Coursework Unit Planner/Timeline:

Classification
Year 7 Science 2016
KLA: Science
Subject: Classification
Semester:2
Term: 3
Lesson
s
Planne
d
Spent
on
Focus
Area
1-2

Topic/Key
Areas

Focus

3.1
Patterns,
Order
and
Classification
Introduction
into
classification
systems
Identification
of living, nonliving
and
dead things
Key Terms
Assimilate
Classification
Taxonomy
Viroids
Prions

Activities/Assessme
nt

Investigation
3.2: Living, nonliving and dead
activity.
Being
able to classify
various
objects/organis
ms based on
being
either:
Living, non-living
and dead.
Worksheet
3.1-Living, nonliving and dead
Formative
Assessment Tasks:
Mind
map:
Testing students
prior knowledge
on topic and can
challenge
any
misconceptions
leading
into
topic.
Student
directed
questions: Help
determine
the
Pace
of
the
lesson as you
can
clarify
if
students
are
following

Unit Connection to
AusVELS

Science / Level 7 / Science

Understanding
/
Biological
sciences

There
are
differences
within
and
between
groups
of
organisms;
classification
help
organise this diversity
Considering
the
reasons
for
classifying such as
identification
and
communication
Grouping a variety
of organisms on the
basis of similarities
and differences in
particular features
Considering
how
biological
classification have
changed over time
Classifying
using
hierarchical
systems such as
kingdom, phylum,
class, order, genus,
species
Using
scientific
conventions
for
naming species
Using provided keys
to
identify
organisms

content or the
meaning
they
are making from
the
content
being presented
to them, (Teach.
Learn.
Grow.,
2013).
Worksheet:
Allows me to see
how much new
information the
students
were
able to connect
with and how
they apply their
new knowledge.
Student
feedback form:
Given
to
Students at the
end
of
the
lesson. They are
to
rate
their
understanding
on a scale of 1-4
and write down
two key points
that
they
learned or need
clarification
on
from the lesson.
Homework
Questions: 3.1Core (1-4,6-7),
Modified (1-4),
Extension (18,11)
Enables
students
to
consolidate their
learning,
but
also practice at
answer
questions
in
assessment
style format and
can demonstrate
their
understanding in
a written format.

surveyed in
local habitat

the

Science / Level 7 / Science

Inquiry Skills / Questioning and
predicting

Identify questions and

problems that can be
investigated scientifically
and
make
predication
based
on
scientific
knowledge
Working
collaboratively
to
identify a problem
to investigate
Recognising
that
the
solution
of
some
questions
requires
consideration
of
social,
cultural,
economic or moral
aspects rather than
or
as
well
as
scientific
investigation
Using
information
and
knowledge
from
previous
investigations
to
predict
the
expected
results
from
an
investigation
Science / Level 7 / Science
Inquiry Skills / Planning and
conducting

Collaboratively
and
individually
plan
and
conduct
a
range
of
investigation
types,
including fieldwork and
experiments,
ensuring
safety
and
ethical
guidelines are followed
Working
collaboratively
to
decide
how
to
approach
an

3-5

3.2
Unlocking
Meaning-Patterns
in
Scientific
Language
Key Terms
Etymology
Prefix
Suffix
Qualitative
Quantitative
3.3
Binomial
Patterns
in
Scientific Names
5 Kingdoms
Breakdown
Binomial
Nomenclatur
e
Key Terms
5
Kingdom
terms
Binomial
Nomenclatur
e

Word pattern
ActivityCryptonym
Game
Investigation
3.3: Unlocking
Patterns within
words
Focus
on
Literacy and the
meaning
of
words
in
everyday
use
and
within
science
Worksheet3.2- Suffix and
Prefix
Worksheet3.3- 5 Kingdoms
of classification
Formative
Assessment Tasks:
Cryptonym
Activity: Allows
students
to
practice
determining the
meaning
of
prefix
and
suffixs in a fun
and
engaging
format.
Can
allow me to see
if
they
understand what
a
prefix
and
suffix is by the
way they explain
or demonstrate
this
to
their
peers
in
this
activity.
Student
directed
questions
Worksheets
Student
feedback
forms
Homework

investigation
Learning
and
applying skills and
rules relating to the
safe
use
of
scientific
equipment
Identifying whether
the use of their own
observations
and
experiments or the
use
of
other
research materials
is appropriate for
their investigation
Developing
strategies
and
techniques
for
effective research
using
secondary
sources, including
use of the internet

Science / Level 7 / Science

Inquiry Skills / Processing and
analysing data and information

Construct and use a range

of
representations,
including graphs, keys
and models to represent
and analyse patterns or
relationships,
including
using digital technologies
as appropriate
Understanding
different types of
graphical
and
physical
representation and
considering
their
advantages
and
disadvantages,
(Ausvels.vcaa.vic.e
du.au, 2016).

3.4
Keys
to
Unlocking
Identity
Dichotomous,
Tabular
and
Circular Keys

3.5

Which

Questions
3.2 -Core &
Modified
(1,2,5,7),
Extension (18)
3.3-Core (1-6),
Modified (1-3),
Extension (17)
Activity 3.4: In
groups students
sort the toys to
create
a
dichotomous key
reflective of the
patterns
they
chose to classify
with.
Formative
Assessment Tasks:
Dichotomous
Key
Activity:
Students
are
able to practice
the concept of a
dichotomous key
and
practice
categorising
through
their
own
pattern
recognition
in
groups, this will
be able to be
demonstrated in
the form of a
dichotomous
key.
Student
directed
questions
Student
feedback form
Homework
Questions 3.4Core
(1-7),
Modified
(1,3,6,7),
Extension (17,13)
Specimen

Animal?
Differentiate
between
Vertebrates
and
Invertebrates
Exoskeletons
and
Endoskeleton
s
Key Terms
Vertebrates
Invertebrates
Exoskeleton
Endoskeleton
Radial
Symmetry
Bilateral
Symmetry

Practical
Activity:
Students
are
able to look at
different
types
of
vertebrate
and invertebrate
specimens
at
work stations, in
groups
of
4.
They are given a
tabular
dichotomous key
each and are to
identify
the
features of the
specimen using
the
tabular
dichotomous
key.
WorksheetVertebrates and
invertebrates,
what
is
the
difference?
Formative
Assessment Tasks:
Specimen
Activity:
Students
are
able to identify
vertebrates and
invertebrates
through looking
at
different
specimens. They
may also be able
to link similar
features
between animals
within the same
class.
Student
directed
questions
Worksheet
Student
feedback form
Homework
Questions:
3.5-

3.6
Got
a
Backbone:
Characteristics of
Vertebrates
Key Terms
Amphibians
Reptiles
Birds
Mammals
Fish

3.7
Mammals:
Characteristics of
Mammals
Key Terms
Placental
Mammals
Marsupials
Monotremes

Core, Modified
and Extension
(1-5)
Using one drive
to
display
diagrams,
pictures
and
notes on the 5
levels
of
vertebrates.
(Easier
breakdown
verse
Jacplus
eBook)
Worksheet- 5
groups
of
vertebrates
Formative
Assessment Tasks:
Student
directed
questions
Worksheet
Student
feedback form
Homework
Questions 3.6Core
(1-8),
Modified (1-4),
Extension (15)
Differences
between
marsupials,
placental
mammals
and
monotremes
Activity: Class
Debate-Animals
should not be
kept in captivity
Worksheet:
Categorising of
mammals
Formative
Assessment Tasks:
Class debate:
To
investigate
the issues in
keeping animals
in captivity. This

3.8 No Backbone:
Characteristics of
Invertebrates
Key Terms
Arthropods
Echinoderms
Annelids
Molluscs

ties
into
the
students
Australian
Endangered
Species project,
consolidating
what they have
learnt. It also
allows
the
students
to
question ethical
choices in life
and
decide
where
they
stand on these
sorts of issues
that impact us
on a global level.
It allows them to
participate
in
engaging
discussions with
peers and opens
them
up
to
different
perspectives or
points of views.
This also ties in
with
their
endangered
species project.
Student
directed
questions
Worksheet
Student
feedback form
Homework
Questions 3.7Core
&
Modified (1-6),
Extension (16,11)
How to classify
invertebrates
and Anthropods
Differences
between
the
groups
of
invertebrates
Worksheet

10-12

Porifera
Cnidarians
Nematods
Platyhelminth
es
Parasites
Ectoparasites
Endoparasite
s
Vectors

Project:

-Groups
of
Invertebrates
Practical- Fish
dissection:
Students
will
work in pairs to
undertake
fish
dissection. First
a demonstration
and explanation
will be given by
teacher,
so
students
understand the
task at hand and
perform it safely.
Formative
Assessment Tasks:
Fish
dissectionAllows students
to get a realistic
understanding of
the classification
of organisms. It
is
a
realistic
relatable
example
in
which students
can go through
the
levels
of
classification in
steps within this
prac and see the
features
that
make a fish a
fish.
Student
directed
questions
Worksheet
Student
feedback form
Homework
Questions:
3.8-Core
(14,15), Modified
(1-6),
Extension (16,11)
Summative Assessment Task:

Australian Native
Endangered
Animals

13

Test
Classification

on

Student project is around the investigation of a

Native Australian Endangered Animal of their
interest. They have two weeks to complete and are
given 2 class lessons to work on this so we are able
to assist with any queries.
Connection to AusVELS:
Science / Level 7 / Science Understanding /
Biological sciences
Classifying organisms of an environment
according to their position in a food chain
Recognising the role of microorganisms
within food chains and food webs
Investigating the effect of human activity on
local habitats, such as deforestation,
agriculture or the introduction of new species
Exploring how living things can cause
changes to their environment and impact
other living things, such as the effect of cane
toads, (Ausvels.vcaa.vic.edu.au, 2016).
Summative Assessment Task:
A consolidation of the unit classification, with a test
over a single period. This will include two sections;
one of multiple choice and the other, short answer.
Connection to AusVELS:
Science / Level 7 / Science Understanding / Biological sciences

There are differences within and between groups of

organisms; classification help organise this diversity
Considering the reasons for classifying such
as
identification
and
communication,
(Ausvels.vcaa.vic.edu.au, 2016).
Grouping a variety of organisms on the basis
of similarities and differences in particular
features
Considering how biological classification
have changed over time
Classifying using hierarchical systems such
as kingdom, phylum, class, order, genus,
species