidence that
online learning is enhanced by social interaction (Lee et al., 2011).

Throughout the unit, students are given opportunities to work in groups.

Reporting as a group takes the pressure off individuals and can support weaker
students. A variety of group size and structure were used. For example the
microscopy sessions were conducted in pairs. The students were allowed to self
select these groups. For the ecology task, groups of 4 students were selected,
each with strengths in different areas (organization, numeracy, literacy and
practical skills). Group planning was scaffolded, similar to a 6 hats discussion (de
Bono, 1992), with each member contributing to an overall plan for the
ecosystem study. First selecting which topic to investigate

The benefits in offering choice (in group or topic) are recognised as improving
student engagement and motivation but also enable students of varying abilities
and skills levels to work together, which enables self-differentiation, rather than
relying solely on teacher input to differentiate learning materials at different
levels (Anderson, 2016).

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Information and Communication Technology
Various forms of communication technology are used throughout the course for
students to access the curriculum. As a low SES school, students do not bring
their own devices but have access to desktop computers in dedicated computer
labs, ipads within the classroom and projectors for presentations/videos in each
classroom, including the Science laboratories.

ICT is used to present content to students in different formats. While there is

skepticism that students have different learning styles (Papadatou-Pastou et al.
2018), it seems prudent to offer a selection of learning materials both in
different formats (visual, auditory and kinaesthetic) and at different levels for
differentiation. A variety of presentation methods are therefore used throughout
the unit using available devices, which are elaborated on below.

Through practice, students are trained in improving their use of ICT. Tasks in the
unit include independent research task on Endangered species in Week 14, with
students required to refine search terms (literacy) and add Bayesian search
terms (AND, OR, NOT) (numeracy). In addition students are trained in how to
recognize reliable sources of information (critical thinking). ICT can also support
differentiation with the use of speech to text and text to speech software for
students with lower literacy to record and report their research findings.
This isn’t the whole solution, but a start (reference).

There is evidence that students also engage more with quiz styled questions
compared to the usual standardized test formats at school (reference). Frequent
participation in online quizzes may even increase reading speed and accuracy
(Gockora & DePaulo, 2018). Anecdotal evidence suggests that students engage
much more with anonymous, social competitions such as Kahoot and Quizziz.
These are included in this unit as exit tickets and whole class checks for
understanding, as well as for remote learning and homework tasks. The other
advantage is that these styles of quiz can help the teacher to assess any key
misunderstandings or gaps in knowledge.

Figure 1. Kahoot question breakdown. Speed/accuracy.

22
ICT was also used to build numeracy skills through the use of excel spreadsheets
to record data from both the field trip and ecology study. Students were also
trained in how to write equations and perform calculations in excel, then how to
draw different types of graphs within the programme. These were presented as
part of the reports. ICT can also be used effectively for individual differentiation,
with continuously adjusted questioning or tasks. While this is often applied to
summative assessment tasks, simulations are also an example of adaptive
learning. Two simulation examples used in this unit were the scale/microscope
activity on cells alive (see appendix) and the virtual microscope (see appendix).
Simulations are a form of practical or experiential learning and can build
knowledge of processes and procedures, in this case for microscope use.

Literacy and Numeracy

In addition to the literacy and numeracy skills described above in the ICT section, I
will elaborate on a few other examples from the unit here. The cells alive website is a
free resource which can be used for students to examine the relative sizes of cells
(eukaryotic and prokaryotic) and also get a better understanding of measurement
scales for very small biological organisms. It uses real life examples such as human
hair, a pin head and pollen to help students add to their existing knowledge of object
scale. The activity builds on students’ ICT skills, navigating through menus as well as
their applied measurement skills, scaling, scientific notation and units (numeracy).

Repetition and checks for understanding of these definitions and words were
conducted using different types of games. The first was a “Blockbusters” style
competitive team game. The class is divided into two halves and each is assigned a
colour. On their turn they pick a section and have to answer a question to “capture”
the section. Each team takes turns. If they get a correct answer they can pick again.
The first team across the board wins. These type of games are good for low literacy
students who can gain support from their peers and still have success by having an
equal chance to know the answer. The competitive edge also builds relationships
within the team, to maximize success. Students can learn who to trust and how to
give everyone an opportunity. It can also teach estimating and averaging (numeracy)
skills to arrive at the most popular answer. It builds resilience and persistence as
well as strategy.

Numeracy skills with real world applications were built in to the ecosystem study
and field trip excursion, with real data collected for later analysis. The curriculum for
General Integrated Science suggests numerical operations and skills that students
should be able to perform to include: making and recording observations, use to
support scientific arguments, make accurate and repeatable measurements at an
appropriate scale, addition, subtraction, division and multiplication, express
fractions as %, construct graphs with appropriate scales, construct line graphs and
estimate/calculate a line of best fit, calculate the slope, use ratios, decimal to power
of 10 scientific notation, distinguish between continuous and discontinuous data,
interpret frequency distribution tables, interpret diagrams, pie charts and
histograms, compare data sets using mean, median and range (eg. data collection
sheet from the DPAW excursion in appendix).

Assessment

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Within the integrated science course there is a focus on real-life hands on
learning. One of the difficulties in enquiry based learning is how to measure
thinking (Zafra-Gomez et al., 2015). “It is easier to judge the mind of a man by his
questions rather than his answers.”—Pierre-Marc-Gaston, duc de Lévis (1764–
1830). There is some evidence that enquiry based learning can improve the
integration of new knowledge and factual information (Liu & Lin, 2010). There is
however, a reliance on teacher judged formative assessment during enquiry based
learning. Formative assessment, or learning through assessment to inform future
learning, can be described as gaining an understanding students existing level of
understanding and ideas to explain the next logical steps (Sadler, 1989). This can be
achieved by questioning during tasks and also regular checks for understanding.
Adaptive tests, such as those below can also be used as a self-led formative
assessment. ICT enables adaptive tests to be applied to summative assessment
tasks with testing questions increasing in difficulty if questions are answered
correctly and decreasing in difficulty if questions are answered incorrectly. One
benefit is reduced tedium (for incorrect or correct answers) but one potential
problem is that students may hard to gauge mastery of a topic (Ross et al., 2018).
Formative assessment can also be gained by students during group tasks from
peer feedback and discussion.

Engaging quiz and class based formative assessment tasks can also be used as a
form of formative assessment. An example was a “Blockbusters” style competitive
team game. The class is divided into two halves and each is assigned a colour. On
their turn they pick a section and have to answer a question to “capture” the section.
Each team takes turns. If they get a correct answer they can pick again. The first
team across the board wins. Students can learn who to trust and how to give
everyone an opportunity. It builds resilience and persistence as well as strategy.

By contrast, summative assessment is used to describe the knowledge gained,

not what is next to be learned. Summative assessment can be used to assess
procedural, non-declarative knowledge such as operating a microscope or
declarative knowledge recalling knowledge and facts about a topic. Summative
assessment can also measure the capacity to apply existing knowledge to a new
situation (eg. the case study described here). As well as the various forms of
assessments, there was a traditional summative assessment test in the final
week of the Unit.

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References:

Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001).  A
taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational
objectives. Addison Wesley Longman: New York.

Anderson, M. (2016). Learning to Choose, Choosing to Learn. Accessed from:

http://www.ascd.org/publications/books/116015/chapters/The-Key-Benefits-of-Choice.aspx

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

De Bono, E. (1992). Six Thinking Hats for Schools: Book 3. Cheltenham, Victoria: Hawker Brownlow Education. 

José Luis Zafra-Gómez, Isabel Román-Martínez & María Elena Gómez-Miranda (2015) Measuring the impact of inquiry-
based learning on outcomes and student satisfaction, Assessment & Evaluation in Higher Education, 40:8, 1050-
1069, DOI: 10.1080/02602938.2014.963836

Gokcora, D., & DePaulo, D. (2018). Frequent Quizzes and Student Improvement of Reading: A Pilot Study in a
Community College Setting. SAGE Open. https://doi.org/10.1177/2158244018782580

Kwan Min Lee , Eui Jun Jeong , Namkee Park & Seoungho Ryu (2011) Effects of Interactivity in Educational Games: A
Mediating Role of Social Presence on Learning Outcomes, Intl. Journal of Human–Computer Interaction, 27:7, 620-
633, DOI: 10.1080/10447318.2011.555302

Papadatou-Pastou M., Gritzali M., Barrable, A. (2018) The Learning Styles Educational Neuromyth: Lack of Agreement
Between Teachers' Judgments, Self-Assessment, and Students' Intelligence. Frontiers in Education: 3 p105.
https://www.frontiersin.org/article/10.3389/feduc.2018.00105

Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-
monitoring activities. Cognition and Instruction, 1, 117-175.

Piaget, J. (1956) Part I: Cognitive development in children Piaget. Development and Learning. Journal of Research
in Science Teaching. 2 pp. 176-186.

Ross, B., Chase, A., Robbie, D. et al. Adaptive quizzes to increase motivation, engagement and learning outcomes in a
first year accounting unit. Int J Educ Technol High Educ 15, 30 (2018). https://doi.org/10.1186/s41239-018-0113-2

Summerlee, A. & Murray, J. (2011) The Impact of Enquiry-Based Learning on Academic Performance and Student
Engagement. Canadian Journal of Higher Education, v40 n2 p78-94 2010

Sadler, D.R. Formative assessment and the design of instructional systems. Instr Sci 18, 119–144 (1989).
https://doi.org/10.1007/BF00117714

SCSA (2020) Retrieved from: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/

integrated-science

Vale R. D. (2013). The value of asking questions. Molecular biology of the cell, 24(6), 680–682.
https://doi.org/10.1091/mbc.E12-09-0660

Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of
children, 23, 34-41.

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Appendix: Learning Material Examples
Week 7 Lesson 1
Cells alive website:
https://www.cellsalive.com/howbig.htm

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27
Week 8 lesson 2.
The functions of different sub structures (organelles) within the cells are presented
using a clickview lesson (http://downloads.clickview.com.au/lesson-plans/year-8/Biological-
Sciences/An-Introduction-to-Cells/8-an-introduction-to-cells/index.html). This relates the organelles
to particular functions within cells by linking to prior knowledge using analogies
about towns/society.

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Cell Blockbusters Game

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30
Microscope Simulator

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Task 5: Practical – Fire Ecology Excursion
A brief summary of the practices employed by DPAW in their breeding program and
an analysis of data provided by the DPAW to determine viability of the practices with
respect to their goal.
https://www.dpaw.wa.gov.au/get-involved/nearer-to-nature/schools/excursions/item/1246-fire-biology-a-
force-of-life

Reading material
https://www.dpaw.wa.gov.au/management/fire/fire-and-the-environment/53-fire-plants-and-vegetation
https://www.dpaw.wa.gov.au/management/fire/fire-and-the-environment

Data Collection Sheet

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