FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 YEAR LEVEL: 7 LEARNING AREA/TOPIC: Ecosystems

Weeks 1-3

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Interactions Identify the main origins of Pre-test: Engage: Activity - What did you eat for breakfast Clip 1:
1 between food for organisms. Testing of (Origins of food) https://www.twig-
organisms students prior world.com/film/glos
can be Define what a food chain is knowledge Explore: Clip 1: intro to food chains sary/food-chain-
described in and is relevance to human https://www.twig-world.com/film/glossary/food- 689/
terms of food society chain-689/
chains and KQ - Define a food chain Clip 2:
food webs; Verbally Express the https://www.twig-
human hierarchy of the animal Explain: Link to intro to food chains video - world.com/film/wha
activity can kingdom. speculate as to why certain organisms fit into t-is-a-food-chain-
affect these different spots in the food chain (specific reference 1223/
interactions ( to Carnivores/herbivores/Omnivores)
ACSSU112)
Elaborate: Clip 2: Food chains explained
https://www.twig-world.com/film/what-is-a-food-
chain-1223/
KQ - What is a producer? What is a consumer?
 Evaluate: Speed Storm - in 2 minutes write down
as many things as you can that you have learned
from todays Lesson

TAKE HOME - What is an autotroph and give an

example

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

W2 Interactions Illustrate an in-depth food Formative: Engage: Activity: who can hold their breath for the https://www.twig-
L2 between chain, identifying all its Ability to longest? world.com/film/glos
organisms components. complete KQ- why do we feel feint and dizzy? What would sary/photosynthesi
can be photosynthesis happen if we didn’t breath in? - trick question, s-432/
described in Identify the relevance of builder involuntary response - Importance of oxygen
terms of food photosynthesis as a https://www.scootle
chains and process in a food chain. Summative: Explore: Online, students in pairs are to research .edu.au/ec/viewing/
food webs; the process of photosynthesis and respiration, L11709/index.html
human Illustrate the basic equation taking note of the chemical equation and
activity can of respiration for plants in components required for both.
affect these which oxygen is produced.) - Quick Activity: students to place leaf in a tied
interactions ( up plastic bag, hypothesising what will
ACSSU112) happen if the leaf is left without oxygen over
the weekend. *Bags to be pinned down in
garden bed outside classroom. The following
lesson (next week) the students will check
the results against their hypothesis.
-
Explain: Photosynthesis clip-
https://www.twig-
world.com/film/glossary/photosynthesis-432/
KQ - How does the energy from photosynthesis get
passed up the food chain? Has your hypothesis for
the quick activity changed
 Elaborate: Photosynthesis builder - online activity
where students can actively build the process of
photosynthesis:
https://www.scootle.edu.au/ec/viewing/L11709/inde
x.html

KQ: Where is the relevance of photo synthesis in a

food chain? Speculate what would happen if
photosynthesis did not occur?

Evaluate: Equation scramble - each individual

component of the photosynthesis and respiration
equations to be scrambled up, students may leave
when they have it in correct order.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

W2 Identify Identify the basic structure Formative: Engage: Film clip 1 - Introduces food webs/death Film clip 1 -
L2 questions of a food web. Ability to and gives recap on previous lessons information: https://www.youtub
and problems demonstrate https://www.youtube.com/watch?v=JSfezoPjUk4 e.com/watch?v=JS
that can be Differentiate the roles of a understanding KQ - What are the points of similarities between a fezoPjUk4
investigated producers and consumer of the transfer food web and a food chain?
scientifically within a food web. of energy Explore: People rely on food and plants as a
and make through meal source of energy, design a meal and show how
predictions Describe on paper, the map each meal can fit into a food web labelling each
based on links between a food chain level of consumers and producers.
scientific and a food web (A food Summative: Materials:
knowledge (A web is a multi-dimensional - Food web diagram with arrows
CSIS124) food chain) - Food web diagram without arrows
- Lunch food web template
Explain: Poster my wall - think about why and how https://www.posterm
death may fit into a food web cycle? (Death can ywall.com/
Interactions feed Scavenger animals but also causes
between decomposition and fertilises the ground, so plants
organisms can grow and provide more energy)
can be  Create a poster depicting your current
described in interpretation of a food web.
terms of food
chains and
food webs; Elaborate: Autotroph - Clip 2 https://www.twig-
human https://www.twig- world.com/film/glos
activity can world.com/film/glossary/autotroph-287/ sary/autotroph-
affect these KQ- what is an Autotroph? 287/
interactions ( KQ- What requirements are needed for an
ACSSU112) autotroph to act accordingly?

Evaluate: Exit pass - Recite the definition of the https://quizlet.com/

terms relevant to a food web correctly (Quizlet) 273575207/food-
https://quizlet.com/273575207/food-webs-flash- webs-flash-cards/
cards/