Unit Title Classification and Ecosystems

Year level Year 7 Science

Biological sciences
Three conceptual threads – Diversity and evolution, Interdependence and ecosystems, and Form and function.
Core concepts
Strands & Sub-strands
A diverse range of living things have evolved on Earth over large timescales that is still ongoing.
Biological systems are interdependent and interact with each other and the environment.
The form and features of living things are related to the functions that their body systems perform.
23 Students - nine girls, and 14 boys. Three students in the class have ILPs for the following identifications: Auditory
Processing Disorder, Autism Spectrum Disorder, Attention Deficit Hyperactive Disorder, and Hearing Impairment. All students
Context / Setting
are year 7s so are new to the school. They have classes with the same mentor group for Science, English, Humanities, and
mentoring (pastoral care).

Duration Six weeks

Lessons per Week Three lessons per week (with some loss of class time due to pupil free days, conferences, excursions, etc.)

Capabilities Critical and Creative Thinking, Sustainability, Ethical Understanding, Literacy, Digital Literacy

By the end of Year 7 students explain how biological diversity is ordered and organised. They represent flows of matter and
Standard(s)
energy in ecosystems and predict the effects of environmental changes.

Port Noarlunga Assignment (Summative)

Assessment Activities
RAFT Activity (Summative)
Unit Title: Ecosystems Teacher: Jordyn Binelli Year level: 7

General Capabilities ☒Critical and Creative Thinking

☒Literacy ☐Personal and Social

☐Numeracy ☒Ethical Understanding

☒ICT ☐Intercultural Understanding

Achievement Standard

By the end of Year 7 students explain how biological diversity is ordered and organised. They represent flows of matter and energy in ecosystems and
predict the effects of environmental changes. They model cycles in the Earth-sun-moon system and explain the effects of these cycles on Earth
phenomena. They represent and explain the effects of forces acting on objects. They use particle theory to explain the physical properties of
substances and develop processes that separate mixtures. Students identify the factors that can influence development of and lead to changes in
scientific knowledge. They explain how scientific responses are developed and can impact society. They explain the role of science communication in
shaping viewpoints, policies, and regulations.

Students plan and conduct safe, reproducible investigations to test relationships and aspects of scientific models. They identify potential ethical
issues and intercultural considerations required for field locations or use of secondary data. They use equipment to generate and record data with
precision. They select and construct appropriate representations to organise data and information. They process data and information and analyse it
to describe patterns, trends, and relationships. They identify possible sources of error in methods and identify unanswered questions in conclusions
and claims. They identify evidence to support their conclusions and construct arguments to support or dispute claims. They select and use language
and text features appropriately for their purpose and audience when communicating their ideas and findings.
Strand Sub-strand Content Descriptor AC Code

Science Understanding Biological Sciences Use models, including food webs, to represent matter and AC9S7U02
energy flow in ecosystems and predict the impact of
changing abiotic and biotic factors on populations

Science as a Human Use and influence of science Examine how proposed scientific responses to contemporary AC9S7H03
Endeavour issues may impact on society and explore ethical,
environmental, social, and economic considerations

Science Inquiry Skills Processing, modelling, and Select and construct appropriate representations, including AC9S7I04
analysing tables, graphs, models and mathematical relationships, to
organise and process data and information

Analyse data and information to describe patterns, trends AC9S7I05

and relationships and identify anomalies

Communicating Write and create texts to communicate ideas, findings and AC9S7I08
arguments for specific purposes and audiences, including
selection of appropriate language and text features, using
digital tools as appropriate
WEEK LESSON KEY CONCEPTS & TEACHING AND LEARNING
ASSESSMENT ACTIVITIES DIFFERENTIATION RESOURCES
NO. NO. SKILLS ACTIVITIES

During this lesson,
students will:
Complete a questionnaire
designed to provide an
insight into what they
Get to know each enjoy, how they learn best,
other. and the things that make
Mon them feel safe and
Living vs. nonliving
supported in the
things – how can we
3 classroom.
tell the difference?
Watch a video and as a
class, go through each of
the seven processes of
living things and discuss
what they mean.
Preassessment:
Sorting things into living
and non-living things. By
gauging a student’s
understanding of living
vs. nonliving, any areas of
confusion or
misinformation are
appropriately catered
for.
Class notes will be made
available for students who
require extra time to grasp
the concept.
Students will be placed in
a seating plan to cater to
needs of different
students. Students with
APD and ADHD will be
placed at the front of the
classroom and with
students who are not
easily distracted.
Weekly planner –
resource students
and parents can
access to see what is
being done in class
that week.
PowerPoint
presentation
Projector/Whiteboard
Laptops

Wed Invitational Interviews – No Class

Fri Pupil Free Day – No Class

Mon Excursion to Port Noarlunga for ecosystems assignment – No Class

4 Reflection of During this lesson, Port Noarlunga Class notes will be made PowerPoint
Wed
excursion students will: Assignment: available for students who presentation
Introduction to Students will be Students will begin to require extra time to grasp Projector/Whiteboard
ecosystems introduced to how an apply what they are the concept.
ecosystem is defined, the learning to their Laptops
Begin working on different kinds of assignment and start Students will be placed in
their Port Noarlunga ecosystems, and how working on producing a seating plan to cater to Poster paper
task different animals interact content for this needed of different
students. Students with Markers
with other animals and assignment.
their environments. APD and ADHD will be
Biotic and abiotic factors: placed at the front of the
Students will be Students will list the classroom and with
introduced to the concepts biotic and abiotic factors students who are not
of biotic and abiotic they were able to identify easily distracted.
factors while in Port Noarlunga
for the following Teacher will roam
ecosystems: River, Reef, classroom to assist
and Sand Dunes. students will assessment.
Students with ILPs will be
spoken to first to ensure
their understanding of the
expectations regarding the
Port Noarlunga
assessment is sound.

Port Noarlunga task

scaffolded into smaller
sections across multiple
weeks to aid in student
 understanding and
completion.

During this lesson, Drawing activity: Class notes will be made PowerPoint
students will: students must draw a available for students who presentation
picture of an interaction require extra time to grasp
They will explore the that may take place the concept. Projector/Whiteboard
following interactions: within the ecosystem
symbiosis, predation, and they have chosen for Students will be placed in Laptops
competition. their Port Noarlunga a seating plan to cater to
needed of different Kahoot!
task. They must state
They will identify what kind of interaction students. Students with
differences between three they have drawn and APD and ADHD will be
types of symbiotic must explain how the placed at the front of the
Interactions in relationships: mutualism,
Fri picture represents that classroom and with
ecosystems commensalism, and students who are not
interaction.
parasitism. easily distracted.
Quiz – students will
complete a quiz in which Questions for quiz time
they are provided with extended to two minutes
different interactions to allow students with
between organisms, and difficulty in reading
they must identify what comprehension have
type of symbiotic longer to read, process,
relationship the and answer the questions.
interaction is.
 During this lesson,
students will:
Students will begin to
explore food chains,
including movement of
energy in a system, trophic
levels and decomposers as
the key components of
keeping the circle of life
Movement of going.
energy in
ecosystems – food There will look at where
chains living things get their
5 Mon energy from in the form of
Continue working food chains. They will
on their Port identify the different types
Noarlunga Task of organism within a food
chain, including producers,
consumers (herbivores,
carnivores, and
omnivores), and
decomposers. They will
explore trophic levels and
identify the different
levels, including,
producers, primary
consumers, secondary
consumers, tertiary
Prompting question: Class notes will be made PowerPoint
What would happen if available for students who presentation
living things didn’t have require extra time to grasp
food? Based on this the concept. Projector/Whiteboard
question, students will
work in table groups and Students will be placed in Laptops
complete a mind map. a seating plan to cater to
needed of different Poster paper
Food chains match up students. Students with
Markers
activity: Students are APD and ADHD will be
given a piece of paper placed at the front of the
that tells them what classroom and with
animal they are and what students who are not
they eat. Each student is easily distracted.
a different animal. They
must all roam the room Teacher will roam
and talk to each other in classroom to assist
order to put together the students will assessment.
different food chains. Students with ILPs will be
spoken to first to ensure
Food chains worksheet: their understanding of the
Students will identify expectations is sound.
producers, consumers or
decomposers in a food Port Noarlunga task
chain, construct a food scaffolded into smaller
chain using the provided sections across multiple
information, and convert weeks to aid in student
 consumers, and apex that food chain into an understanding and
predators. energy pyramid. completion.

Class discussion: what

would happen if we
remove an organism
from the food chain?
How would this impact
the other organisms
within the food chain?

During this lesson, Food web creation: Class notes will be made PowerPoint
students will: Students will be required available for students who presentation
to create a food web out require extra time to grasp
Students will be of the animals provided the concept. Projector/Whiteboard
introduced to and explore by the teacher. Students
Movement of the concept of food webs will be provided with cut Students will be placed in Laptops
energy in and how they are related outs of a range of a seating plan to cater to
ecosystems – food to food chains, trophic needed of different Poster paper
different organisms
webs levels, and ecosystems. (plants and animals) that students. Students with
Wed Organism cut-outs
belong to a food web APD and ADHD will be
Continue working Students will have the placed at the front of the
within an Australian Markers
on their Port opportunity to work on classroom and with
outback ecosystem. They
Noarlunga Task their Port Noarlunga task students who are not
will also be provided the
during the lesson and get information regarding easily distracted.
feedback from the what the animals eat. In
teacher. groups of 3-4, students Teacher will roam
will need to organise all classroom to assist
of the organisms in a students will assessment.
 food web with accurate Students with ILPs will be
arrows showing spoken to first to ensure
movement of energy and their understanding of the
nutrients, and labelled expectations is sound.
trophic levels.
Port Noarlunga task
Port Noarlunga scaffolded into smaller
Assignment: sections across multiple
weeks to aid in student
Students will continue to understanding and
work on their Port completion.
Noarlunga Assignment.

During this lesson, Class discussion: What Class notes will be made PowerPoint
students will: are some examples of available for students who presentation
ways humans disturb the require extra time to grasp
Discuss some of the ways balance within habitats the concept. Projector/Whiteboard
Human Impact on humans can impact the and ecosystems? What is
balance within balance within an the impact of these Students will be placed in Laptops
ecosystems ecosystem. They will actions on the wildlife a seating plan to cater to
Fri explore some of the factor, living in these habitats? needed of different
Continue working both human impact and students. Students with
on their Port naturally occurring issues, Port Noarlunga APD and ADHD will be
Noarlunga Task that contribute to loss of Assignment: placed at the front of the
habitat and hence how classroom and with
that may impact different Students will continue to students who are not
organisms within an work on their Port easily distracted.
ecosystem. Noarlunga Assignment.

During this lesson,
students will:
Continue working on their
Port Noarlunga task that is
Continue working due the following lesson.
6 Mon on their Port Students who have
Noarlunga Task completed their vodcast
can pair up and exchange
videos in order to get
some peer feedback.
Teacher will roam
classroom to assist
students will assessment.
Students with ILPs will be
spoken to first to ensure
their understanding of the
expectations is sound.
Port Noarlunga task
scaffolded into smaller
sections across multiple
weeks to aid in student
understanding and
completion.
Port Noarlunga Students will be placed in Laptops
Assignment: a seating plan to cater to
needed of different
Students will continue to students. Students with
work on their Port APD and ADHD will be
Noarlunga Assignment. placed at the front of the
classroom and with
students who are not
easily distracted.
Teacher will roam
classroom to assist
students will assessment.
Students with ILPs will be
 spoken to first to ensure
their understanding of the
expectations is sound.

Students who are having

trouble with their research
methods will be sat with
and assisted so they are
able complete section two
of the assignment.

Port Noarlunga task

scaffolded into smaller
sections across multiple
weeks to aid in student
understanding and
completion.

During this lesson, Port Noarlunga Students will be placed in Laptops

students will: Assignment: a seating plan to cater to
Port Noarlunga
needed of different
Assignment due Finalise their Port Students will continue to students. Students with
Noarlunga task ready to work on their Port APD and ADHD will be
Wed Students are
submit by the end of the Noarlunga Assignment placed at the front of the
introduced to their
lesson. and submit at the end of classroom and with
Human Impact
the lesson. students who are not
activity Students will be easily distracted.
introduced to their next
(summative) activity which
 involves discussion and Human Impact All students will be
exploration of how Assignment: individually checked for
humans can impact submission prior to leaving
different ecosystems, Students will be the classroom, to account
including some of the introduced to this piece for some students who
steps we can take to of assessment, including struggle or forget to
prevent further choosing their focus for submit on time (including
destruction and damage to their infographic and students with APD and
the balance of local start making a start on ASD).
ecosystems. data collection.
Teacher will roam
classroom to assist
students will assessment.
Students with ILPs will be
spoken to first to ensure
their understanding of the
expectations is sound.

Fri Pupil Free Day – No Class

Mon Public Holiday – No Class

During this lesson, Human Impact Students will be placed in Laptops

Students continue
7 students will: Assignment: a seating plan to cater to
working on their
Wed needed of different
Human Impact Continue working on their Students will be students. Students with
activity
Human Impact activity continuing with their APD and ADHD will be
 assessment. Teacher will placed at the front of the
check in on student classroom and with
progress. students who are not
easily distracted.

All students will be

individually checked for
submission prior to leaving
the classroom, to account
for some students who
struggle or forget to
submit on time (including
students with APD and
ASD).

Teacher will roam

classroom to assist
students will assessment.
Students with ILPs will be
spoken to first to ensure
their understanding of the
expectations is sound.

During this lesson, Human Impact Students will be placed in Laptops

Students submit students will: Assignment: a seating plan to cater to
Fri their Human Impact needed of different
activity Continue working on their Students will be students. Students with
Human Impact activity continuing with their APD and ADHD will be
assessment. Teacher will placed at the front of the
 check in on student classroom and with
progress. students who are not
easily distracted.

All students will be

individually checked for
submission prior to leaving
the classroom, to account
for some students who
struggle or forget to
submit on time (including
students with APD and
ASD).

Teacher will roam

classroom to assist
students will assessment.
Students with ILPs will be
spoken to first to ensure
their understanding of the
expectations is sound.

During this lesson, Class discussion: Class notes will be made PowerPoint
students will: available for students who presentation
Why do we use Why should we use require extra time to grasp
8 Mon classification Discuss why we use classification methods? Projector/Whiteboard
the concept.
methods? classification methods.
Think, pair, share: Students will be placed in Laptops
a seating plan to cater to
 Discuss how the world How would our world be needed of different Worksheets
may be different if we different if we didn’t use students. Students with
didn’t have methods of methods of APD and ADHD will be
classification for things. classification? placed at the front of the
classroom and with
Undertake an activity that students who are not
requires them to identify easily distracted.
differences between
different organisms. Teacher will roam
classroom and ask
students how they are
going. Students with any
difficulties will be able to
ask questions.

During this lesson, Exit Card: Class notes will be made

students will: available for students who
Students will be given a require extra time to grasp
Students will be 3, 2, 1 exit card before the concept.
Etymology and introduced to the word leaving the classroom. 3
scientific naming
“etymology” and go things they learnt, 2 Students will be placed in
Wed Linnean through what this word questions they have, 1 a seating plan to cater to
Classification means and how it applies thing that they found needed of different
to the classification of interesting. students. Students with
System
living things. APD and ADHD will be
placed at the front of the
Explore the Linnean classroom and with
Classification System
 students who are not
easily distracted.

During this lesson, Lolly activity: Students will be placed in

students will: a seating plan to cater to
Using different types of needed of different
Students will practice lollies provided by the students. Students with
using dichotomous keys as teacher, students will APD and ADHD will be
Fri Dichotomous Keys a method of classifying create a dichotomous placed at the front of the
living things. key use poster paper. classroom and with
Each group will have the students who are not
same combination of easily distracted.
lollies
Year level: 7 Date: Week 4 Fri Length of lesson: 60 minutes

Outcome of lesson: Students will understand and be able to identify and explain different interactions between organisms within an
ecosystem, including predation, competition, and symbiosis.

Know: There are three main types of interactions between organisms within an ecosystem: predation, competition, and symbiosis.

Understand: Animals within an ecosystem are all interconnected, and each plays an important role in maintaining balance within an
ecosystem.

Do: Differentiate between the different types of interactions between organisms within an ecosystem, describe the three main types of
interactions, identify types of interactions, including different types of symbiosis (mutualism, commensalism, parasitism) when provided
with a description of the interaction.

Time Learning Phase Teacher actions Student actions Differentiation Resources

5 mins - Students moving to classroom from previous lesson

Roll taken. Outline content Students with additional

to be covered this lesson
and ask students to get
5 mins Introduction
into their assigned seats
and get out their learning
logs for note taking.
Get into their assigned needs (hearing
seats and get out their impairment, auditory
PowerPoint slides
learning logs for note processing disorder) will
taking. be seated at the front of
the class.

Explain the differences
10 mins Content delivery between the three main
types of interactions
between organisms within
Students will be required Content required for PowerPoint slides
to take some brief notes note taking will be
Laptops (learning
and engage in the highlighted an alternate
logs)
content via random colour to ensure
 an ecosystem: predation, questioning and students are aware of
competition, and classroom discussion. what they are required
symbiosis. Prompt to take note of,
students to provide particularly students who
examples of different struggle with information
interactions they may have processing. Slides will be
observed. made available for out-
of-class learning for any
students absent or
students who need more
time to consolidate
knowledge.

Students must draw a

picture of an interaction
Provide students with
that may take place
scaffolded worksheet in
within the ecosystem Worksheet scaffolded
which they must draw a
they have chosen for into more
picture of an interaction Worksheets
their Port Noarlunga explicit/instructions
10 mins Drawing activity within their ecosystem of
task. They must state sections to aid in student
choice and describe the Markers
what kind of interaction understanding and
factors that make it the
they have drawn and completion.
interaction they have
must explain how the
identified it as.
picture represents that
interaction.

Explain the differences
between the three main
types of symbiotic
relationships between
organisms within an
10 mins Content delivery ecosystem: mutualism,
commensalism, parasitism.
Prompt students to
provide examples of
different interactions they
may have observed.
Facilitate a quiz in which
students must identify
different types of
15 mins Kahoot!
symbiotic relationships
based on their
descriptions.
Content required for
note taking will be
highlighted an alternate
colour to ensure
students are aware of
Students will be required what they are required
to take some brief notes to take note of, PowerPoint slides
and engage in the particularly students who
content via random struggle with information Laptops (learning
questioning and processing. Slides will be logs)
classroom discussion. made available for out-
of-class learning for any
students absent or
students who need more
time to consolidate
knowledge.
Students will complete a Questions for quiz time
quiz in which they are extended to two minutes
provided with different to allow students with Projector
interactions between difficulty in reading
Kahoot! quiz
organisms, and they comprehension have
must identify what type longer to read, process, Laptops
of symbiotic relationship and answer the
the interaction is. questions.
 Conclude the lesson. Ask
Approach students who
for any final questions
Pack up. Verbalise did not demonstrate
Closure and regarding assignment.
5 mins homework to complete understanding of out-of-
dismissal Have students verbalise
before next lesson. class expectations and
homework to complete
clarify.
before next lesson.
Year level: 7 Date: Week 5 Mon Length of lesson: 100 minutes

Outcome of lesson: Students will be able to identify, create, and interpret food chains present within different types of ecosystems.

Know: Food chains represent the sequence of transfers of nutrients, matter, and energy in the form of food from organism to organism.

Understand: Animals within an ecosystem are all interconnected, and each plays an important role in maintaining balance within an
ecosystem.

Do: Create a food chain based on information provided, describe the importance of each animal within a food chain, describe the
importance of each trophic level, identify which organisms within a food chain belong to which trophic level, discuss potential
consequences of disruptions to food chains.

Time Learning Phase Teacher actions Student actions Differentiation Resources

5 mins - Students moving to classroom from previous lesson

Students with PowerPoint slides

Roll taken. Provide students with additional needs
Based on this question,
prompting question to initiate (hearing impairment, Blank paper
students will work in
10 mins Introduction deep thinking and critical auditory processing
table groups and
analysis: What would happen if disorder) will be Markers
complete a mind map.
living things didn’t have food? seated at the front of
the class.

Provide students with content
Delivery of
20 mins regarding the movement of
content energy within an ecosystem.
Teacher will introduce the terms
Students will be Content required for PowerPoint slides
required to take some note taking will be
brief notes and engage highlighted an Laptops (learning logs)
in the content via alternate colour to
 producers, consumers
(herbivores, omnivores,
carnivores), and decomposers,
and how these organisms make
up a food chain. We will explore
trophic levels and identify the
different levels, including,
producers, primary consumers,
secondary consumers, tertiary
consumers, and apex predators,
and link these back to our food
chain structures.
Prompting questions: Where do
humans get their energy?
Where does the food we eat get
their energy?
Where do plants get their
energy?
Provide students with the
Food chains worksheet and roam classroom
10 mins
worksheet to assist any students that
require it.
random questioning ensure students are
and classroom aware of what they
discussion. are required to take
note of, particularly
students who struggle
with information
processing. Slides will
be made available for
out-of-class learning
for any students
absent or students
who need more time
to consolidate
knowledge.
Students must identify
producers, consumers, Additional attention
or decomposers in a will be provided to
Worksheet
food chain, construct a students who need
food chain using the extra assistance,
provided information, particularly student
and convert that food
 chain into an energy with hearing
pyramid. impairment.

Brain break

10 mins Food chains match up activity - students are given a piece of paper that tells them what animal they are Cut outs
and what they eat. Each student is a different animal. They must all roam the room and talk to each
other in order to put together the different food chains.

Students will be called

Provide students with prompting
on randomly to
questions: what would happen
ensure a range of Pop sticks with
if we remove an organism from Actively participate and
students get an student names
10 mins Discussion the food chain? How would this contribute to class
opportunity to answer
impact the other organisms discussion.
and encourage PowerPoint slides
within the food chain? Facilitate
engagement from all
discussion.
students.

Teacher will roam the

Roam the classroom and help
Working on students who may require some
30 mins
assessment assistance in completing their
Port Noarlunga assignment.
Students will work on
classroom and assist
their Port Noarlunga
students who need an
assignments using the
additional explanation Laptops
information spoken
of any of the
about in class over the
expectations for this
last couple of weeks.
assignment.
 Conclude the lesson. Ask for any Approach students
Pack up. Verbalise due
final questions regarding who did not
date for assignment
Closure and assignment. Have students demonstrate
5 mins and homework to
dismissal verbalise due date for understanding of out-
complete before next
assignment and homework to of-class expectations
lesson.
complete before next lesson. and clarify.
Year level: 7 Date: Week 5 Wed Length of lesson: 60 minutes

Outcome of lesson: Students will understand what a food web is, how it is related to food chains and the movement of energy through an
ecosystem

Know: Food webs are networks consisting of all the food chains within an ecosystem.

Understand: Animals within an ecosystem are all interconnected, and each plays an important role in maintaining balance within an
ecosystem.

Do: Create a food web based on a collection of food chains, explain the difference between food chains and food web, explain how food
chains and food webs are connected, identify potential consequences of disruptions to food webs. Complete the first part of their Port
Noarlunga assignment

Time Learning Phase Teacher actions Student actions Differentiation Resources

5 mins - Students moving to classroom from previous lesson

Students will need to Students with

Roll taken. Teacher create a food chain based additional needs PowerPoint slides
will put a scenario up on the information (hearing impairment,
5 mins Recap and revisit of the board that can provided. They must also auditory processing Blank paper
be used to create a identify which trophic disorder) will be
food chain levels match each animal seated at the front of Markers
within the food chain. the class.
 Students will be called
on randomly to
ensure a range of
students get an
opportunity to answer
Explain to students
and encourage PowerPoint slides
what a food web is.
Students will be required engagement from all
Show them a picture
to take some brief notes students. Captions will Video
of a food web vs food
15 mins Explanation and engage in the content be on the video to (https://www.youtube.co
chain. Ask prompting
via random questioning accommodate student m/watch?v=Vtb3I8Vzlfg)
questions: what are
and classroom discussion. with hearing
some of the Laptops (learning logs)
impairment. Students
differences?
will also be given the
link for the video so
they can watch it in
their own time if
needed.

Roam the classroom Teacher will roam the

Students will work on their
and help students classroom and assist
Port Noarlunga
who may require students who need an
Working on assignments using the
30 mins some assistance in additional explanation Laptops
assessment information spoken about
completing their Port of any of the
in class over the last
Noarlunga expectations for this
couple of weeks.
assignment. assignment.
 Conclude the lesson.
Provide students with Impersonal, electronic
Complete the google form
a google form in collection of questions
with any questions about Laptops
which they can leave may make some
5 mins Wrap up the assignment that can be
any questions about students feel more
addressed in the next Google Form
the assignment that comfortable asking for
lesson.
can be addressed in help.
our next lesson.