Isabelle King 18616763

Contemporary Teacher Leadership 102098

Assignment 1
Tutor: Thomas Elley
Student name: Isabelle King
Student number: 18616763

Original context of the school: Low socioeconomic status co-educational public

school.
New context of school: Moderate-high socioeconomic status all girls (single sex)
Catholic school.

This unit was taught for a total of 5 weeks, for 15 lessons, totalling 18.75 hours. The
unit was 8 weeks long in total.

1
Isabelle King 18616763

CONTEMPORARY TEACHER LEADERSHIP - UNIT EVALUATION.

EVALUATION AND RECONSTRUCTION OF STAGE 5

YEAR 9 SCIENCE LIVING WORLD UNIT: PANDEMIC.
Assignment: Professional Task 1.
Prepared for: Western Sydney University, Unit 102098.
Prepared by: Isabelle King
Date: 31/08/17

2
TABLE OF CONTENTS
Evaluation and reconstruction of stage 5 year 9 Science Living World unit: Pandemic. .............................. 2
EXECUTIVE SUMMARY .................................................................................................................. 4
Abstract .................................................................................................................................................. 4
Goals...................................................................................................................................................... 4
Recommendations ................................................................................................................................... 4
Changing socio-cultural context ................................................................................................... 5

PART A: COMPARATIVE TABLE OF ALTERATIONS ................................................................................ 6

PART B: PROFESSIONAL REPORT ON RECOMMENDED ALTERATIONS .................................................... 9
Original program strengths and recommended modifications............................................................... 9
ICT incorporation ......................................................................................................................... 9
Designing backwards using Understanding by Design (UbD) .............................................................. 10
Threshold concepts .................................................................................................................... 12
Literacy and numeracy ................................................................................................................ 12
Conclusion ............................................................................................................................... 13
PART C: CONTEXTUALLY RECONSTRUCTED UNIT .............................................................................. 15
PART D: REFERENCES ................................................................................................................ 40
PART E: APPENDICES OF ORIGINAL DOCUMENTATION ...................................................................... 43

3
EXECUTIVE SUMMARY
Abstract

This report has been prepared for the faculty of Science as an evaluation of a Stage 5 Living

World unit. To do this, a unit program has been taken from a low-moderate SES, co-educational

public school and modified for the new context of a moderate-high SES, single sex all girls

Catholic school. Utilizing the Understanding by Design (UbD) framework of McTighe & Wiggins

(2005), the report focuses on improving the Australian Curriculum general capabilities of literacy,

numeracy and personal and social capabilities. All suggested modifications are based on

contemporary peer reviewed literature.

Goals

The recommendations of this report aim to:

- Increase student general capabilities, specifically in numeracy, literacy and social and personal

capabilities.

- Provide a big picture context to the unit of work to enable backwards designing of lessons

through the scope and sequence, assessment schedule, assessment task and concept map.

- Provide more opportunities for students to engage in ICT activities and student-led inquiry

through the incorporation of simulations, experiments and in-class debates.

Recommendations

This report recommends:

- Enhancing learning for students through the use of ICT technologies and online activities.

- Providing extra opportunities for students to engage in science specific literacy and numeracy

activities.

4
- Providing opportunities for students to explore, solve problems, communicate, think critically

and engage collaboratively and in competition through the addition of learning activities.

- Providing a big picture overview of the program to allow for holistic learning design through

the addition of a scope and sequence, concept map and assessment sequence, as well as the

modified assessment task.

- Modifying the marking rubric of the assessment task to match NESA language, provide success

criteria to students and reflect the capabilities expected of the task.

Changing socio-cultural context

The Science faculty at a low SES, co-educational public school created the original program.

Located in a metropolitan area, the original school has a student population of around 700. The

students come from primarily English speaking backgrounds. The school did not have much

access to ICT resources, with only four computer labs containing between 16-30 computers

present to service the entire school population. The school focused heavily on behaviour

management and promoting safe, respectful learners within its PBL framework. In comparison,

the new sociocultural context in which this program will be taught is a single sex, all-girls Catholic

school with a student population of around 600. Located in a metropolitan area, the new school

is moderate to high SES and 72% of students have language background other than English. The

school is Apple distinguished, and every student has a MacBook Air. The school has a gifted and

talented program, with a gifted class in each year group. As a Catholic school, it has a strong

focus on social justice, holding regular events focused on fostering and facilitating the sense of

social and moral responsibility amongst its students. In 2016 students received above average

NAPLAN results for numeracy and below average results for reading and writing.

5
PART A: COMPARATIVE
TABLE OF ALTERATIONS

6
Areas of concern Suggested unit alterations
within the unit
Unit did not contain Creation of scope and
a concept map, sequence, assessment
scope and sequence schedule and concept map
or assessment to be included at the start of
schedule. the program.
Despite containing Addition of extra learning
multiple activities activities to parts of the
and an assessment program is advised.
task, the unit Furthermore some parts did
program and not contain activities, such
assessment task as the topic on immunity.
were incomplete. Therefore, extra activities
for lesson sequences have
been added. Further,
assessment task requires
the completion of the
marking rubric.
Limited Addition of practical
incorporated of activities and problem
practical based learning to develop
investigations and personal and social
ICT capabilities. E.g. practical
strategies/resources experiments and debates.
such as simulations. Addition of simulation
Research supporting alterations
According to the McTighe and Wiggins (2005)
UbD framework, it is best to create lessons
through mapping backwards from the
assessment schedule, scope and sequence,
concept map and unit outline. Research
demonstrates that this method displays clear
linkages between outcomes and assessments as
well as intention for learning to both students
and teachers. As no concept map, scope and
sequence or assessment schedule was provided,
they must therefore be created in order to
adhere to the UbD framework. Furthermore,
developing concept maps is useful as it helps
teachers develop deeper understanding of the
content knowledge (Ward, Lehwald, & Lee,
2015).
When students are more aware of how to
succeed at a task, they undertake more goal-
oriented behaviour and are more likely to
experience the thrill of success in learning (Hattie
& Donoghue, 2016). Including lesson activities to
the unit provides teachers with learning
intention and success criteria that they can use in
their lessons with their students, ensuring all
students are aware of and meet the same
outcomes. Similarly, including scaled assessment
rubric so students see what was required of each
component can facilitate goal-oriented
behaviour when answering questions.
Scaled rubrics provide students with
opportunities to self-assess, improving
performance and motivation (Wollenschlger,
Hattie, Machts, Mller, & Harms, 2016). Unit
needs to be completed so as to ensure all
teachers teach the same outcomes, thereby
ensuring all students are meeting the same
outcomes.
There must be several ways for students to
process learning within a unit, with several
products as evidence of learning (Young, 2014).
Integrating pieces of information across multiple
methods of representation can deepen student
comprehension and facilitate knowledge transfer
(application of knowledge to new situations)
7
 activities to simulate
disease spread, the work
of scientists such as
epidemiologists on the
field and the effects of
potential disasters such as
nuclear attacks.
Literacy and Literacy: Adding extra
numeracy activities comprehension activities as
are embedded and well as opportunities for
identified in the students to write extended
program. There response answers using the
were only a few PEEL structure. Likewise,
examples of each providing the opportunity
however, and for students to write full
therefore extra scientific reports based on
literacy and investigations including
numeracy activities discussions and conclusions.
need to be included Numeracy: Adding activities
were students must make
calculations and/or draw
graphs based on data
extracted from secondary
sources or first-hand
investigations.
NO CO UNT
(O'Keefe, Letourneau, Homer, Schwartz, & Plass,
2014). Providing students with online simulations
can therefore be a new method of representing
information, facilitating understanding. The use
of simulations in particular enriches student
learning about content through providing
concrete embodied experiences of authentic
scientific processes (Peffer, Beckler, Schunn,
Renken, & Revak, 2015). Furthermore, hands on
activities and student-led inquiry increases
engagement and motivation in Science
(Areepattamannil, Freeman, & Klinger, 2011),
with hands on activities outlined as important to
engagement in the UbD framework (McTighe &
Wiggins, 2005) and acting as another method for
processing information.
If students are to become literate graduates of
school, literacy must be embedded across all
curriculum areas (Lewis & Wray, 2014). Providing
students with opportunities to practice
comprehension and receive feedback can be
used to improve literacy in the science classroom
(Wexler, Mitchell, Clancy, & Silverman, 2016, p.
271). As many students deter from mathematics
due to difficulties with numeracy, exposure to
numeracy and continuous skill development in
other curriculum areas will provide different
contexts for students to practice and develop
numeracy (Carter, Klenowski, & Chalmers, 2015).
8
PART B: PROFESSIONAL
REPORT ON RECOMMENDED
ALTERATIONS
Original program strengths and recommended modifications
The original program had many strengths, including a well-designed assessment task, a unit outline

containing a unit overview, syllabus outcomes and the general capabilities of literacy and numeracy.

Furthermore it incorporated a number of different activities that enhance student personal and social

capabilities such as the comprehension activity about the spread of disease through colonisation.

However, to increase the relevance of the program and meet the general capabilities of literacy, numeracy

and personal and social capabilities within the new sociocultural context, suggested modifications are

made herein. The evidence based rationale for these modifications mirror and expand upon the

information provided in the summary table provided in section A, whilst suggested modifications have

been provided in context in section C. The key modifications to be made in response to the new school

context relate to: ICT, literacy, numeracy, personal and social capabilities as well as the addition of

sequenced lesson activities alongside a rubric for the assessment task. The program has two threshold

concepts: health and controls in experimental design.

ICT incorporation

Incorporation of relevant computer based activities provides another means of representation and action,

allowing students to deepen their comprehension of learning as they apply knowledge to new situations

9
(O'Keefe, Letourneau, Homer, Schwartz, & Plass, 2014). Simulations enrich student learning, providing

concrete and embodied experiences of scientific processes (Peffer, Beckler, Schunn, Renken, & Revak,

2015) alongside a separate way of providing evidence for learning (Young, 2014). Simulations have thus

been included throughout the topic at different points. The incorporation of these simulations as well as

ICT based research activities ensures that students are able to effectively utilise the laptops at their school.

Furthermore, these activities will help students explore, solve problems and display curiosity through

providing engaging and inquiry-based content. In doing this, the modified program is encouraging social

and personal capabilities (ACARA, 2017).

Designing backwards using Understanding by Design (UbD)

UbD presents the idea that lessons and units should be logically inferred from the results sought and relate

to the big picture of the unit (McTighe & Wiggins, 2005). UbD therefore recommends lesson sequences

should be designed backwards from assessment tasks, scope and sequence, assessment sequence, unit

outline and concept map. Such design provides a clear intention for learning to both teachers and students

and therefore supports teachers and students in meeting all outcomes set out by the unit (McTighe &

Wiggins, 2005). The concept map, assessment sequence and scope and sequence were all missing from

this unit and therefore they have all been made and added. In addition, the unit outline was modified to be

more comprehensive and provide clear, measurable objectives (Centre for Education Statistics &

Evaluation, 2016). In doing this, the unit is now better placed to connect the big ideas and be approached

through a holistic viewpoint by students and teachers alike.

As a school with a gifted and talented program, the program needs to be developed so as to ensure

students are extended through the activities they undertake. The Maker Model for accommodating gifted

students states that students should be able to undertake discovery through an inquiry approach. Likewise,
10
they engage in real world problems, relate content to people and investigate real-world problems that are

meaningful to everyday life (NSW Department of Education, 2006). UbD has similar ideas for effective

engagement including activities that involve mystery or problems, are hands on, provide variety, balance

cooperation and competition and/or are built upon a meaningful, real world challenges (McTighe &

Wiggins, 2005). Activities that meet these two frameworks have been included throughout the sequence,

and include but are not limited to:

A student-led practical investigation on growing mould

Real-world simulations of epidemiological outbreaks

Real world simulations of implications for nuclear air strikes, and

Debates on immunisation and quarantine.

Through these activities, students develop the ACARA general capability of personal and social capabilities,

as students must solve problems, communicate, take initiative, interact with others, explore and display

curiosity (ACARA, 2017). In addition to extending students, the new school has a strong focus on social

justice and so the incorporation of social justice points of view and ethical understanding through debates

as well as real world understanding of disease outbreak and warfare aligns with the goals of the school.

Furthermore, the increased use of different methods for information representation will facilitate deeper

knowledge comprehension by students (O'Keefe, Letourneau, Homer, Schwartz, & Plass, 2014; Young,

2014).

In order to backwards map from the assessment task, the task needed completion. The assessment task

was not changed as it allowed students to display information creatively, synthesise research and

communicate to a target audience of their choice (allowing for differentiation). Instead, the rubric was

modified and finished. A self-scaled rubric through which students can self-assess and guide their work was

11
developed. It was written using course descriptors for stage 5 provided by NESA and incorporated NESA

assessment outcomes (NESA, 2015). Research has demonstrated that when students are aware of how to

succeed in a set task, they are more likely to behave in a goal-orientated fashion and, as a result,

experience the thrill of learning success (Hattie & Donoghue, 2016). Providing the scaled rubric gives

students the success criteria of the task and thus facilitates goal orientated behaviour and the potential of

a thrill response. In doing this the task aids students in reaching an understanding of the threshold

concept of health, what health is (ranging from the individual to population level) alongside how disease

can affect health.

Threshold concepts
The addition of extra sequenced learning activities will also foster student understanding of the threshold

concept of health, as students will build their knowledge and understanding of health throughout the unit,

relating back to it consistently. Similarly, students will be provided with opportunities to engage with the

threshold concept of controlled experimental design. Students are provided with the opportunity to design

an experiment in which they find the optimal conditions to grow fungi (necessitating the controlling of

conditions). Embedding extra activities throughout the unit focused on these threshold concepts will

facilitate student comprehension of them.

Literacy and numeracy

Students received below average NAPLAN result in 2016. According to a simple logic model, the need for

improved literacy outcomes requires inputs, activities and outcomes (Centre for Education Statistics &

Evaluation, 2016). In this program, the inputs were extra comprehension and extended response literacy

activities, as literacy is the responsibility of all curriculum areas (Lewis & Wray, 2014). Teaching these skills

requires literacy modeling (Wexler, Mitchell, Clancy, & Silverman, 2016) and explicit teaching, where

12
students are provided with a clear rationale for skill development (Centre for Education Statistics and

Evaluation, 2015). As such, extended response activities where students are provided with PEEL (point,

elaborate, example, link back) paragraph models were included within the lesson sequencing. The

intended outcome of comprehension and extended response activities is improved reading and writing

capabilities.

Whilst students received above average numeracy results, as a school with a gifted stream high-

expectations is important to encourage skill growth (Centre for Education Statistics and Evaluation, 2015).

Adding extra challenging numeracy activities is essential to demonstrate high-expectations. Two of the

added numeracy activities involve online simulations, providing a new means of processing numeracy,

helping students to see that numeracy is related to disciplines other than mathematics (Carter, Klenowski,

& Chalmers, 2015). The assessment task rubric was modified to develop students capabilities of displaying

numerical data in a meaningful way. Previously students only researched disease prevalence but the new

criteria states that students must visually represent the prevalence data through either a graph, table or

chart and thereby evidence their ability to interpret data displays (ACARA, 2017a).

Conclusion

Overall, the suggested modifications can be seen to have a beneficial impact on the new school as it

pushes the students to engage more with the content through multiple means of representation. The

additional lesson activities foster increased opportunity to engage in literacy, numeracy and social and

personal capability development. It likewise increases understandings of learning intention for teachers

and students through utilising the UbD ideas of backwards mapping through the development of scope

and sequence, concept map, assessment task and assessment schedule.

13
14
PART C: CONTEXTUALLY
RECONSTRUCTED UNIT

15
NEW SCOPE AND SEQUENCE

Year 9

Term Week
1 2 3 4 5 6 7 8 9 10
1 Series and parallel circuits Low emissions electricity The big bang
Voltage, resistance, current PW3c development Assessment: theory
Energy applied and dissipated PW3d Practical test The universe has galaxies provides
week 7 stars, solar systems and evidence for
PW3ab nebulae the universe
ES1a and its age
Scales of the universe The universe
ES1c is held
together by
gravity
ES1bde

Being connected Hidden

Universe
SC51VA, SC53VA, SC54WS, SC55WS, SC56WS, SC57WS, SC58WS, SC59WS, SC510PW, SC511PW SCLS10PW, SCLS6WS, SCLS7WS, SCLS9WS

Formal assessment: Practical test successfully build a circuit and answer related questions.
2 The big bang theory provides Particle model Understandings of universe have been changed Historical development of Protons, Atomic
evidence for the universe and and waves over time atomic structure neutrons, symbols
its age PWd Increased understanding of electromagnetic have CW2ab CW1c electrons CW2ab
The universe is held together helped this CW1ab
by gravity ES1bde ES1f PWef

Hidden universe Chemistry fundamentals

OUTCOMES: SC5-1VA, SC5-2VA, SC54WS, SC55WS, SC57WS, SC58WS, SC59WS, SC510PW, SC5-17CW, Outcomes: SC52VA, SC53VA, SC56WS, SC57WS, SC59WS,
SCLS-1VA, SCLS-2VA, SCLS-3VA, SCLS-4WS, SCLS-6WS, SCLS-7WS, SCLS-8WS, SCLS-10PW, CLS15ES SC516CW, SC517CW, SC512ES, SC513ES SCLS1VA SCLS6WS,
No formal assessment. Informally assess student understanding throughout topic. SCLS7WS, SCLS13ES, SCLS15ES SCLS23CW
Formal assessment: topic test
16
3 Organisation of periodic table
CW2cde
Assessment: topic test week 3
Infectious diseases create responses in human Humans respond with their Non-infectious disease also
body seen as symptoms on the surface. These immune system. Vaccinations are effect humans and can
diseases are caused by pathogens and can be a topic of debate. impact the endocrine system
transmitted. Should we quarantine people. LW1ade LW1db
LW1ace

Chemistry fundamentals Pandemic

Outcomes: SC5-1VA, SC5-2VA, SC5-7WS, SC5-8WS, SC5-9WS, SC5-14LW a-e, SC5-15LW, SC5-16PW,, SC5-17PW, SC5-
PW1e, SCLS-19LW , SCLS-20LW, SCLS-21LW
Formal assessment: research report
4 Nervous Radiation from the release of Energy flows through ecosystems Biotic and abiotic factors influence Managing ecosystems
system energy/particles in atoms can Nitrogen, carbon, water cycles populations Indigenous perspectives
LW1db affect human health. There are LW2abc LW2ef
pros and cons to nuclear energy LW2d
Assessment: use LW1d CWde
research
report due

Pandemic cont. Ecology

Outcomes: SC51VA, SC53VA, SC54WS, SC56WS, SC57WS, SC514LW, SC513ES

No formal assessment. Informally assess student understanding throughout topic

Year 10
Term Week
1 2 3 4 5 6 7 8 9 10
1
Energy conservation can be applied through law Renewable and non-renewable Newtons three laws of motion Motion can be predicted using the laws of
Safe driving of conservation of energy and energy energy resources provide physics
transformation different examples of how PW2abc
energy transfer can be utilised PW2cd
PW4 abc within society

17
 PW4d
Outcomes: SC5-1VA, SC5-2VA, SC54WS, SC55WS, SC57WS, SC58WS, SC59WS, SC510PW, SC5-17CW
Overview: To examine motion of cars and the combustion of fuel. Students are faced with a real world problem surrounding issues with transport and the use of fuels.
Understanding the motion of objects has allowed scientists to develop devices to allow humans to safely travel in a variety of ways.
Formal Assessment: assessed in end of year exam
2 Matter is Classify Investigate a range of chemical reactions: combustion, acid and Chemical reactions involve Effect of catalysts on reactions
composed of compounds metal, acid and metal carbonate, corrosion, precipitation, energy transfer and can be Environmental and social
Chemical atoms which based on neutralisation, decomposition exothermic or endothermic influences on scientific research
reactions have symbols chemical Construct word equations
on the periodic characteristics CW4ab CW4cde
table CW3defg
CW3ab CW3c Assessment: Students hand in research project week 2
Outcomes: SC5-16CW, SC5-17CW, SCLS-22CW, SCLS-23CW, SCLS-24CW, SC5-4WS, SC5-5WS
Overview: There are number of important chemical reactions that are used in university, industry and medicine, as well as many that are commonly seen in any suburban
area. This topic explores these reactions and provides examples and applications of the products produced
Formal assessment: assessed in end of year exam
3 Humans have reproductive organs DNA is the building block of life, model Present day organisms evolved from Natural selection relates to changes in
During reproduction humans pass on developed by Watson&Crick past organisms, demonstrated by fossil populations e.g. antibiotic resistance
The story of heritable characteristics through genes DNA can be passed on through mitosis record Genes and environmental factors affect
life and DNA or meiosis LW4ab this
LW3abc LWdef LW4cd
Outcomes: SC5-1VA, SC5-3VA, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS, SC5-15LW, SC5-16LW, SCLS-3VA, SCLS-6WS, SCLS-7WS, SCLS-9WS
Overview: To examine patterns of inheritance and how our understanding of inheritance has developed over the last 250 years.
Assessment: assessed in end of year exam

4 The world has connected spheres lithosphere, Human activity affects global Plate tectonics has changed the Earths surface Plate tectonics explains natural
biosphere, hydrosphere, atmosphere affecting spheres, such as global and rely on convection currents in the mantle disasters
Disasters global systems and causing natural disasters warming. ES2ab ES2cd
ES3ab ES3cd
EXAM week 4

18
 Outcomes: SC5-1VA, SC5-2VA, SC5-3VA, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS, SC5-12ES, SC5-13ES
Overview: The topic overviews how theories are developed and refined by the scientific community with a focus on plate tectonics, continental drift and sea-floor
spreading. Once students have this knowledge they are able to explain the existence of Tsunamis and volcanic activity.
Assessment: assessed in end of year exam

NEW ASSESSMENT SCHEDULE

Year 9

Task Due Date Task Type Task Description (Topics/Content) Outcomes Weighting (%)

1 Week 7, Term 1
Practical Test Being connected - Ohms law and setting up a SC5-10PW, SC5-11PW, SC5-5WS, SC5-6WS, SC5-7WS
simple circuit Apply understanding of models and theories to
30
construct simple circuit. Relate understanding to
Ohms law

2 Week 3, Term 3 Topic Test Chemistry Fundamentals SC5-9WS, SC5-16CW

Describes how theories of the atom have changed. 35
Demonstrates understanding of bohr atomic model.

3 Week 1, Term 4
Research Task Students research and report upon a non-infectious
disease by creating a pamphlet for a selected
audience
SC5-6WS, SC5-7WS, SC5-9WS SC5-14LW, SC5-15LW
Analyses components and interactions between living
35
systems. Can organise and communicate scientific
information to target audience.

100

Year 10

19
Task Due Date Task Type Task Description (Topics/Content) Outcomes Weighting (%)

1 Week 4, Term 2 Student research Students complete an experiment of their own SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS,
project choice. SC5-9WS
50
Hypothesis, design, implement and report on an
investigation of own choosing.

2 Week 4, Term 4 End of year exam End of Year examination SC5-10PW, SC5-12ES, SC5-13ES, SC5-15LW, SC5-16CW,
SC5-17CW

Chemistry: students explain how models, theories and

laws have been redefined as new evidence emerges
Discusses and can use chemical reactions
Physics: Describe the action of unbalanced forces in 50
everyday situations
Describe energy transformations and technology
Biology: Explain change in biological understanding
through scientific discovery and the effect on society.
Earth and environmental science: describe changing
ideas about Earth

100

20
NEW CONCEPT MAP

21
MODIFIED UNIT OUTLINE

All changes are highlighted and annotated in red

Pandemic Stage 5 Science

Summary Duration
Health and disease Term 3/4

Length: 8 weeks

This unit explores what makes an organism healthy. Students look at different types of disease and what distinguishes
them. They then look at the individual human response to disease through the immune response. Students look at
Unit Overview
pandemics and how they affect individuals and populations. They use case studies and problem solving to determine the
impact of these pandemics.
1. Describe some examples of how multicellular organisms respond to changes in their environment
Learning intention: 2. Describe human responses to infectious and non-infectious disease
Students should be able to: 3. Outline the difference between infectious and non-infectious disease
Learning objectives 4. Discuss the role of inter-coordinated systems in maintaining humans as functioning organisms
5. Discuss how the values and needs of society can influence scientific research (NESA, 2017)

Formal assessment Informal assessment Feedback for assessment activities

Feedback from peers/teacher on debate

Debate
Verbal or written feedback from teacher on expermetnal
Take home research task Experimental results/engagement
design process/results
Engagement/understanding of simulations
Verbal feedback on simulations from teachers/peers

22
 through class discussion of results

Outcomes Technology / 21st Century Learners

Knowledge Laptops Internet research, development of own resources (reports

in Word, pamphlets in publisher, poster using Canva) and
SC5-14LW a-e, SC5-15LW, SC5-16PW, SC5-17PW, SC5-PW1e presentation of information (PowerPoint).
Skills iMovie app to develop advertisement.
Online Interactives pandemic game, scootle interactives for
SC5-1VA, SC5-2VA, SC5-7WS, SC5-8WS, SC5-9WS
radioactive decay, nukemap for nuclear impact zone, department of
health epidemiologic interactives
Incorporated more ICT resources

Life skills Outcomes Literacy Numeracy Personal and social

Report, Fact File, Analysis,
SCLS-19LW , SCLS-20LW, SCLS-21LW
Explanation, Justification,
comprehension and
extended response. Extra
literacy activities
Analysis of data, creation of line
graphs, measurement of radius
of nuclear impact zone,
students graph result of
scientific inquiry
Extra numeracy activities
capabilities
Introducing disease to
Indigenous communities,
group work scientific
research task on growing
mould, group discussion on
whether the treatment of
typhoid Mary was fair
Incorporated focus on
capabilities

23
Content: Living World Skills Teaching, learning and assessment Resources
LW1 (ACSSU175) WS7.1 b. Students read colonial newspaper article about a mysterious disease. This pandemic
(a) describe some selecting and
is the common cold that infected the Aboriginal people in Australia and was brought
examples of how extracting
by the colonists. Students need to explore the information given and then research to
multicellular organisms information from create their own disease profile of this mysterious disease.
tables, flow Newspaper
respond to changes in
diagrams, other 1. Individually complete secondary source analysis (Circle words they dont article (in
their environment
texts, audiovisual understand, Highlight any symptoms of this mysterious disease, Underline suggested file (2)
resources and treatments, Place a star next to method of transmission, Place a question mark next to (contains
graphs, including sections where you feel you need more information) OR notes for
histograms and individual
2. Think/Pair/Share
column, sector or instruction)
line graphs THINK: Students need to individually answer the following questions (What do you
WS7.1 e. think this mysterious disease is? Justify your answer, What are the symptoms of the OR
identifying data disease? What are they doing right/ wrong in their prevention plan?)
which supports or PAIR: In pairs students discuss answers for the above 3 questions. Focus is to justify Jurors
discounts a their arguments and come to a final conclusion. Notes and
question or Jurors
SHARE: As a class group share ideas about what each pair thinks the mysterious judgment
hypothesis being
disease is. (in file 4
investigated or a
proposed and 5)
Class discussion on what the mysterious disease is and why and how it relates to each
solution to a
part of the disease profile. (The disease is the Common Cold and evidence to support
problem
this includes: symptoms, transmission method, fast mutation, incubation time,
WS7.2 d. using
different immune responses from the 3 groups.)
knowledge of
scientific
(e) discuss, using
concepts to draw Typhoid Mary Prac - complete prac (instructions in resources) as a class to investigate
examples, how the
conclusions that the transmission of disease and factors that contribute to the spread. Introduce words
values and needs of Typhoid
are consistent like virulence, contagious etc.
contemporary society Mary Prac
with evidence OPTIONAL: Watch documentary on Typhoid Mary (5 minutes 41 seconds)
can influence the focus (in file - 1)
(ACSIS170, http://science.discovery.com/tv-shows/dark-matters-twisted-but-true/videos/true-
of scientific research,
ACSIS204)
eg the occurrence of story-behind-typhoid-mary.htm Or (55 min 43seconds)
24
diseases affecting http://www.youtube.com/watch?v=Mc8O9EnAuLo
animals and plants, an
epidemic or pandemic Whole class discussion on whether or not it was morally acceptable for the state of NY
disease in humans or
to lock Mary up in quarantine, despite the fact that she was not showing any
lifestyle related non-
symptoms of the disease. Set up stations around class labeled +2, +1, 0, -1, -2 ranging
infectious diseases in
from strongly agree strongly disagree (0=neutral) and get students to take a stance.
humans After hearing different arguments, students write a paragraph outlining their stance
using PEEL structure
Literacy activity where students must write full sentences and put together an
argument. Activity where students think about personal and social responsibility by
engaging in discourse on how scientific knowledge can affect the personal liberties
and values of individuals and populations. Students interact with others, make
decisions and communicate verbally and through writing (personal and social
capabilities).
(a) describe some Defining Homeostasis. Show students how word breaks down homeo means the
examples of how same and stasis refers to an organism maintain an equilibrium within itself.
multicellular organisms Review changes to body temperature and complete feedback worksheet
respond to changes in
their environment

25
(b) describe how the WS7.2 d. using
THINK/PAIR/SHARE: How do we keep our bodies healthy? *
coordinated function of knowledge of Olymplian
internal systems in scientific As a class review body systems powerpoint
multicellular organisms concepts to draw Class discussion on What do cells need to function? & how the systems are interlinked (in file)
provides cells with conclusions that
requirements for life, are consistent *recall from stage 4 test knowledge of endocrine and nervous
Pulse Rate
including gases, with evidence For each of the following pracs focus on determining the systems involved and what Practical
nutrients and water, (ACSIS170, happens if they are improved/ something goes wrong
and removes cell ACSIS204)
PRAC: Pulse rate (Numeracy) using volunteers take resting pulse rate (repeat), do
wastes
high intensity exercise for 3 min eg. Skipping, climbing stairs, take recovered. Graph
pulse rate. Pulse Rate
EXTENSION: Repeat Pulse rate prac with different types of exercise and compare Practical
bodys reaction to this exercise and recovery. EXT

DEMO PRAC: Testing exhaled air using bromothymol blue to show how the body
removes cell waste in the respiratory system (graph)
OPTIONAL: Complete the practical above a class demonstration and groups can test Exhaled Air
for carbon dioxide using limewater. Practical
OPTIONAL: Testing Lung Capacity
Class discussion what makes an Olympians (eg Michael Phelps) body able to
perform at high levels?
EXTENSION: read through Scientific American article (If a persons lung size cannot Lung
increase, how does exercise serve to improve lung function?) and explain why Capacity
exercise helps to maintain a healthy body. Practical
http://www.scientificamerican.com/article.cfm?id=if-a-persons-lung-size-ca

26
(c) outline some responses
of the human body to
infectious and non-
infectious diseases
(e) discuss, using
examples, how the values
and needs of
contemporary society can
influence the focus of
scientific research, eg the
occurrence of diseases
affecting animals and
plants, an epidemic or
pandemic disease in
humans or lifestyle related
non-infectious diseases in
humans
WS9 e. presenting a) define the word disease.
scientific ideas b) place examples of disease into categories and justify choice infectious, other
and information
responses eg genetic, lifestyle- non-infectious).
for a particular
purpose, Solve cases on : Infectious diseases:
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L2017/object/sc_004_cl
including
constructing t_730/
evidence-based
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L2018/object/sc_004_cl
arguments and
using appropriate t_740/
scientific
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L2016/object/sc_004_cl
language,
conventions and t_720/
representations
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L2019/object/sc_004_cl
for specific
audiences t_750/
Use of ICT resources for students to understand what an epidemiologist does,
(ACSIS174,
ACSIS208) looking at transmission, symptoms, location of those infected and seeing what the
outbreak cause is
c) compare infectious and non-infectious diseases.
d) Discuss lifestyle and genetic disease. Justify their own arguments for what type of
non-infectious diseases cancer, heart disease and obesity are. AIM is to show that
there are multiple factors involved in developing non-infectious diseases.
e) CASE STUDY: Obesity watch stimulus wall E video
(http://www.youtube.com/watch?v=h1BQPV-iCkU) and determine causes of obesity Contagion 3
in that society and its impacts. As a class research and complete the table using part lesson
suggested resources. plan (in file)
f) CASE STUDY: Cancer Break your class into groups of 2 or 3. Each group needs to be
27
 given a type of cancer (skin, lung, breast, pancreatic, testicular/ovarian, brain, bowel,
cervical prostate) develop a fact table as per obesity.
WS4.a.
Formulating
questions or
g) In small groups (2-3) students write a hypothesis, design and carry out an
hypotheses that
investigation to test optimal conditions for growing fungi. Students should place
can be emphasis on ensuring this is a fair test. Use video what is mould:
investigated
https://www.youtube.com/watch?v=Brx7vPP3Kn0 . Can be scaffolded using this
scientifically.
resource: http://www.ksagclassroom.org/teachers/lesson/bread_fuzzy.pdf or
https://www.nasa.gov/pdf/190542main_Mold_Growth.pdf
WS5.1.d. Justify
Student led inquiry. Students solve problems, explore, display curiosity, interact
why variables
with others, make decisions and set goals (personal and social capabilities).
need to be kept
Students must represent findings through a graph (numeracy).
constant if
reliable first-hand
data is to be OPTIONAL Parental Permission must be sought
collected in
controlled EVALUATE: Contagion case study
experiments. Students will watch Contagion in 3 sections and will be asked to make predictions,
think about the ethics of the creation and distribution of vaccines and evaluate the
actions of major parties within the film. The final lesson will be completing their
assessment (with access to computer).
NOTE: You will need access to the movie Contagion

(a) describe some TRANSMISSION Define transmission? How diseases are transmitted? What is the
examples of how method of transmission for the mysterious disease
multicellular organisms
respond to changes in their 1. Methods of transmission: students read information on website, discuss and
environment summarise information identifying methods of transmission of infectious
disease and brainstorm ways to prevent transmission, with the emphasis on
personal hygiene, e.g. hand-washing.
Website: http://microbiology.mtsinai.on.ca/faq/transmission.shtml
28
Questions:
1. Distinguish between direct and indirect contact and provide three examples of
each.
2. Describe how the following transmissions work and give two examples of
Infectious
diseases that can be transmitted through each method:
Droplet transmission Disease
Airborne transmission Differentiat
Oral-faecal transmission ed task (in
3. Name two different vectors and a disease that each one may cause. file)
4. Explain what contaminated means. How might food utensils become
contaminated?
5. Explain why people serving food in shops and restaurants should wear gloves
or use tongs.
6. Suggest five ways the government can reduce societys chances of catching
an infectious disease.
7. Suggest five ways you can personally reduce your chances of catching an
infectious disease.
Additional comprehension activity for literacy as well as use of online resource

2. SYMPTOMS Define signs and symptoms? What symptoms does the mysterious
disease precipitate? How could they be caused?
3. TREATMENT What are the common treatments for various infectious diseases
(include viral, bacterial and fungal)? What treatments are suggested in the article? Are
they good or bad? Why?
3-tiered task In pairs students are to create a disease profile (specific questions in
task) about a particular infectious disease including symptoms, transmission,
treatment. Complexity of disease is differentiated. Research using internet. Student
make Wanted posters for their infectious disease using Canva (www.canva.com). ICT
resource
Disease: Chicken Pox, malaria Must complete questions 1 -5
Disease: Smallpox, ebola, HIV/AIDS Must complete questions 1 - 8
Disease: Bird Flu, Mad Cow disease, other Must complete questions 1 8

29
 4. DEFENCE How does the body defend itself against infectious diseases? (1st and
2ndline of defence only)? What lines does the article link to?
5. IMMUNITY Define the immune response (3rd line of defence). Why do the three
groups of people in the article (aboriginal people, early colonists and new colonists)
demonstrate different immune responses to the disease? How does mutation work?
Is there evidence that the disease has mutated?

Teacher introduces the three lines of defence using an analogy of a club located inside
a fenced-off property, protected by a dog. Students should make reference back to
this analogy as each of the three lines of defence are introduced. Students make a
table based on analogy.

Teacher explains of the three lines of defence, using animations, that the human body
has for dealing with disease. Students read about the three lines of defence on a
website summarise each one in a flow chart.
http://highered.mheducation.com/sites/0072507470/student_view0/chapter22/anim
ation__the_immune_response.html

Teacher poses question: Why are you likely to get chicken pox only once in your life?
Class discussion on the different ways immunity can be obtained, linking immunity to
the memory cells from the third line of defence.
Incorporate activities on immunity

Class debate: students debate immunisation under the topic immunisation: yes or
no using this information: http://www.sbs.com.au/news/article/2012/11/26/glance-
immunisation-debate
Can be done in traditional debate style or in QandA style with a selected panel of 5
students, 1 host and the rest of the class asking questions of the panel
Build personal and social capabilities as students solve problems, explore, display
curiosity and communicate with one another
(e) discuss, using Discuss Quarantine measures taken at Airports etc. Watch part of Border security
examples, how the values episodes and discuss importance in preventing entry of diseases
30
and needs of
contemporary society can Explain Non-infectious disease and lifestyle diseases.
influence the focus of
scientific research, eg the Choose one of the following topics for a research project. Present your report in a
occurrence of diseases format of your own choice.
affecting animals and
plants, an epidemic or Obesity
pandemic disease in
humans or lifestyle related Obesity is increasing in our society. Why is this? What is the cause of it? What
non-infectious diseases in complications can result from obesity? What can you do to prevent obesity?
humans
Artificial skin

Investigate the work of Australian scientists Dr Fiona Wood and Dr Marie Stoner on
skin regeneration, including spray on skin. Why is their area if research so important?
How is it related to the treatment of the Bali-bombing victims?

Stem cells for spinal injury

Nerve cells do not regenerate naturally. To date, damage to the spinal cord is
permanent, but scientists have been researching the use of stem cells in the
treatment of spinal cord injury. What types of stem cells are used? What sorts of
advances have been made in this field of research? What issues have affected such
research?
(d) describe the role of, WS8 d. using
PRAC: Reaction test (ruler, traffic light Nervous
and interaction cause-and-effect
http://faculty.washington.edu/chudler/java/redgreen.html , OH and throw cotton System
between, the relationships to balls) Powerpoint
coordination systems in explain ideas. (in file)
maintaining humans as OPTIONAL: video clips to compare reaction times of sporting people (links in
functioning organisms powerpoint)
Explain NS structure including reflex arc (EXTENSION including neuron structure)

31
 Use the PowerPoint to explain how the Endocrine System works. (modified
Boardworks: The hormonal systems, What are hormones? and Blood glucose
regulation)
(d) describe the role of, CASE STUDY: 2-tiered task What happens when the system stops working? Use video
and interaction technology to create a 2 minute long advertisement to educate young people about
between, the the impacts of the disease given to you.
coordination systems in ENDOCRINE DISEASE: Diabetes
maintaining humans as NERVOUS SYSTEM DISEASE: Multiple Sclerosis (MS)
functioning organisms ICT Incorporated, activity added

OPTIONAL:
Case Study
Students read through the information provided on A Diabetic Study on the Australian in file
Aboriginal and use their scientific knowledge to analysis the data presented.

32
Content: Chemical
Skills Teaching, learning and assessment Resources
World
CW1 (ACSSU177) 4) Nuclear Radiation: 4a) Sources of Nuclear Radiation: SF4 p279
(d) identify that Students realise that nuclear radiation 4b) Radioactivity, atoms and isotopes: SF4 p276-278 + Effects: p279
natural is: 4c) Radioactivity: NS9 p121-124
radioactivity -the energy and particles that are 4d) Radioactivity: A two-edged sword-CS4 p12-13 + 14-17
arises from the released from the nucleus in its 4e)Half-Lives of Radioisotopes: SF4 p278-279 + worksheet 8.4 in SF4
decay of nuclei in breakup; Homework book.
atoms, releasing -of three types. 4f) Half-Lives of radioisotopes: NS9 p125-126
particles and
energy Students identify that each radioactive http://jamesdonnelly.github.io/Isotopic256/
isotope has its own specific half-life.
Students complete online activities Scootle: Radioactive decay
that facilitate understanding of https://www.scootle.edu.au/ec/resolve/view/L8031?accContentId=
isotopes and radioactive decay ICT ICT Incorporated
Incorporated, activity added with
learning intention
(e) evaluate the Nuclear Radiation: Good or evil? 4g) The story of the Curies: NS9 p127-128
benefits and Students become familiar with the 4h) Uses: SF4 p280-282
problems discovery and uses of nuclear 4i) Nuclear Energy: SF4 p285-290
associated with radiation. 4j) Nuclear Power Stations: NS9 p129-130 + research Chernobyl or
medical and Students research the benefits and another named nuclear disaster.
industrial uses of dangers associated with the use of
nuclear energy nuclear radiation.
Students summarise the short term Health effects on radiation: https://www.epa.gov/radiation
and long term health effects of
radiation students understand the
link between radiation and health
Activity added with learning intention
Scootle
Scootle Activity: Operate controls for https://www.scootle.edu.au/ec/resolve/view/L48?accContentId=
a simulated nuclear reactor. Regulate ICT Incorporated
coolant flow and position of control 4k) Evil: Nuclear Devastation: SF4 Homework book-worksheet 8.5
rods. Respond to mechanical failures
33
 and other emergencies. Ensure safe
operation and avoid a meltdown
ICT Incorporated, activity added with
learning intention
WS9. Using Students look at the potential impact http://nuclearsecrecy.com/nukemap/
appropriate of a nuclear impact on Sydney by ICT and numeracy Incorporated
units for detonating a chosen bomb on a part
physical of Sydney and measuring the radius of
quantities, different impact zones (fireball,
and symbols radiation zone etc.) ICT and
to express numeracy Incorporated, activity
relationships, added with learning intention
including
mathematical
ones.

Summing up:
Students build a mind map using
mind-meister to summarise key
concepts covered in this unit.
Incorporation of ICT students draw
together learning

34
MODIFIED ASSESSMENT TASK
All modifications are shown in red on the marking rubric.

Year 9 Science
Infectious disease Study
Your task is to produce a pamphlet that contains information about a specific disease for a
specific audience.
You get to choose your target audience. Once this is decided you can choose from a list of three
diseases to present to your target audience.

The audience that you are presenting to determines the type of language that you use.
A Year 7 audience may or may not have knowledge about the subject, but they need
knowledge presented in a way so they can make a decision about the issue. Any
background information, facts, or statistics needed to make a decision should be
highlighted.

The general public has no special or expert knowledge. They connect with the human-
interest aspect of articles. They usually need background information; they expect more
definition and description; and they may want attractive graphics or visuals.

The government health officials may be the most demanding audience in terms of
knowledge, presentation, and graphics or visuals. Health officials are often
practitioners. For this type of audience, document formats are often elaborate and
technical, style and vocabulary may be specialized or technical, source citations are
reliable and up-to-date, and documentation is accurate

The questions are particular to the disease and the audience so make sure you answer the
correct question for your decision.

All audiences require a list of websitesthis is part of the brochure. You are
required to hand in a bibliography as well. this does not have to be part of
your brochure. It is to be handed in separately.

Creating a readable brochure is not an easy thing. You need to make it informative but also
interesting enough to catch the audiences attention so they will read it.

Attached is a guide to help you evaluate your brochure before you hand it in to see if it makes
the required impact.

35
To Evaluate Your Brochure
1. Spread the brochure out and look at it overall from a visual perspective.

What works with the layout design?

What doesnt seem to workor what do you have a question about in terms of
layout?
Are the main topics or questions arranged in the most logical orderin the order a
reader might want to know the information? If not, make suggestions for moving
them.
Is there a place where the main idea isnt clear or accessible?
Is it too crowded or is there too much empty space?
Are there illustrations?
If so, do they fit the content? Are they appropriate? Are they placed most effectively
or can you suggest other options for the layout?

2. Now, look at each question one at a time. For each one, answer the following questions:
a. Question:_______________________
Is the format (paragraph, list, graph, map, etc.) the best for this type of
information? Why or why not?
Is the content informative? List two specific details you didnt know before
reading this passage.
Are the ideas in each passage arranged in the best order? Draw arrows from the
idea to another place that it might be better if you see such a place.
If the passage is a paragraph, circle the main idea in the topic sentence and then
all the words or phrases that repeat or rename the idea (synonyms) in the rest of
the paragraph. Could the paragraph be tighter?
If the passage is a list, underline the first word of each item in the list. Check for
parallel structure; give suggestions if it could be improved.
How would you describe the overall tone?

36
 Choose from
Audience Purpose Questions to be Answered
these diseases
1) What symptoms does the disease exhibit?
Downs Syndrome 2) How does the disease impact on a persons quality of
To explain
life?
characteristics and
3) How many people in Australia have this disease
Year 7 Students Scurvy symptoms of the
(prevalence)?
disease to a younger
4) How are the symptoms of your disease managed?
Repetitive Strain audience.
5) List of helpful websites (including a summary statement
Injury (RSI of why they are helpful)
Sickle Cell 1) What symptoms does the disease exhibit? & How are
the symptoms of your disease managed?
Anaemia To explain
2) How does the disease impact a persons quality of life?
characteristics and
General Public (to 3) How many people in Australia have this disease? How
symptoms of the
be distributed in Lead poisoning many people in the world have this disease
disease and give advice
medical centres (prevalence)?
on management to
etc.) 4) If someone has the disease what course of action
help people who have
should they take?
Alcoholism the disease
5) List of helpful websites (including a summary statement
of why they are helpful)
1) What symptoms does the disease exhibit? & How are
Atherosclerosis the symptoms of your disease managed?
(cardiovascular To help the health 2) How does the disease impact a persons quality of life?
officials understand the 3) How many people in the world have this disease? &
symptoms, how do the statistics change for developing/developed
Government Health management and countries/around the world (prevalence)?
Asbestosis 4) Write a suggested management plan to help prevent/
Officials overall impact of the
disease so they can alleviate symptoms/ educate the community about your
implement effective disease
strategies 5) List of helpful websites (including a summary statement
Asthma of why they are helpful)

37
 Year 9 Science
Pandemic Assignment
Name: ________________________
3 marks 2 marks 1 mark 0 marks
Items to be included
Correct disease chosen for given
audience
Question 1 attempted Attempt No attempt
Question 2 attempted made made
Question 3 attempted
Question 4 attempted
Question 1 attempted
Bibliography included
Specifications Knowledge and understanding
Question 1 answered in relation to Disease and Sound No attempt
disease chosen symptoms description of or incorrect
A list made
thoroughly disease symptoms
described symptoms
Question 2 answered in relation to Impact of Sound Attempt at No attempt
disease chosen disease description of description or incorrect
thoroughly disease of impact is impact
described impact made
Question 3 answered in relation to Statistics Statistics Statistics No attempt
disease chosen included for all included for included for or incorrect
populations in some some or all statistics
question and populations in populations
correct. question and in question
Statistics correct. and correct
represented Statistics but no
visually through represented graph, table
appropriate visually or chart
graph, table or through present.
chart. appropriate
graph, table
or chart.
Question 4 answered in relation to Management Sound Basic No attempt
disease chosen of disease description of description
thoroughly disease of disease
described management management
Question 5 answered in relation to Websites Websites No attempt
Websites with
disease chosen included with with basic or
thorough
sound no summary
summary
summary included
included
included

Presentation - Communicating
Sound use of Basic use of No attempt
Correct language used for desired Exemplary use
sentence sentence or poor use
audience of sentence
structure and structure of sentence
structure and
vocabulary, and structure
vocabulary
clearly aimed vocabulary, and
clearly aimed at
at target unclear who vocabulary,
target audience
audience target unclear who
38
 audience is target
audience is
Assignment handed in an appropriate Use of No attempt
format correct or incorrect
pamphlet format
format
Attention paid to spelling and grammar. Excellent Sound spelling Basic spelling Elementary
spelling and and grammar and spelling and
grammar with with some grammar grammar
few mistakes mistakes with
frequent
mistakes
Brochure in colour, illustrations included Eye catching Brochure Brochure
and creative includes does not
design with colour and include
illustrations illustrations colour or
and colour illustrations
Bibliography in correct format Thorough Sound Basic No attempt
formatting of formatting of formatting or incorrect
bibliography bibliography, of bibliographic
with no with some bibliography format
mistakes mistakes with
frequent
mistakes
Utilises multiple sources for research Uses four or Uses Uses no
more sources between one sources
and three
sources
All sources Australian
TOTAL 36

39
PART D: REFERENCES

ACARA. (2017). General Capabilities. Retrieved Aug 30th, 2017, from The Australian Curriculum:

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

ACARA. (2017a). Numeracy. Retrieved Aug 30th, 2017, from The Australian Curriculum:

https://www.australiancurriculum.edu.au/f-10-curriculum/general-

capabilities/numeracy/

Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Influence of motivation, self-beliefs,

and instructional practices on science achievement of adolescents in Canada. Social

Psychology of Education: An International Journal, 14(2), 233-259.

Carter, M., Klenowski, V., & Chalmers, C. (2015). Challenges in embedding numeracy throughout

the curriculum in three Queensland secondary schools. The Australian Educational

Researcher, 42(5), 595-611.

Centre for Education Statistics & Evaluation. (2016). 5 ESSENTIALS FOR EFFECTIVE EVALUATION.

Retrieved Aug 31st, 2017, from NSW Government:

https://www.cese.nsw.gov.au/publications-filter/5-essentials-for-effective-evaluation

Centre for Education Statistics and Evaluation. (2015). What works best: Evidence-based practices

to help improve NSW student performance . Retrieved Aug 31st, 2017, from NSW

40
 Government: https://www.cese.nsw.gov.au/images/stories/PDF/What-works-best_FA-

2015_AA.pdf

Hattie, J. A., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model.

NPJ Science of Learning , 1, 16013.

Lewis, M., & Wray, D. (2014). Literacy in the Secondary School (1st ed.). Hoboken: Taylor and

Francis.

McTighe, J., & Wiggins, G. (2005). Understanding by Design: Expanded 2nd ed. Alexandria, VA:

Association for Supervision and Curriculum Development.

NESA. (2015). Course Performance Descriptors. Retrieved Aug 28th, 2017, from NSW Education

Standards Authority: https://arc.nesa.nsw.edu.au/go/sc/sc-grading/cpds/

NESA. (2017). Living World. Retrieved Aug 30th, 2017, from NSW Education and Standards

Authority: http://syllabus.nesa.nsw.edu.au/science/science-k10/content/989/

NSW Department of Education. (2006). Gifted and Talented Education. Retrieved Aug 31st, 2017,

from NSW Department of Education and Training:

http://lrr.cli.det.nsw.edu.au/LRRView/14507/documents/research_Maker.pdf

O'Keefe, P. A., Letourneau, S. M., Homer, B. D., Schwartz, R. N., & Plass, J. L. (2014). Learning

from multiple representations: An examination of fixation patterns in a science

simulation. Computers in Human Behaviour, 35, 234-242.

Peffer, M. E., Beckler, M. L., Schunn, C., Renken, M., & Revak, A. (2015). Science Classroom

Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning. PLoS ONE, 10(3),

e0120638.

41
Ward, P., Lehwald, H., & Lee, Y. S. (2015). CONTENT MAPS: A Teaching and Assessment Tool for

Content Knowledge. Journal of Physical Education, Recreation & Dance, 86(5), 38-46.

Wexler, J., Mitchell, M. A., Clancy, E. E., & Silverman, R. D. (2016). An Investigation of Literacy

Practices in High School Science Classrooms. Reading & Writing Quarterly, 33(3), 258-277.

Wollenschlger, M., Hattie, J., Machts, N., Mller, J., & Harms, U. (2016). What makes rubrics

effective in teacher-feedback? Transparency of learning goals is not enough.

Contemporary Educational Psychology, 44(45), 1-11.

Young, K. (2014). Planning "Lessons For Everybody" In Secondary Classrooms. American

Secondary Education, 43(1), 25-32.

42
PART E: APPENDICES OF
ORIGINAL
DOCUMENTATION

43
ORIGINAL UNIT OUTLINE

Pandemic Stage 5 Science

Summary Duration
Health and disease Term.

Length: 8 weeks

This unit explores what makes an organism healthy. Students then look at pandemics that
Unit Overview move through both organisms and ecosystems.

Outcomes Technology / 21st Century Learners

Knowledge Computer Internet research, development of own resources
(reports in word, pamphlets in publisher) and presentation of
SC5-14LW a-e, SC5-15LW, SC5-16PW, SC5-17PW, SC5- information (Notebook, PowerPoint).
PW1e
Skills
SC5-1VA, SC5-2VA, SC5-7WS, SC5-8WS, SC5-9WS

44
Life skills Outcomes Literacy Numeracy
SCLS-19LW , SCLS-20LW, SCLS-21LW Report, Fact File, Analysis, Analysis of data, creation of
Explanation, Justification. graphs.

45
Content: Living World Skills Teaching, learning and assessment Resources
LW1 (ACSSU175) WS7.1 b. ENGAGE
(b) describe some selecting and
extracting Students read colonial newspaper article about a mysterious disease. This pandemic
examples of how
information from is the common cold that infected the Aboriginal people in Australia and was brought
multicellular organisms
tables, flow by the colonists. Students need to explore the information given and then research to Newspaper
respond to changes in
diagrams, other create their own disease profile of this mysterious disease. article (in
their environment
texts, audiovisual 1. Individually complete secondary source analysis (Circle words they dont file (2)
resources and understand, Highlight any symptoms of this mysterious disease, Underline suggested (contains
graphs, including treatments, Place a star next to method of transmission, Place a question mark next to notes for
histograms and sections where you feel you need more information) OR individual
column, sector or instruction)
line graphs 2. Think/Pair/Share
WS7.1 e. THINK: Students need to individually answer the following questions (What do you OR
identifying data think this mysterious disease is? Justify your answer, What are the symptoms of the
which supports or disease? What are they doing right/ wrong in their prevention plan?) Jurors
discounts a Notes and
PAIR: In pairs students discuss answers for the above 3 questions. Focus is to justify
question or Jurors
their arguments and come to a final conclusion.
hypothesis being judgment
investigated or a SHARE: As a class group share ideas about what each pair thinks the mysterious (in file 4
proposed disease is. and 5)
solution to a
problem Class discussion on what the mysterious disease is and why and how it relates to each
WS7.2 d. using part of the disease profile. (The disease is the Common Cold and evidence to support
knowledge of this includes: symptoms, transmission method, fast mutation, incubation time,
scientific different immune responses from the 3 groups.)
(f) discuss, using concepts to draw Typhoid Mary Prac - complete prac (instructions in resources) as a class to investigate
examples, how the conclusions that the transmission of disease and factors that contribute to the spread. Introduce words Typhoid
values and needs of are consistent like virulence, contagious etc. Mary Prac
contemporary society with evidence (in file - 1)
can influence the focus (ACSIS170, OPTIONAL: Watch documentary on Typhoid Mary (5 minutes 41 seconds)
http://science.discovery.com/tv-shows/dark-matters-twisted-but-true/videos/true-
46
of scientific research, ACSIS204) story-behind-typhoid-mary.htm Or (55 min 43seconds)
eg the occurrence of http://www.youtube.com/watch?v=Mc8O9EnAuLo
diseases affecting
animals and plants, an
epidemic or pandemic
disease in humans or
lifestyle related non-
infectious diseases in
humans
(a) describe some Defining Homeostasis. Show students how word breaks down homeo means the
examples of how same and stasis refers to an organism maintain an equilibrium within itself.
multicellular organisms Review changes to body temperature and complete feedback worksheet
respond to changes in
their environment

47
(e) describe how the WS7.2 d. using THINK/PAIR/SHARE: How do we keep our bodies healthy? *
coordinated function of knowledge of Olymplian
internal systems in scientific As a class review body systems powerpoint
multicellular organisms concepts to draw Class discussion on What do cells need to function? & how the systems are interlinked (in file)
provides cells with conclusions that
requirements for life, are consistent *recall from stage 4 test knowledge of endocrine and nervous
Pulse Rate
including gases, with evidence For each of the following pracs focus on determining the systems involved and what Practical
nutrients and water, (ACSIS170, happens if they are improved/ something goes wrong
and removes cell ACSIS204)
PRAC: Pulse rate (Numeracy) using volunteers take resting pulse rate (repeat), do
wastes
high intensity exercise for 3 min eg. Skipping, climbing stairs, take recovered. Graph
pulse rate. Pulse Rate
EXTENSION: Repeat Pulse rate prac with different types of exercise and compare Practical
bodys reaction to this exercise and recovery. EXT

DEMO PRAC: Testing exhaled air using bromothymol blue to show how the body
removes cell waste in the respiratory system (graph)
OPTIONAL: Complete the practical above a class demonstration and groups can test Exhaled Air
for carbon dioxide using limewater. Practical
OPTIONAL: Testing Lung Capacity
Class discussion what makes an Olympians (eg Michael Phelps) body able to
perform at high levels?
EXTENSION: read through Scientific American article (If a persons lung size cannot Lung
increase, how does exercise serve to improve lung function?) and explain why Capacity
exercise helps to maintain a healthy body. Practical
http://www.scientificamerican.com/article.cfm?id=if-a-persons-lung-size-ca

48
(f) outline some responses
of the human body to
infectious and non-
infectious diseases
(e) discuss, using
examples, how the values
and needs of
contemporary society can
influence the focus of
scientific research, eg the
occurrence of diseases
affecting animals and
plants, an epidemic or
pandemic disease in
humans or lifestyle related
non-infectious diseases in
humans
(a) describe some
examples of how
multicellular organisms
respond to changes in their
environment
WS9 e. presenting a) define the word disease.
scientific ideas
b) place examples of disease into categories and justify choice infectious, other
and information responses eg genetic, lifestyle- non-infectious).
for a particular
purpose, c) compare infectious and non-infectious diseases.
including d) Discuss lifestyle and genetic disease. Justify their own arguments for what type of
constructing non-infectious diseases cancer, heart disease and obesity are. AIM is to show that
evidence-based
there are multiple factors involved in developing non-infectious diseases.
arguments and
e) CASE STUDY: Obesity watch stimulus wall E video
using appropriate
scientific (http://www.youtube.com/watch?v=h1BQPV-iCkU) and determine causes of obesity
in that society and its impacts. As a class research and complete the table using
language,
suggested resources.
conventions and
representations f) CASE STUDY: Cancer Break your class into groups of 2 or 3. Each group needs to be
for specific given a type of cancer (skin, lung, breast, pancreatic, testicular/ovarian, brain, bowel,
audiences cervical prostate) develop a fact table as per obesity.
(ACSIS174,
OPTIONAL Parential Permission must be sought
ACSIS208)
EVALUATE: Contagion case study
Students will watch Contagion in 3 sections and will be asked to make predictions, Contagion 3
think about the ethics of the creation and distribution of vaccines and evaluate the part lesson
actions of major parties within the film. The final lesson will be completing their plan (in file)
assessment (with access to computer).
NOTE: You will need access to the movie Contagion
1. TRANSMISSION Define transmission? How diseases are transmitted? What is the
method of transmission for the mysterious disease
2. SYMPTOMS Define signs and symptoms? What symptoms does the mysterious
disease precipitate? How could they be caused?
3. TREATMENT What are the common treatments for various infectious diseases
(include viral, bacterial and fungal)? What treatments are suggested in the article? Are
49

(e) discuss, using
examples, how the values
and needs of
contemporary society can
influence the focus of
scientific research, eg the
occurrence of diseases
affecting animals and
plants, an epidemic or
pandemic disease in
humans or lifestyle related
non-infectious diseases in
they good or bad? Why?
4. DEFENCE How does the body defend itself against infectious diseases? (1st and
2ndline of defence only)? What lines does the article link to?
5. IMMUNITY Define the immune response (3rd line of defence). Why do the three
groups of people in the article (aboriginal people, early colonists and new colonists)
demonstrate different immune responses to the disease? How does mutation work?
Is there evidence that the disease has mutated?
ELABORATE: 3-tiered task In small groups (2 4) students are to create a disease
profile (specific questions in task) about a particular infectious disease. Create groups
based on their performance in the pretest complexity of disease is differentiated. Infectious
Disease
Research using internet. If internet is unavailable fact sheets are provided from
Differentiat
http://www.health.nsw.gov.au/infectious/factsheets/Pages/default.aspx.
ed task (in
file)
Disease: Chicken Pox, malaria Must complete questions 1 -5
Disease: Smallpox, ebola, HIV/AIDS Must complete questions 1 - 8
Disease: Bird Flu, Mad Cow disease, other Must complete questions 1 8 Disease
facts sheets
in file
Discuss Quarantine measures taken at Airports etc. Watch part of Border security
episodes and discuss importance in preventing entry of diseases
Explain Non-infectious disease and lifestyle diseases.
Choose one of the following topics for a research project. Present your report in a
format of your own choice.
Obesity
Obesity is increasing in our society. Why is this? What is the cause of it? What
complications can result from obesity? What can you do to prevent obesity?
50
humans
Artificial skin

Investigate the work of Australian scientists Dr Fiona Wood and Dr Marie Stoner on
skin regeneration, including spray on skin. Why is their area if research so important?
How is it related to the treatment of the Bali-bombing victims?

Stem cells for spinal injury

Nerve cells do not regenerate naturally. To date, damage to the spinal cord is
permanent, but scientists have been researching the use of stem cells in the
treatment of spinal cord injury. What types of stem cells are used? What sorts of
advances have been made in this field of research? What issues have affected such
research?
(g) describe the role of, WS8 d. using PRAC: Reaction test (ruler, traffic light Nervous
and interaction cause-and-effect
http://faculty.washington.edu/chudler/java/redgreen.html , OH and throw cotton System
between, the relationships to balls) Powerpoint
coordination systems in explain ideas. (in file)
maintaining humans as OPTIONAL: video clips to compare reaction times of sporting people (links in
functioning organisms powerpoint)
Explain NS structure including reflex arc (EXTENSION including neuron structure)
Use the PowerPoint to explain how the Endocrine System works. (modified
Boardworks: The hormonal systems, What are hormones? and Blood glucose
regulation)
(e) describe the role of, CASE STUDY: What happens when the system stops working?
and interaction
between, the
coordination systems in
maintaining humans as
functioning organisms

51
Content: Chemical Teaching, learning and
Skills Resources
World assessment
CW1 (ACSSU177) 4) Nuclear Radiation: 4a) Sources of Nuclear Radiation: SF4 p279
(f) identify that Students realise that nuclear radiation is: 4b) Radioactivity, atoms and isotopes: SF4 p276-278 + Effects: p279
natural -the energy and particles that are
4c) Radioactivity: NS9 p121-124
radioactivity released from the nucleus in its breakup;
-of three types. 4d) Radioactivity: A two-edged sword-CS4 p12-13 + 14-17
arises from the
decay of nuclei in 4e)Half-Lives of Radioisotopes: SF4 p278-279 + worksheet 8.4 in SF4
atoms, releasing Students identify that each radioactive Homework book.
particles and isotope has its own specific half-life.
4f) Half-Lives of radioisotopes: NS9 p125-126
energy

(g) evaluate the Nuclear Radiation: Good or evil? 4g) The story of the Curies: NS9 p127-128
benefits and 4h) Uses: SF4 p280-282
problems
associated with 4i) Nuclear Energy: SF4 p285-290
medical and 4j) Nuclear Power Stations: NS9 p129-130 + research Chernobyl or another
industrial uses of named nuclear disaster.
nuclear energy 4k)Evil: Nuclear Devastation: SF4 Homework book-worksheet 8.5

52
ORIGINAL ASSESSMENT TASK

Year 9 Science
Infectious disease Study
Your task is to produce a pamphlet that contains information about a specific disease for a
specific audience.
You get to choose your target audience. Once this is decided you can choose from a list of three
diseases to present to your target audience.

The audience that you are presenting to determines the type of language that you use.
A Year 7 audience may or may not have knowledge about the subject, but they need knowledge
presented in a way so they can make a decision about the issue. Any background information,
facts, or statistics needed to make a decision should be highlighted.

The general public has no special or expert knowledge. They connect with the human interest
aspect of articles. They usually need background information; they expect more definition and
description; and they may want attractive graphics or visuals.

The government health officials may be the most demanding audience in terms of knowledge,
presentation, and graphics or visuals. Health officials are often practitioners. For this type of
audience, document formats are often elaborate and technical, style and vocabulary may be
specialised or technical, source citations are reliable and up-to-date, and documentation is
accurate

The questions are particular to the disease and the audience so make sure you answer the
correct question for your decision.

All audiences require a list of websitesthis is part of the brochure. You are
required to hand in a bibliography as well.this does not have to be part of
your brochure. It is to be handed in separately.

Creating a readable brochure is not an easy thing. You need to make it informative but also
interesting enough to catch the audiences attention so they will read it.

Attached is a guide to help you evaluate your brochure..before you hand it into see if it
makes the required impact.

53
To Evaluate Your Brochure
3. Spread the brochure out and look at it overall from a visual perspective.

What works with the layout design?

What doesnt seem to workor what do you have a question about in terms of
layout?
Are the main topics or questions arranged in the most logical orderin the order a
reader might want to know the information? If not, make suggestions for moving
them.
Is there a place where the main idea isnt clear or accessible?
Is it too crowded or is there too much empty space?
Are there illustrations?
If so, do they fit the content? Are they appropriate? Are they placed most effectively
or can you suggest other options for the layout?

4. Now, look at each question one at a time. For each one, answer the following questions:
a. Question:_______________________
Is the format (paragraph, list, graph, map, etc.) the best for this type of
information? Why or why not?
Is the content informative? List two specific details you didnt know before
reading this passage.
Are the ideas in each passage arranged in the best order? Draw arrows from the
idea to another place that it might be better if you see such a place.
If the passage is a paragraph, circle the main idea in the topic sentence and then all
the words or phrases that repeat or rename the idea (synonyms) in the rest of the
paragraph. Could the paragraph be tighter?
If the passage is a list, underline the first word of each item in the list. Check for
parallel structure; give suggestions if it could be improved.
How would you describe the overall tone?

54
 Choose from
Audience Purpose Questions to be Answered
these diseases
6) What symptoms does the disease exhibit?
Downs
7) How does the disease impact on a persons quality of
Syndrome To explain
life?
characteristics and
8) How many people in Australia have this disease?
Year 7 Students Scurvy symptoms of the
(prevalence)
disease to a younger
9) How are the symptoms of your disease managed?
Repetitive Strain audience.
10) List of helpful websites (including a summary statement
Injury (RSI of why they are helpful)
6) What symptoms does the disease exhibit? & How are the
Sickle Cell
To explain symptoms of your disease managed?
Anaemia
characteristics and 7) How does the disease impact a persons quality of life?
General Public (to
symptoms of the 8) How many people in Australia have this disease? How
be distributed in
disease and give advice many people in the world have this disease? (prevalence)
medical centres Lead poisoning on management to help 9) If someone has the disease what course of action should
etc.)
people who have the they take?
disease 10) List of helpful websites (including a summary statement
Alcoholism of why they are helpful)
6) What symptoms does the disease exhibit? & How are the
Atherosclerosis symptoms of your disease managed?
(cardiovascular 7) How does the disease impact a persons quality of life?
To help the health 8) How many people in the world have this disease? & how
officials understand the do the statistics change for developing/developed
symptoms, management countries/around the world? (prevalence)
Government Health Asbestosis 9) Write a suggested management plan to help prevent/
and overall impact of
Officials alleviate symptoms/ educate the community about your
the disease so they can
implement effective disease
strategies 10) List of helpful websites (including a summary statement
Asthma of why they are helpful)

55
 Year 9 Science
Pandemic Assignment
Name: ________________________
3 marks 2 marks 1 mark 0 marks
Items to be included
Correct disease chosen for given
audience
Question 1 attempted
Question 2 attempted
Question 3 attempted
Question 4 attempted
Question 1 attempted
Bibliography included
Specifications
Question 1 answered in relation to Disease and
symptoms
disease chosen A list made
described in
detail
Question 2 answered in relation to Impact of
disease
disease chosen
described in
detail
Question 3 answered in relation to Statistics
disease chosen included and
correct
Question 4 answered in relation to Management of
disease
disease chosen
described in
detail
Question 5 answered in relation to Websites with
disease chosen summary
included
Correct language used for desired
audience
Presentation
Assignment handed in an appropriate
format
Attention paid to spelling.
Brochure in colour, illustrations
included
Bibliography in correct format
More than one source use
All sources Australian
TOTAL 36

56