Numeracy and Ict Science Unit Plan

1
EDUC3625 Numeracy and ICT (2013) Designer: Amy Cutting

Assignment 2 Unit of Work

Amy Cutting

2094341

Tutor: Mark Sparvell

How do human actions affect aquatic ecosystems?

Year Level s: 7
Learni ng Areas: Sci ence
Strands: Sci ence Understandi ng and Sci ence Inqui ry Skill s
Durati on: 6 l essons

In q uiry O vervi ew

The unit of inquiry seeks to demonstrate the complex nature of food chains and food webs within
ecosystems and how each organism plays a vital role in the maintenance and survival of the ecosystem
that it inhabits. The unit is centered on aquatic ecosystems and how human actions have affected the
natural interactions that take place within these ecosystems. This unit helps students to develop an
understanding that all actions have consequences, positive and negative, and that they need to assume
responsibility for their actions by making choices that produce a positive outcome. By the end of the unit
students should understand that sustaining out aquatic ecosystems needs to be a global priority and be
able to form hypothetical solutions to some of the current issues that face our planet.

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Justification

In this section you are required to explain how your unit plan draws together your
Technological Pedagogical Content Knowledge (TPACK). Please respond to the
following guiding questions:

1. Identify the technologies that will be used by yourself and student s in this
unit.

Teacher: Smartboard, Youtube/internet

Students: Laptops, Scootle, Internet/provided websites, iPads, iMovie app, VoiceThread app, iBook
app.

2.

As the teacher, how does your use of these technologies draw together your technological pedagogical
content knowledge?

My technological pedagogical content knowledge is demonstrated throughout this unit . I have
incorporated the use of various technologies including the internet, videos, laptops, Scootle, iPads, and
several iPad apps. The use of Youtube to watch short educational videos describing the various human
impacts on aquatic ecosystems is beneficial to all students, particularly visual learners. The videos
provide meaningful learning experiences as they are typically more engaging than students being lectured
or made to simply taking notes. The use of an interactive investigation from Scootle allows for the
creation and advancement of various learning pathways. The Scootle exercise that I chose requires
students to use process skills to collect and interpret data from a number of sources, students apply their
understanding of ecosystems to describe relationships between organisms, and students have the ability
to manipulate organism population within the habitat and observe how this makes changes within the
ecosystem. Visual and interactive investigations allow students to experiment and make meaningful
connections with the inquiry topic. The use of laptops and the internet provide students with the
opportunity to improve their computer literacy and practice independently searching for and locating data
to support their investigations. The final assessment task gives students the opportunity to create a
documentary, publish an article, or create a podcast, which is then shared on the internet via the use of
iPads. Without technology these creations would be otherwise inconceivable. The use of technology is
combined with pedagogy that encompasses inquiry learning so that students can successfully investigate,
study, and understand, the content knowledge (interactions between organisms can be described in terms
of food chains and food webs and human activity can affect these interactions).

3. Which level of the SAMR Model would you describe the use of technology in
this unit? Why? See http://bit.ly/13EZ1U6

In this unit there is two levels of the SAMR model evident, these are augmentation
and redefinition. Augmentation is evident in the use of the Youtube videos. This
technology acts as a direct substitute with functional improvement. Rather than lecturing the students, or
the students taking notes, the information is being presented to the students in an informative and
engaging manner that increases critical thinking. Redefinition can be seen in the Dugong activity on
Scootle and with the use of iMovie, VoiceThread, or iBook, in the final assessment proj ect. The Dugong
activity allows students to manipulate the facets of the ecosystem and watch as the visibly changes in
front of them. Without technology this would not be possible. The iBook app allows students to publish
their written piece to the iBookstore, the iMovie app allows students to create their own movie and publish
it to the internet safely, while VoiceThread allows students to create podcasts and discussions which
other users can join. These apps also allows for the creation of new tasks that were previously
inconceivable and therefore fit the redefinition level of the SAMR model.

3

4. How does your unit of work and selection of ICT incorporate the three principles of Universal
Design for Learning?

The three principles of Universal Design for Learning (provide multiple means of representation, action and
expression, and engagement) are used throughout this unit of work. Using TPACK I have designed this unit
to cater for the different learning styles by incorporating various ways of presenting information with the use
of technology. This unit of work employs written, verbal, and visual activities which are inclusive to all
learners. The final assessment task allows for multiple options for expression by giving students the option
to produce a written, visual, or verbal assessment piece. The various use of technology including videos
and interactive investigations combined with the hands on class room experiment provide plenty of
engaging learning opportunities.

4

Stage 1: Learning Intentions (desired goals)
What is worthy of understanding?

Established Goals: Australian Curriculum
General Capabilities

Numeracy
Estimating and calculating with
whole numbers
Recognising and using patterns and
relationships
Using fractions, decimals,
percentages, ratios and rates
Using spatial reasoning
Interpreting statistical information
Using measurement

ICT
Investigating
Creating
Communicating
Managing and Operating ICT
Applying Social and Ethical
Protocols and Practices

Literacy
Critical and Creative Thinking
Inquiring identifying,
exploring and organizing
information and ideas
Personal and Social Capability
Ethical Understanding
Understanding ethical
concepts and issues
Reasoning in decision making
and actions
Intercultural Understanding

Relevant Learning Continuum Descriptions:

Numeracy Level 4:
Interpret data displays:
collect, compare, describe and interpret data as 2-way
tables, double column graphs and sector graphs, including
from digital media.

ICT Level 5:
Investigating with ICT
Locate, generate and access data and information:
locate, retrieve or generate information using search facilities
and organize information in meaningful ways.

Creating with ICT
Generate solutions to challenges and learning area tasks:
design and modify simple digital solutions, or multimodal
creative outputs or data transformations for particular
audiences and purposes following recognized conventions.

Communicating with ICT
Collaborate, share and exchange:
select and use appropriate ICT tools safely to lead groups in
sharing and exchanging information, and taking part in online
projects or active collaborations with appropriate global
audiences.

Critical and Creative Thinking Level 5:
Inquiring identifying, exploring and organizing information and
ideas
Pose questions
pose questions to probe assumptions and investigate
complex issues.

Ethical Understanding Level 5:
Understanding ethical concepts and issues
Explore ethical concepts in context:
discuss actions taken in a range of contexts that include an
ethical dimension.

Reasoning in decision making and actions
Consider consequences:
examine the links between emotions, dispositions and
intended and unintended consequences of their actions on
others

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Learning Area

Science
Relevant Strands and Content Descriptors Relevant Elaborations

Strand: Science Understanding

Content Descriptor:

Biological Sciences Interactions between organisms can
be described in terms of food chains and food webs; human
activity can affect these interactions (ACSSU112)

Using food chains to show feeding
relationships in a habitat
Constructing and interpreting webs to
show relationships between organisms in
an environment
Investigating the effect of human activity
on local habitats, such as deforestation,
agriculture or the introduction of a new
species
Researching specific examples of human
activity such as the use of fire by
traditional Aboriginal people and the
effects of palm oil harvesting in Sumatra
and Borneo

Strand: Science Inquiry Skills

Content Descriptor:

Questioning and predicting Identify questions and
problems that can be investigated scientifically and
make predictions based on scientific knowledge
(ACSIS124)

Planning and conducting Collaboratively and
individually plan and conduct a range of investigation
types, including fieldwork and experiments, ensuring
safety and ethical guidelines are followed (ACSIS125)

Processing and analysing data and information
Summarise data, from students own investigations
and secondary sources, and use scientific
understanding to identify relationships and draw
conclusions (ACSIS130)

Communicating communicate ideas, findings, and
solutions to problems using scientific language and
representations digital technologies as appropriate
(ACSIS133)

Work collaboratively to identify a problem to
investigate
Recognising that the solution of some
questions and problems require
consideration of social, cultural, economic
or moral aspects rather than or as well as
scientific investigation
Work collaboratively to decide how to
approach an investigation
Developing strategies and techniques for
effective research using secondary
sources, including use of the internet

Comparing and contrasting data from a
number of sources in order to create a
summary of collected data
Identifying data which provides evidence to
support or negate the hypothesis under
investigation
Referring to relevant evidence when
presenting conclusions drawn from an
investigation
Presenting the outcomes of research using
effective forms of representation of data or
ideas and scientific language that is
appropriate for the target audience
Using digital technologies to access
information and to communicate and
collaborate with others on and off site

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Relevant links to the Year Level Description
and Achievement Standards:

Year Level Description:

In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of
classification in ordering and organising information. They use and develop models such as food chains, food webs
and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the
impact of changing components within these systems.

Achievement Standards:

They predict the effect of environmental changes on feeding relationships and classify and organise diverse
organisms based on observable differences. Students identify questions that can be investigated scientifically.
Students draw on evidence to support their conclusions. They summarise data from different
sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They
communicate their ideas, methods and findings using scientific language and appropriate representations.

Knowledge (key concepts) Skills

Students will KNOW that:

Interactions between organisms can
be described in terms of food chains
and food webs; human activity can
affect these interactions (ACSSU112)

What will students be able to DO?

Students will be able to describe the
interactions, food chains/food webs, within an
ecosystem.
Students will be able to identify the various
affects human actions have had on aquatic
ecosystems and consider the ethical aspects
of our actions.
Using digital media students interpret data to
make conclusions on different hypotheses
and investigations.
Students will pose questions to drive
investigations.
They will use ICT to locate information and
data to support their investigation, they will
learn how to use technology that was
previously inconceivable without it, and they
will share their final product online.

Learning Area:
Science

Numeracy general capability:

ICT general capability:
Investigating, creating, and communicating
with ICT

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Enduring Understandings Essential Questions

Students will UNDERSTAND that:

The Earth is one big ecosystem made up of
many smaller ecosystems.
The interactions between ecosystems can be
demonstrated in the form of food chains and
food webs.
Each organism is crucial to the functioning of
its ecosystem.
Certain human actions affect our planets
aquatic ecosystems.
Damage done to our aquatic ecosystems is
hard, in some cases impossible to undo,
therefore prevention is the best cure and it
needs to start NOW.
We have a responsibility as members of
society to do what is ethically right and actively
work towards sustaining our environment.

Key questions to guide the inquiry will be:

What human action negatively impact on our
aquatic ecosystems?
What consequence has this had on a specific
marine animal?
How does this affect the rest of that animals
ecosystem?
Why should we be concerned?
What might happen if this action continues
damage the aquatic ecosystem?
What needs to be done?

Required Resources

Scootle: Dungong Dilemma: Assessment
(http://www.scootle.edu.au/ec/viewing/L7734/index.html)

Whale documentary
(http://splash.abc.net.au/media?id=29799)

Protecting Our Planet - Youtube video
(http://www.youtube.com/watch?v=wJm6B12zK6c)

Shark extinction and its affect on ocean ecosystem with
Gordon Ramsay Youtube video
(http://www.youtube.com/watch?v=Z3ubR0LbQv0)

Smartboard

Resources for pollution experiment (buckets, oil,
rubbish/waste, detergent, tongs, and strainers)

Laptops

iPads

iMovie app

iBook app

VoiceThread app

Group task topic sheet

Fishbowl with students names

Scrap paper

Assessment rubric

Exit slips

Google/internet

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Stage 2: Assessment For Learning
What evidence will determine understanding?
Evidence will be gathered from:
K-W-L chart
Brainstorming
Observations
Class discussions
Questioning
Peer feedback
Exit cards
Group report
Scootle Dugong report

Final assessment project

The summative assessment task is the final project which takes place during the Going Further,
Making Conclusions, and Taking Action stages of the inquiry unit. Students are to choose one
human action that is harmful towards aquatic ecosystems and investigate into a specific affected
ecosystem. Using the essential questions to guide their learning and investigation students will
use the internet to collect relevant information and data. Drawing conclusions from their research
students will have the option of creating a documentary (using the iMovie app), article (using the
iBook app), or podcast (using the iVoice app), which raises awareness about their chosen topic
and a hypothetical solution to the problem. The finished project will be posted online for people
from all over the world to access and leave feedback.
The summative assessment task will be evaluated with the use of an analytic rubric. The success
criteria that will be used to evaluate the student work is listed below:
The relevance and suitability of topic chosen
The essential questions were covered with sufficient detail and evidence
Information was current and relevant and supported the case
Strong case was made for protecting aquatic ecosystems
Hypothetical solution to the problem was implemented
Creativity and presentation
Effort
The rubric will be divided into four segments: incomplete, satisfactory, good, and excellent.
Summative Assessment
Formative Assessment Strategies
Refer to http://bit.ly/14746uj
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Strategic Questioning

Strategic questioning has been used in the creation of the overall inquiry topic (how do human actions affect
aquatic ecosystems?) and essential questions have been identified. Strategic questioning is used throughout
all lessons to help gauge student understanding and promote critical thinking. Examples of strategic
questions to be used throughout the unit are provided below:

Tuning in: what do we mean by the term ecosystem?, how do human actions impact on aquatic
wildlife?, what does this mean for our environment?, should we be concerned?, and can you think of a
time where your actions were potentially harmful to our aquatic wildlife?,
Finding out: are our actions really that harmful? Why/why not?, do you think water pollution can be
undone? Why/why not?, how do you think polluted water could cause problems in an aquatic
ecosystem?, after watching the whale documentary has your opinion on how harmful our actions can be
on the environment changed? How?, and what do you think might happen if steps arent taken to protect
and aquatic ecosystems?.
Sorting out: (please refer to questioning section of the lesson plan).
Going further: (implementation of essential questions).
Making conclusions: individual student questioning into what topic they have chosen to ensure they are on
the right track.
Taking Action/Reflection: use of rubric for student self assessment. Reflection questions at the bottom of
the rubric include: what did you enjoy most? Why?, what did you enjoy least? Why?, if you were
teaching this topic what would you have done the same and what would you have done differently?, what
is the most important thing you have learnt in this topic?, and how will this unit help you outside of the
classroom environment?.

Teacher Feedback (see http://bit.ly/12FlsYZ)

Teacher feedback is provided throughout the whole unit, during both individual and group learning. Asking
how students are progressing in terms of the learning objective for that lesson and providing clarification for
anything students are unsure of. Use encouragement and praise for positive reinforcement. Making sure
students are aware of the level of work expected from them, give suggestions if students work is not up to par
and use high quality examples from other students as a model for the rest of the class.

Peer Feedback

Peer feedback is used in the sorting out stage (lesson 3). During the group work each student is responsible
for providing one piece of positive feedback and one piece of constructive feedback for one of the other
students in their group. Feedback is written on a piece of paper and exchanged at the end of the lesson.

Student Self-assessment

Students will be given the assessment rubric for the summative task as soon as the task has been introduced
in the Going Further stage. Students will be able to use the rubric to monitor and evaluate their progress
during the activity. This means students can compare their work to the rubric and ensure that it demonstrates
the require skills, knowledge, or understanding. They reflect on their progress and evaluate what they need to
do if they wish to improve their work.

Formative use of summative assessment

Consider what students need to know or be able to do at the end of each lesson and create exit slips with
corresponding questions; student will complete these at the end of the first four lessons in the unit. They can
then be checked prior to the next lesson to assess student learning and used to reinforce anything that
students did not understand.

At the end of this lesson they need to be able to: exit cards

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Stage 3: Planning the Learning Activities
What learning experiences will enable students to achieve the desired results?

Usi ng t he St ages of I nquiry Learning
See http://bit.ly/15QsIq8 and http://bit.ly/122fMyq

Tuni ng In
Lesson 1:
Introduce inquiry unit question to the class how do human actions affect aquatic ecosystems?.
Brainstorm what the students think this means and what they already know about the topic. Display their
answers on the Smartboard.
Facilitate class discussion with questions.
Once prior knowledge has been established watch the Protecting Our Planet video available on Youtube.
Reflect on the video and explore any information that may have challenged students original thoughts on the
topic, surprised them, or interested them.
Conclude lesson by completing exit cards.

Fi n di n g Out
Lesson 2:
Briefly recap on the previous lesson.
Discuss ways in which humans are destructive to aquatic ecosystems (eg. Pollution, fishing, introduction of
introduced species, hunting endangered species and agricultural runoff etc).
Strategic questioning.
Students discuss in pairs with the person sitting next to them whether they believe water pollution can be
easily reversed. One person from each pair briefly shares their ideas with the class.
In their pairs students perform an experiment to test whether water pollution can be undone:
1. Students begin writing their experiment report (aim, hypothesis, materials, and method).
2. Using a bucket of clean water students take turns adding pollution (various plastic rubbish, food
waste, vegetable oil to represent toxic oil spills, and detergent).
3. Using tongs and a strainer, students try to clean the water.
4. Students complete the remainder of their report (results and conclusion).
Class discussion on results.
Watch Scootle whale documentary on Smartboard. Brief class discussion encouraged by strategic
questioning.
Conclude lesson by completing exit cards.

Sorti ng Out
Lesson 3:
Recap on previous lesson.
Introduce and discuss the terms food chain and food web, students begin their KWL for the lesson.
Students complete Scootle Dugong Dilemma: Assessment activity. Once the activity has been completed have a class
discussion of results and observations.
Watch Youtube video Shark extinction and its effects on the ocean ecosystem featuring Gordon Ramsay.
Students are put into groups and each group is given a different topic to research. They compose a brief
report on their topic and share their findings with the class. Peer feedback is exchanged between students of
the same group.
Conclude lesson by completing KWL chart and class discussion.

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Goi ng Furt her
Lesson 4:
Recap on the learning from the previous lessons.
Introduce students to their summative assessment piece for this unit of work. Provide students with the
assessment rubric for this task, providing clarification of any terms they are unsure of, and explain how this
can be used as they go to evaluate their project.
Students are to choose one human action that is harmful towards aquatic ecosystems and investigate into a
specific affected ecosystem. Using the essential questions to guide their learning and investigation students
will use the internet to collect relevant information and data. Drawing conclusions from their research students
will have the option of creating a documentary (using the iMovie app), article (using the iBook app), or podcast
(using the VoiceThread app), which raises awareness about their chosen topic and a hypothetical solution to
the problem. The finished project will be posted online for people from all over the world to access and leave
feedback.
While students are researching circulate around the room, assisting when necessary and encouraging
students to produce a high quality piece of work.
Conclude lesson be completing exit slips.

Maki ng Concl usi ons
Lesson 5:
Students continue on with the work from the previous lesson.
Tell students that they should be completing the research phase of their project and beginning to create a draft
before creating their finished product using their chosen app.

Taki ng Act i on
Lesson 6:
Students continue on from the last lesson.
Make students aware that this is the final lesson for them to complete their summative project.
Students create their final piece using the iMovie, iBook, or iVoice app, and publish it using the school iPads.

Ref l ect i on:
Final class discussion on the inquiry unit.
Students complete the assessment rubric as part of their self assessment and then answer the reflection
questions provided underneath the rubric.

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Stage 4 Lesson Plan

Lesson Number #
Inquiry Learning Stage: Sorting Out Lesson number in this stage: 3
Learning Intentions
Learning Area(s): Science Understanding

Content Descriptors:

Biological Sciences Interactions between organisms can
be described in terms of food chains and food webs; human
activity can affect these interactions (ACSSU112)

Links to Numeracy general capability
Interpreting Statistical Information:
Interpret data displays:
compare, interpret and assess the effectiveness of
different data displays of the same information

Links to ICT general capability
Investigating with ICT:
Locate, generate, and access data and information:
locate, retrieve or generate information using search
facilities and organize information in meaningful ways

Specific Learning Outcome(s):
(What do I want the students to be able to do, know or think at the end of this lesson?)

All students must: Create an account with Scootle and complete the Dungong assessment activity.
Understand the terms food chain and food web and the roles that these concepts play in the function of an
ecosystem. Understand how human actions can be detrimental towards the functioning of marine
ecosystems. Contribute and actively participate in the group report task using Google and/or other search
engines to locate relevant information and data.

Most students should: Achieve proficiency in the Dugong assessment activity. Begin to understand the ways
in which data can be purposefully manipulated. Understand the complexity of ecosystems and the importance
of each animal in the food chain or food web towards the natural functioning of the ecosystem. Be able to
predict or hypothesize about what could happen if one element of the food chain or food web was removed.

Some students could: Recognize that our world is one big ecosystem made up of many smaller ecosystems
and that changes to one ecosystem will impact on the big ecosystem. Reflect on the consequence of human
actions on the sustainability of our planet and begin to consider possible ways of protecting our marine
wildlife. Understand our ethical responsibility to preserve our oceans and planet.

Resources

Smartboard, Laptops, Scootle, Youtube video - Shark extinction and its effect on the ocean ecosystem Gordon
Ramsay, group task topic sheet with corresponding websites, scrap paper for the peer feedback, fishbowl with students
names.

Assessment

Students will be formativel y assessed on the vari ous tasks within thi s lesson. The dugong activity report and KWL
charts will be collected at the end of the l esson for evaluation. Students will al so receive peer feedback after thei r
group activity.

13

Lesson Outl ine
Connect / Starter
This should be for about 5 minutes.
5 mi n

Brief recap on previous lessons highlighting how human actions can impact on marine ecosystems.

Warm up: to promote student engagement write on the Smartboard what are food chains and food
webs?. Give students one minute to create a brief KWL chart, writing down what they already know
about the topic and what they would like to know. What they have learnt will be completed at the end
of the lesson.

Using the class fishbowl, where all students names have been added, randomly draw out the names of
several students to share with the class either what they already know or what they hope learn about
food chains and food webs.

Clarify the definitions of a food chain and web if necessary then pose questions about the two concepts,
again using the fishbowl to encourage engagement.

Acti vat e
This part of the lesson should take 20 minutes.

20 mi n

Using school laptops students are to log onto Scootle using the student login. They are then to complete
the Dugong Dilemma Assessment activity. Briefly explain that this activity requires students to
determine a likely hypothesis for the decline in the Dugong population, interpret statistical data given,
investigate the living things present in a coastal marine habitat, create a food web to demonstrate the
relationships between the different animals in the habitat, and experiment with the impacts of human
activity and changes in the population to selected marine life. As students progress through the activity
they will record information and observations in the notes section provided. Once students have
concluded on a likely hypothesis for the decreasing Dugong population they will then complete the final
report summarizing the reasons for their decision. The report needs to be saved in the students my
documents before it is printed and handed up.

While students are completing the activity circulate around the room, assisting with any difficulties and
providing feedback.

Once the students have completed the report and handed up a copy discuss the results of the activity as a
class and pose appropriate questions. While the fishbowl will still be used, as it involves students who
ordinarily avoid contributing, the students who are willing to share their observations are welcome to
raise their hand. Students are encouraged to raise their own questions to advance the class discussion.

Demonstrat e (Assessment for Learning)
14

20 mi n

Inform students that we are going to begin the next activity, which we will start watching a short Youtube
video called Shark extinction and its effects on the ocean ecosystem featuring Gordon Ramsay. Tell
students they should be thinking about what they have learnt throughout the topic so far (ecosystems,
food chains and food webs, and how human actions can affect these interactions etc) while they are
watching the video and to consider what could happen to our ocean ecosystem if sharks become extinct
and what needs to be done to prevent this from happening.

Once the video has finished inform students that they will need to gather with their usual science peer
work group to begin the follow up task. Each group gets handed a sheet with a different question.
Students are to investigate the topic using the websites provided on the topic sheet and compose a short
report about their findings. Each student in the group needs to take responsibility for finding a piece of
information for their report. They will have approximately 10 minutes to research their topic. Each
member from every group will take responsibility for providing peer feedback for one of the other
students in their group.

While students are completing the activity circulate around the room, assisting with any difficulties and
providing feedback.

Once the report has been completed each student from each groups needs to provide peer feedback for
one of the students in their group. They need to write down one thing that person did well during the
group activity and one thing they could improve on. Students will then exchange their feedback notes.

The next 5 minutes will allow for each group to briefly share the main findings of their investigation with the
rest of class.

15

Consolidate / Plenary

10 min

Ask students to reflect on what they have learnt and how. They then need to
complete the KWL chart, writing down the most important things they learnt from this
lesson.

Discuss as a class the resources used in their learning and any new skills developed.

Students are to hand up their KWL chart at the end of the lesson.

How will this lesson cater for the needs of all students?

This lesson caters for the different learning styles of students, students with special learning
needs, the high achievers, and the low achievers:

Different learning styles: this lesson incorporates a variety of teaching strategies and
activities. The use of ICT and multimedia cater for the visual learners, while the class
discussion and group work cater for the verbal learners.
Special learning needs: this lesson caters for students with special learning needs in its
design. Information and activities are given in small chunks to avoid overwhelming the
students. Each class discussions and activity does not go for an excessive amount of
time. By mixing up the lesson students should remain focused and engaged. Students
with attention difficulties will be seated at the front of the class and away from any
distractions such as windows. Offering regular support to these students while
circulating the classroom. Providing very detailed feedback to these students.
Maintaining a respectful and harmonious classroom environment by providing clear
expectations of behavior.
High achievers: this lesson caters for the high achievers with the use of open ended
questions. Class room discussion allows opportunities for these students to share their
prior knowledge with the rest of the class. The note and report features of the Dugong
Scootle activity allow for the high achievers to go into more detail and encourage critical
thinking. The group report task allows these students to assume the role of the leader
and assist in the learning of their peers. Using the concept of inquiry learning in the
report activity allows for the high achievers to use high order thinking processes and to
apply their skills and knowledge in more complex ways.
Low achievers: Similarly with the students with special learning needs, this lesson caters
for the low achievers in the way that that information and activities are provided in small
chunks. Individual class discussions and activities do not go for prolonged amounts of
time. Offering regular support to these students while circulating the classroom and
providing detailed feedback. The note and report features of the Dugong Scootle
activity allow for students to work at a level they feel comfortable with. The group
report activity allows for the low achievers to model from the high achievers while
working in a zone they are comfortable with.

What questions will you ask to evaluate students learning, the design of the lesson and your
teaching effectiveness?`

Questions asked in the connecter/starter phase: are food chains and food webs
important to the functioning of ecosystems? Why/why not?, how might a food chain
or food web be interrupted?, how could this impact on the rest of the food chain or
food web?, and can you think of ways humans might be responsible for an change
in the dynamics of a food chain or food web?.

Questions asked in the activate phase: what did you notice about the relationship
between an ecosystem and its food chain or food web?, what impact did human
activity have on the Dugong population?, what do you think would happen to the
ecosystem if the Dugong was to die out?, were the statistics provided throughout
the investigation indicative of your final results?, and what does this tell us about
16

the nature of statistical information and the particular ways that it can be
presented?.

Questions asked in the demonstrate phase: (these are the individual questions
handed out to the groups) The topics are as follows: How has the introduction of Carp
affected the Murray River?, How have chemical pollutants affected the Antarctic food web?,
How does agricultural runoff impact the Great Barrier Reef?, How does whaling affect the ocean
ecosystem?, and How do cigarette butts threaten marine wildlife?.

Questions asked in the consolidate/plenary phase: what is the most important thing
you will take away from this lesson? and how will what you have learnt today assist
you outside of the classroom?.

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Numeracy and Ict Science Unit Plan

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EDUC3625 Numeracy and ICT (2013) Designer: Amy Cutting

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