Beruflich Dokumente
Kultur Dokumente
UNIT OF WORK-
BIOLOGY YEAR 11
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Module 3 – Biological Diversity Duration: 10 weeks (This assignment only covers 5 weeks)
Module 4 – Ecosystem Dynamics
Content focus
Module 3
Biodiversity is important to balance the Earth’s ecosystems. Biodiversity can be affected slowly or quickly over time by natural selective pressures. Human
impact can also affect biodiversity over a shorter time period. In this module, students learn about the Theory of Evolution by Natural Selection and the effect of
various selective pressures.
Monitoring biodiversity is key to being able to predict future change. Monitoring, including the monitoring of abiotic factors in the environment, enables ecologists
to design strategies to reduce the effects of adverse biological change. Students investigate adaptations of organisms that increase the organism’s ability to
survive in their environment.
Module 4
The Earth’s biodiversity has increased since life first appeared on the planet. The Theory of Evolution by Natural Selection can be used to explain periodic
increases and decreases in populations and biodiversity. Students engage in the study of past ecosystems and create models of possible future ecosystems so
that human impact on biodiversity can be minimised. The study of ecosystem dynamics integrates a range of data that can be used to predict environmental
change into the future.
Working Scientifically
In this unit, students focus on developing questions, designs and hypotheses when planning and conducting investigations. Students also study trends, patterns
and relationships in data to analyse the interrelationships within and dynamics of an ecosystem. Students should be provided with opportunities to engage with
all Working Scientifically skills throughout the course.
Students:
employ and evaluate safe work practices and manage risks (ACSBL031)
use appropriate technologies to ensure and evaluate accuracy
select and extract information from a wide range of reliable secondary sources and acknowledge them
using an accepted referencing style
W/S – Processing Data and Information – BIO11/12-4
A student selects and processes appropriate qualitative and quantitative data and information
using a range of appropriate media
Students:
select qualitative and quantitative data and information and represent them using a range of formats,
digital technologies and appropriate media (ACSBL004, ACSBL007, ACSBL064, ACSBL101)
apply quantitative processes where appropriate
evaluate and improve the quality of data
Students will create research articles detailing As students conduct practical, modelling activities To keep students engaged, ICT was used in the form
a question. This will build students literacy by: they will be required to: of:
- Increasing scientifically terminology - Graph data as well as interpret their - Interactive models
- Exposing students to academic meaning - Videos
writing skills - Calculate the population size - Interactive brainstorms
- Map changes in a population - HyperDoc
- Presentations
- Interactive quizzes
Note: The three original resources are highlighted in ‘green’, two are links and one is a word document pasted at the end of the document before justification.
Effects of the Environment on Organisms (Module 3)
Inquiry question: How do environmental pressures promote a change in species diversity and abundance?
Review stage 4 and 5 content areas through a Kahoot Quiz. Kahoot Quiz
This will testing students prior knowledge and how much
information has been retained. Students may create the kahoot
themselves or be presented one, developed by the teacher.
Differentiation techniques Do not provide a scaffold for students who do not require it
Provide a more detailed scaffold for students who need extra guidance
Develop a more structured lessons if need be. Incorporate more worksheets and videos if students need extra exposure
Population Dynamics (Module 4)
Inquiry question: What effect can one species have on the other species in a community?
Knowledge and Understanding Working Scientifically outcome Teaching and Learning Strategies Assessment Resources
content descriptors descriptors for learning
Students investigate and determine Students conduct investigations to HITS Structuring Lessons
relationships between biotic and collect valid and reliable primary Classroom discussion; developing students’ Video and Worksheets
abiotic factors in an ecosystem, and secondary data and knowledge about biotic and abiotic factors further.
including: information BIO11/12-3 By discussing the impact of these factors
The impact of abiotic factors
Students select and processes Factors include:
The impact of biotic factors, appropriate qualitative and Predation
including predation, quantitative data and information Competition
competition and symbiotic using a range of appropriate Symbiotic relationships
relationships media BIO11/12-4 Disease
Inquiry-based learning
Students explain a recent extinction Students communicates scientific Get students to individual research a recent Learning intention:
event understanding using suitable extinction event. This will be a student-led Students are to create a
language and terminology for a classroom environment. research article
specific audience or purpose explaining a recent
BIO11/12-7 Students will teach the class the information they extinction event
have gathered
Success criteria:
Teacher will take noes of the information and Student has understood
conclude lesson by explain any missed information why these extinctions
have occurred
Predicts what might
occur if situations
persists
Explains to the class
researched gathered in
a clear and effective
manner
Differentiation techniques To engage gifted and talented students, get the students themselves to combine all student responses and allow for a
student lead discussion.
For inquiry based learning, teachers can provided a guided scaffold to students who may need a push to start thinking along
the inquiry path. Teachers can create problem-based learning activities instead of inquiry. Providing more strcture
Included more videos and worksheets, giving students the opportunity for multiple exposure. Find out what works best for
the classroom.
Adaptations (Module 3)
Inquiry question: How do adaptations increase the organism’s ability to survive?
Knowledge and Working Scientifically Teaching and Learning Strategies Assessment for learning Resources
Understanding content outcome descriptors
descriptors
HITS Explicit Teaching
Students conduct Students develops and Discuss the differences between physiological, structural &
practical investigations, evaluates questions and behavioural adaptations
individually or in teams, hypotheses for scientific Videos and interactive platforms where
or use secondary investigation Students collect and analyse the observations and data that students can share their ideas and
sources to examine the BIO11/12-1 were obtained by Charles Darwin about groups of closely explanations
adaptations of organisms related Galapagos species to support the Theory of
that increase their ability Evolution by Natural Selection, choosing from:
to survive in their Students designs and Tortoises
environment, including: evaluates investigations in Iguanas
Structural order to obtain primary and Finches
adaptations secondary data and Mockingbirds
Physiological information BIO11/12-2 Frigatebirds
adaptations Cormorants
Behavioural Boobies
adaptations Seals and Sea Lions
Whales
Learning intention:
Dolphins
To create a presentation explaining
structural, physiological and
HITS Collaborative Learning
behavioural adaptations
ICT Component/ formative assessment
Success criteria:
Students in a group of 3 will create a PowerPoint
Students were able to distinguish
presentation (3 slides) explaining each adaptation. To
between the different types of
demonstrate understanding at least 3 animals are given as
adaptations
examples for each adaptations).
Had a variety of animals for 1
adaptation
Explained why these adaptations
were important to the animal
Platypus Parts National Geographic- Video Video
Students will answer the follow question on the Google Doc Platypus Parts National Geographic
provided:
What are the Structural adaptation Adaptation in Platypus worksheet
What are the Behavioural adaptation (original resource)
What are the Physiological adaptation
Success criteria:
Students have identified why
Finches are important in
HITS Multiple Exposures understanding Natural Selection
Specific traits have been explained
Inquiry-based learning
Students are requied to work in pairs and create a model
that represents natural selection. The model is freely up to
the students. Depending on the class size, the presentation
time will vary. Students will spend a lesson working on A marking criteria will be given as well as a
gathering information and 2 weeks to finalise it checklist.
Students will receive feedback
This will be assessed as part of a summative assessment.
Differentiation Teachers can provide a slightly scaffold practical worksheet, giving students a starting point to gather their thoughts. For each section
techniques have a starting sentence that students can continue, or have missing sections for students to fill out themselves.
Knowledge and Understanding Working Scientifically outcome Teaching and Learning Strategies Assessment Resources
content descriptors descriptors for learning
Example organisms:
Convergent
Birds vs Bats
Butterflies
Sharks
Dolphin
Divergent
Finches
Dogs
Humans
Students communicates scientific HITS Explicit Teaching Animation will be utilised to illustrate
Students analyse how an understanding using suitable speciation in the Galapagos islands.
accumulation of language and terminology for a Define what microevolutionary changes is using
microevolutionary changes can specific audience or purpose specific examples. Can also include other animations
drive evolutionary changes and BIO11/12-7 such as:
speciation over time, for Concepts include: Speciation Mechanisms
example: Mutation Founder Effect and speciation Anole
Evolution of the horse Migration Lizards: An Example of Speciation
Evolution of the platypus Genetic Drift Speciation: An Illustrated
Natural selection Introduction
Learning intentions:
Inquiry-based learning To study the evolutionary
Students are to find a case study on either the a change in either a horse or a
horse, or the platypus and write a research article platypus
analysing the following:
First evidence of the organisms Success criteria:
Changes to the original ancestor of the Students have created a
organism research article that has
Give examples of the organism at its explained changes in either a
current state and how these variations have horse or platypus
differed Changes have been clearly
explained in relation to
microevolution
Students explain how punctuated Students communicates scientific HITS Explicit Teaching Video
equilibrium is different from the understanding using suitable Define what equilibrium is? And how it differs from Understanding Evolution
gradual process of natural language and terminology for a punctuated equilibrium
selection specific audience or purpose Discuss punctuated equilibrium with examples
BIO11/12-7
Students construct a table to compare the
similarities and differences between punctuated
equilibrium & natural selection.
Students can use the information found here:
Understanding Evolution or can source their own
information
Differentiation When analysing microevolution an extension could allow students to consider the likelihood and characteristics of future
techniques speciation
Create a scaffold to encourage students who maybe disengaged in part-taking in the inquiry based learning activities.
Reflection and Evaluation
TEACHER: CLASS:
Variations to program: (List additional resources and outline alternative strategies used.
The most effective teaching/ learning strategies and resources in this unit were: (Please nominate 3 at least)
Less effective teaching strategies and resources for this unit were: (Please nominate 2 at least)
TEACHER’S SIGNATURE_________________________________________
DATED____________________CHECKED________________________________
MODELLING ADAPTATIONS
Practical 1
Materials:
Method:
1- Dip the toothpicks into the PVC white glue to create a polka dot effect on the
black paper.
2- Allow to dry
3- Cut a 2 cm strip from the black polka dot paper using the scissors.
4- Draw an animal of your choosing and then cut out
5- Place black polka dot paper in the plastic sleeve. Make sure 3 sides are taped
down, leaving one side open.
6- Place the cut out animal front facing (polka dot side) and notice how you
cannot find it (using structural adaption the animal is camouflaged into the
background)
7- Place the cut out animal back facing (black paper side) and notice how
compared to the polka dot side you can see the animal clearly.
8- Try it vice versa black being the dominate background and see which animal
has the advantage.
Practical 2
Aim: To model which beak size is better adapted at catching more prey
Materials:
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Method:
Model 1
Model 2
1- Fill the bowl with water to the top and scatter the confetti. (This represents the
prey)
2- Using a stop watch , time 30 seconds
3- Each ‘beak’ will have 30 seconds to see how many confetti pieces can be
grabbed.
4- Record the data observed in the table below and note which ‘beak’ was the
better option
5- Plot the data into a bar graph
Model 3
1- Fill the plastic tub half way with sand and scatter the rubber bands and paper
clips within the tub. (This represents the prey)
2- Using a stop watch, time 30 seconds
3- Each ‘beak’ will have 30 seconds to see how many rubber bands and paper
clips can be collected and placed in the cup
4- Record the data observed in the table below and note which ‘beak’ was the
better option
5- Plot the data into a bar graph
Results
Which beak was the most advantageous in that environment and why?
Was one beak superior in all types of environments against different prey and why?
Graph using excel and compare the mean of each beak in collecting different prey.
What are the range of pray collected?
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Beak Wire Water Sand
Tongs
Pegs
Chop sticks
Tweezer
Forceps
Forks
Table 1: The tally of the number of prey collected in the duration of 30 seconds for each
environment using all beak types.
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ADAPTATION IN PLATYPUS
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DIVERGENT AND CONVERGENT
EVOLUTION
Hyperdoc
CONVERGENT EVOLUTION
Explore Task
Click on the link below and complete task on the right In your group of 2 explore the data given and post an
answer to question 1 on the padlet link below
❏ Link 1
❏ What is evolution?
❏ Convergent vs divergent evolution
❏ What are homologous structures vs analogous Remember, if you provide a claim, make sure you back
structures it up by evidence
DIVERGENT EVOLUTION
Explore Task
Click on the link below and complete task on the right In your group of 2 explore the data given and post an
answer to question 1 on the padlet link below
❏ Link 1
Question 2
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Explain
Task: Putting it
all together Click HERE to see your
classmates responses
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Justification
This unit of work proposes to deliver an enhanced and engaging learning experience; adopting a student-
centred approach by developing teacher-student partnerships and designing instruction based on the student
approach to learning (Beckwith 1991). As noted by Day et al. (2004) "learning is best achieved by active
construction of knowledge in meaningful contexts" (p. 3). Consequently, it is beneficial for students, when real-
life scenarios and events are utilised during the introductory of each concept. Otherwise, "the learning process
occurs in isolation from a real and practical purpose" (Friedman et al. 2010, p.768). Envisioning a learning cycle
that connects students to learning about oneself and the world in which we exist in (Dewey 1966). Aristotle
believed in the same vision and taught that "we have to learn before we can do, we learn by doing'' (Aristotle
1984).
A fundamental goal for school teachers and beyond is to educate students to think critically. A study by Williams
and Worth (2003) has stated that success in the classroom is mediated by students' ability to develop critical
thinking skills; impacting student achievement overall. To think critically is defined as achieving understanding
through the evaluation of viewpoints to solve a problem. The act of thinking itself is considered an experience of
linking skills learned, to real-world applications (Friedman et al. 2010). Strategies implemented throughout the
unit of work to increase critical thinking included: inquiry-based learning and problem-based learning.
The interactive process of Inquiry-based learning (IBL) is defined as ‘‘a learning process which generates
interests, curiosities, and perspectives/experiences of the learner through questions" (Havasy 2001, p. 49).
However, asking questions is only a step in the IBL process, Dewey (1966) explains that thinking and learning
happen in a cycle process of asking, investigating, creating, discussing and reflecting. Furthermore,
understanding inquiry-based learning not only assist students to think critical, but it also facilitates memorisation,
by making concepts more clearly, utilising students internal processing. The best IBL guides students natural
curiosity and encourages students to strive for a better understanding of the process or concepts through the
proves of investigation and discovery (Havasy 2001, p. 49).
As a form of differentiation strategies, some students may find it a struggle to use IBL, as they need may require
a more structured questioning process. By incorporating problem-based learning (PBL) as the alternative
teaching strategy, students are still utilising a form of inquiry however, much more structured. Key elements to
consider in the PBL process include: 1) teacher creating a realistic, complex problem/question; 2) students have
insufficient prior knowledge in attempts to solve the problem on their own; 3) teachers role is to consult and
guide problem-solving processes, and 4) students collaboratively try and solve the problem (Altshuler and
Bosch 2003).
The inclusion of cross-curriculum is a crucial step in the teaching process, exposing students to the Aboriginal
and Torres Strait Islander cultures and traditions and way of life provides students with the opportunity to gain a
deeper appreciation and understanding of different worldviews. "This knowledge and understanding will enrich
all learners' ability to participate positively in the ongoing development of Australia through a deepening
knowledge and connection with the world's oldest continuous living cultures" (Australian Curriculum,
Assessment and Reporting Authority [ACARA] 2016, para. 3). In developing this unit of work, the key concept
Country/Place for Aboriginal and Torres Strait Islander was utilised in the form of a video on the Kakadu
National Park; bringing Aboriginal culture into real-life context for students.
High impact teaching strategies (HITS) have been implemented throughout the unit of work. These types of
strategies increase student chances to learn concepts and skills (Department of Education and Training
Melbourne 2017). However, HITS are only there as a suggestion; depending on the classroom setting and
student learning, HITS can be modified to suit the learning needs of all students.
Transforming teaching and learning through the incorporation of information, communication, and technology
(ICT) components. Learning is embedded in ICT (Sutherland et al. 2004) and, in an ever-changing world of
technologies, schools and teachers must ‘keep up'. Providing students with the best tools and resource, to
enhance learning and understanding as well as develop skills for the future. Children are social and vigorously
attentive learners, building on existing strengths from real-life situations. Hence, ICT components "need to build
knowledge, allow for individual differences, and provide for achievement, success, and progression" (Cullen
2015, para. 4).
Teachers need to use technology as a tool rather than competitors of time and engagement; throughout the unit
of work, the main type of formative assessment incorporated ICT components; in doing so, the classroom
adopted a student-led environment. This created a collaborative space, as students share ideas and concepts in
the form of small to larger group discussions. Removing the notion that teachers must ‘lecture' the knowledge to
students and, replacing it with the idea that teachers are there to meditate, support and supervise instead,
allows for students to gain ownership over their learning process. ICT developments create an atmosphere
which inspires students to do more with their learning and further their understanding; through ICT frameworks,
learning opportunities are endless.
A study conducted by Laal (2013) reforms the idea of a collaborative space, suggesting that when collaborative
learning takes place, students are more inclined to take responsible for their learning and the learning of others.
A shared end goal promotes a successful classroom community; students share resources, they help, support,
encourage and applaud each other's efforts to achieve better (Laal 2013). Collaboration was integrated into the
unit of work throughout the process of inquiry-based learning.
In conclusion, an enhanced unit of work is about incorporating the right teaching strategies and resources to suit
the learner itself. However, no matter the learner integrating ICT component and collaborate learning are key
elements to increase student awareness of learning. A major emphasis was the incorporation of inquire-based
learning as a means of formative assessment, and to get students excited about their learning.
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Reference list
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Cross-curriculum priorities.
Retrieved August 29, 2018, from https://www.acara.edu.au/curriculum/cross-curriculum-priorities
Altshuler, S. A., & Bosch, L. A. (2003). Problem-based learning in social work education. Journal of Teaching in
Social Work, 23(2), 201-215. doi:10.1300/J067v23n01_13
Aristotle. (1984). Nicomachean ethics. In J. Barnes (Ed.), The complete works of Aristotle (Vol. 2). Princeton:
Princeton University Press.
Beckwith, J. B. (1991). Approaches to learning, their context and relationship to assessment performance.
Higher Education, 22(1), 17-30. doi: 10.1007/BF02351197
Cullen, M. (2015). How is interactive media changing the way children learn?. Education Technology Solution.
Retrieved August 28, 2018, from https://educationtechnologysolutions.com.au/2015/12/how-is-
interactive-media-changing-the-way-children-learn/
Day, J., Foley, J., Groeneweg, R., & van der Mast, C. (2004). Enhancing the classroom learning experience
with Web lectures. Georgia Institute of Technology, GVU Technical Report, 1-11. Retrieved from
http://hdl.handle.net/1853/65
Department of education and training Melbourne. (2017). High impact teaching strategies: Excellence in
teaching and learning. Retrieved from
https://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstrat.pdf
Dewey, J. (1966). Democracy and education: An introduction to the philosophy of education. New York, United
States of America: Free Press.
Friedman, D. B., Crews, T. B., Caicedo, J. M., Besley, J. C., Weinberg, J., & Freeman, M. L. (2010). An
exploration into inquiry-based learning by a multidisciplinary group of higher education faculty. Higher
Education, 59(6), 765-783. doi: 10.1007/s10734-009-9279-9
Havasy, R. A. D. (2001). Getting a clue. Education Week; Bethesda 21(10), 49. Retrieved from
https://www.ebsco.com
Laal, M. (2013). Collaborative learning; Elements, Procedia- Social and behavioural sciences, 83, 814-818. doi:
10.1016/j.sbspro.2013.06.153
NSW Education Standards Authority. (2017). Biology Stage 6 Syllabus [Ebook] (pp. 40-41). NSW. Retrieved
from http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-
science/biology-2017
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Sutherland, R., Armstrong, A., Barnes, S., Brawn, R., Breeze, N., Gall, M., … John, P. (2004). Transforming
teaching and learning: embedding ICT into everyday classroom practices. Journal of computer assisted
learning, 20(6), 413-425. doi:10.1111/j.1365-2729.2004.00104.x
Williams, R. L., & Worth, S. (2003). Thinking skills and work habits: Contributors to course performance. The
Journal of General Education, 51(3), 200-227. doi:10.1353/jge.2003.000
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